Thursday, December 16, 2010
Saturday, October 2, 2010
Use of blogs In Art Education Organization for Educational Purposes
http://www.urbanarts.org/resources/view/1
Use of blogs In Art Education Organization for Educational Purposes
http://www.urbanarts.org/resources/view/1
First of all and simply: I feel that I have natural ability to teach, connect, and care for children, and I am passionate about teaching especially ESOL students. I believe that enthusiasm, love and passion for teaching inspire students to want to learn.
I have worked as an Elementary Art teacher in Buenos Aires, and in several underserved public schools in New York City, as an art integration -teaching artist with mostly Hispanic and Latino students as well as Special Ed students.
Working as a classroom teacher in a two way immersion program will be a great fit for me, considering my experience, skills and background. Because of my background, I’m in a privileged situation to teach, nurture and further support students in a Two Way Immersion program. I am a native Spanish speaker, South-American, and thus culturally competent. I grew up in Buenos Aires and came to the US at the age of 25, like many immigrants, looking for opportunities to better my education and further my career.
Through a combination of hard work and visionary planning, I was able to pursue many of my dreams, like the one of continuing my studies. I’m now about to be the first individual in my extended family to have gone to college and achieved a Master Degree.
As many immigrants’ experience, my first few years in the US were extremely challenging and humbling. I tried very hard to adapt to the new culture, learn the language, and belong. Today can proudly share that I am able to incorporate valuable aspects of the North American culture, while preserving and honoring my own South-American roots.
I would like to continue to teach, exploring the use of the arts and media integrated into core curriculum. Arts and media are wonderful tools to aid literacy skills acquisition, in subjects such as Language Arts, Science, Math, and Social Studies.
Planning lessons based on essential questions, and an inquiry based class facilitation style are skills that I possess.
I can’t think of a better job for me than working as a team with my principal, and teacher colleagues, teaching a Two Way Immersion program in a diverse school. We can make a substantial contribution to help children develop their will, curiosity, creativity, creative thinking, inquiry skills, and research methods.
Another area where I feel proficient in is helping children develop self-love, self-knowledge and acceptance as well as building pro-social skills, community and leadership skills.
In a more personal level, I am positive than I can help provide a nurturing, healthy, respectful, safe, and creative environment for each child, since I have learned to create this type of environment, -not only in my classes-, but for myself. I am extremely interested in learning what each child in my classroom needs’ might be.
When given the opportunity, the lesson plans that I create are mostly geared towards self-expression as well as developing literacy skills. My units include self-guided activities as I engage in observation of my students’ behavior, learning moments, rhythm, and needs. These observations help me to keep my planning and curriculum alive while –as much as possible- catered to each students need. Applying an Arts Pedagogy -that integrates the child’s mind, body, and spirit- is one of my main skills and interest.
Attracting parents and kipping them engaged in their children’s education has been a challenge; therefore, I am always trying to find ways to create meaningful connections with my students’ parents or caregivers and facilitate opportunities to meet and share family activities.
Here are some of what in my experience are critical attributes to effective instruction:
• Backward planning with clear goals in mind, both academic and pro-social skills.
• Planning academically rigorous, inquiry based 'age appropriate- lessons within the curriculum.
• Finding meaningful connections within the given curriculum to enliven it and make it relevant to the students.
• Teaching students the tools to be successful in their various standardized tests while helping them to make curricular connections to other subjects and experiences in their lives.
• Working with essential questions.
• Exercising a let it begin with me attitude resorting to the teachers own authentic enthusiasm, curiosity, and passion for teaching and learning. This attitude towards life 'and learning- is contagious.
• Rhythm. Teaching -very much like- leading in any ballroom dance. Being clear on the lead while open to the perception of the uniqueness of your dancing partner. As every dance partner is unique, every child and every group of children is unique.
• Having fun teaching and learning, bringing an attitude of joy to the classroom.
• Allowing a high level of flexibility, using perception to sense when teaching tools have to be revised, adapted, or changed.
• Be clear with the students about what is expected of them at the level of academic achievement, healthy behaviors, pro-social and citizenship skills.
• Be consistent about what the consequences of not performing at the expected level would be.
• Having high expectations of my students, and scaffolding the curriculum for them to be able to feel successful and reach our common goals.
• Using healthy rituals, and role modeling best attitudes and behaviors to students, parents, and coworkers.
• As a teacher, being always willing to learn how to continue to become a better educator!
In my art-integration classes, students’ success is a given. Every single student have many chances to be successful, to experience the thrill to know that they are great at something, that they have mastered a skill, that they now are so good at it, they can even teach it to another person. (That is one of my preferred assessment methods, I call it: “teach it to learn it”).
As a teacher my best tools are: Love for children, teaching and learning, patience, responsibility and compassion. I’m highly energetic and patient, possessing outstanding problem solving abilities.
I am interested in planning age appropriate lessons and able to prioritize. Flexibility, ability to change gears when a project or activity is not working is one of my assets. I’m highly resourceful, organized and charismatic, able to make children 'and people in general- feel at ease. A team player, I value input from both colleagues and school administration. I’m extremely dedicated to my students, and possess an ability to juggle multiple projects and situations, while maintaining a sense of ease, humor and an attitude of gratitude!
Therefore I feel that my teaching experience –and life experience- prepares me to continue to be a positive influence on my students, daring them to dream big, to reach, stretch, and dream in spite of their fears. Through my mentoring, I am confident that I will be able to guide students to discover how to build a solid -while flexible- structure to support their growth and achieve their fullest potential.
I have worked as an Elementary Art teacher in Buenos Aires, and in several underserved public schools in New York City, as an art integration -teaching artist with mostly Hispanic and Latino students as well as Special Ed students.
Working as a classroom teacher in a two way immersion program will be a great fit for me, considering my experience, skills and background. Because of my background, I’m in a privileged situation to teach, nurture and further support students in a Two Way Immersion program. I am a native Spanish speaker, South-American, and thus culturally competent. I grew up in Buenos Aires and came to the US at the age of 25, like many immigrants, looking for opportunities to better my education and further my career.
Through a combination of hard work and visionary planning, I was able to pursue many of my dreams, like the one of continuing my studies. I’m now about to be the first individual in my extended family to have gone to college and achieved a Master Degree.
As many immigrants’ experience, my first few years in the US were extremely challenging and humbling. I tried very hard to adapt to the new culture, learn the language, and belong. Today can proudly share that I am able to incorporate valuable aspects of the North American culture, while preserving and honoring my own South-American roots.
I would like to continue to teach, exploring the use of the arts and media integrated into core curriculum. Arts and media are wonderful tools to aid literacy skills acquisition, in subjects such as Language Arts, Science, Math, and Social Studies.
Planning lessons based on essential questions, and an inquiry based class facilitation style are skills that I possess.
I can’t think of a better job for me than working as a team with my principal, and teacher colleagues, teaching a Two Way Immersion program in a diverse school. We can make a substantial contribution to help children develop their will, curiosity, creativity, creative thinking, inquiry skills, and research methods.
Another area where I feel proficient in is helping children develop self-love, self-knowledge and acceptance as well as building pro-social skills, community and leadership skills.
In a more personal level, I am positive than I can help provide a nurturing, healthy, respectful, safe, and creative environment for each child, since I have learned to create this type of environment, -not only in my classes-, but for myself. I am extremely interested in learning what each child in my classroom needs’ might be.
When given the opportunity, the lesson plans that I create are mostly geared towards self-expression as well as developing literacy skills. My units include self-guided activities as I engage in observation of my students’ behavior, learning moments, rhythm, and needs. These observations help me to keep my planning and curriculum alive while –as much as possible- catered to each students need. Applying an Arts Pedagogy -that integrates the child’s mind, body, and spirit- is one of my main skills and interest.
Attracting parents and kipping them engaged in their children’s education has been a challenge; therefore, I am always trying to find ways to create meaningful connections with my students’ parents or caregivers and facilitate opportunities to meet and share family activities.
Here are some of what in my experience are critical attributes to effective instruction:
• Backward planning with clear goals in mind, both academic and pro-social skills.
• Planning academically rigorous, inquiry based 'age appropriate- lessons within the curriculum.
• Finding meaningful connections within the given curriculum to enliven it and make it relevant to the students.
• Teaching students the tools to be successful in their various standardized tests while helping them to make curricular connections to other subjects and experiences in their lives.
• Working with essential questions.
• Exercising a let it begin with me attitude resorting to the teachers own authentic enthusiasm, curiosity, and passion for teaching and learning. This attitude towards life 'and learning- is contagious.
• Rhythm. Teaching -very much like- leading in any ballroom dance. Being clear on the lead while open to the perception of the uniqueness of your dancing partner. As every dance partner is unique, every child and every group of children is unique.
• Having fun teaching and learning, bringing an attitude of joy to the classroom.
• Allowing a high level of flexibility, using perception to sense when teaching tools have to be revised, adapted, or changed.
• Be clear with the students about what is expected of them at the level of academic achievement, healthy behaviors, pro-social and citizenship skills.
• Be consistent about what the consequences of not performing at the expected level would be.
• Having high expectations of my students, and scaffolding the curriculum for them to be able to feel successful and reach our common goals.
• Using healthy rituals, and role modeling best attitudes and behaviors to students, parents, and coworkers.
• As a teacher, being always willing to learn how to continue to become a better educator!
In my art-integration classes, students’ success is a given. Every single student have many chances to be successful, to experience the thrill to know that they are great at something, that they have mastered a skill, that they now are so good at it, they can even teach it to another person. (That is one of my preferred assessment methods, I call it: “teach it to learn it”).
As a teacher my best tools are: Love for children, teaching and learning, patience, responsibility and compassion. I’m highly energetic and patient, possessing outstanding problem solving abilities.
I am interested in planning age appropriate lessons and able to prioritize. Flexibility, ability to change gears when a project or activity is not working is one of my assets. I’m highly resourceful, organized and charismatic, able to make children 'and people in general- feel at ease. A team player, I value input from both colleagues and school administration. I’m extremely dedicated to my students, and possess an ability to juggle multiple projects and situations, while maintaining a sense of ease, humor and an attitude of gratitude!
Therefore I feel that my teaching experience –and life experience- prepares me to continue to be a positive influence on my students, daring them to dream big, to reach, stretch, and dream in spite of their fears. Through my mentoring, I am confident that I will be able to guide students to discover how to build a solid -while flexible- structure to support their growth and achieve their fullest potential.
Friday, December 7, 2007
Guardian UK article: secondLife energy consumption
you may have all heard this already, but pretty surprising...
Avatars "don't have bodies, but do leave footprints" - carbon ones
December 5, 2006 1:49 PM
Nick Carr must get lots of letters, because he's done a back-of-the-envelope calculation and figured out that Second Life avatars "consume about as much electricity as your average Brazilian". (That's Brazilian person, not beauty treatment.)
He picks up on a post by Tony Walsh who wonders 'Is Second Life sustainable ecologically?'
There's a certain amount of approximation, but it starts with Linden Lab having 4,000 servers, all running all the time, which "house" (embody? virtualise?) about 15,000 avatars in Second Life - though the number is growing.
A quick bit of totting-up (we haven't checked his numbers, so corrections welcome) and reckons that
an avatar consumes 1,752 kWh per year. By comparison, the average human, on a worldwide basis, consumes 2,436 kWh per year. So there you have it: an avatar consumes a bit less energy than a real person, though they're in the same ballpark.
And then he goes on...
if we limit the comparison to developed countries, where per-capita energy consumption is 7,702 kWh a year, the avatars appear considerably less energy hungry than the humans. But if we look at developing countries, where per-capita consumption is 1,015 kWh, we find that avatars burn through considerably more electricity than people do.
More narrowly still, the average Brazilian consumes 1,884 kWh, which, given the fact that my avatar estimate was rough and conservative, means that your average Second Life avatar consumes about as much electricity as your average Brazilian.
Not the wax kind, either. If there's one topic that's going to be increasingly important in the coming years, it's going to be processing power per watt - and, I suspect, whether the consumption of that watt is actually necessary.
http://blogs.guardian.co.uk/technology/archives/2006/12/05/avatars_dont_have_bodies_but_do_leave_footprints_carbon_ones.html
Avatars "don't have bodies, but do leave footprints" - carbon ones
December 5, 2006 1:49 PM
Nick Carr must get lots of letters, because he's done a back-of-the-envelope calculation and figured out that Second Life avatars "consume about as much electricity as your average Brazilian". (That's Brazilian person, not beauty treatment.)
He picks up on a post by Tony Walsh who wonders 'Is Second Life sustainable ecologically?'
There's a certain amount of approximation, but it starts with Linden Lab having 4,000 servers, all running all the time, which "house" (embody? virtualise?) about 15,000 avatars in Second Life - though the number is growing.
A quick bit of totting-up (we haven't checked his numbers, so corrections welcome) and reckons that
an avatar consumes 1,752 kWh per year. By comparison, the average human, on a worldwide basis, consumes 2,436 kWh per year. So there you have it: an avatar consumes a bit less energy than a real person, though they're in the same ballpark.
And then he goes on...
if we limit the comparison to developed countries, where per-capita energy consumption is 7,702 kWh a year, the avatars appear considerably less energy hungry than the humans. But if we look at developing countries, where per-capita consumption is 1,015 kWh, we find that avatars burn through considerably more electricity than people do.
More narrowly still, the average Brazilian consumes 1,884 kWh, which, given the fact that my avatar estimate was rough and conservative, means that your average Second Life avatar consumes about as much electricity as your average Brazilian.
Not the wax kind, either. If there's one topic that's going to be increasingly important in the coming years, it's going to be processing power per watt - and, I suspect, whether the consumption of that watt is actually necessary.
http://blogs.guardian.co.uk/technology/archives/2006/12/05/avatars_dont_have_bodies_but_do_leave_footprints_carbon_ones.html
and a talk by Trebor Scholz
"(Un)ethical Capitalism and Sociable Web Media"
(video cast, download m4b file, 11.4mb-- open in Quicktime, resize, duration: 40 minutes)
http://www.molodiez.org/podcasts/episode_20070301_203115-0500.m4b
(video cast, download m4b file, 11.4mb-- open in Quicktime, resize, duration: 40 minutes)
http://www.molodiez.org/podcasts/episode_20070301_203115-0500.m4b
interesting iDC post on Second Life
Message: 1
Date: Mon, 5 Mar 2007 12:46:06 +0100
From: " Ana Vald?s "
Subject: Re: [iDC] Virtual Worlds, Education, & Labor
To: "Trebor Scholz"
Cc: IDC list
Message-ID:
Content-Type: text/plain; charset=WINDOWS-1252; format=flowed
That's really interesting and I really wish more researchers could be
engaged in the studio of Second Life's conditions and behaviours.
A world without democracy, where the individual is constricted to
"mature contempt" islands, where the discussion made in official
forums is controlled by the omnipotent and omniscent Linden Lab.
I read the headlines from last week's turbulence in SL. "terrorist
attack in Second Life", "cyberterrorism". What is virtual terrorism?
It reminds me about Julian Dibbell's excellent book "My tiny life",
where a virtual rape was discussed and put on trial.
And about precariety and workers rights we should discuss Anshe Chung,
the real estate broker avatar for Ailin Graef, is known to use workers
from her nativev China to make virtual wares in places similar to
sweatshops.
Virtual sweatshops are also used for games as Everquest or Ultima
Online, where macros can be used to generate or reproduce objects who
can be sold or traded in the games or outside the games.
The virtual sweatshops (or more clear, the real sweatshops) are in the
real life and populates av real workers, they make virtual wares but
they are treated as all other precarious workers: they work day and
night in dangerous conditions, exposed to datasmog and radiation of
the screens.
Many of them are in the maquila zone between Mexico and the US, Graafs
are in China.
Ana
Date: Mon, 5 Mar 2007 12:46:06 +0100
From: " Ana Vald?s "
Subject: Re: [iDC] Virtual Worlds, Education, & Labor
To: "Trebor Scholz"
Cc: IDC list
Message-ID:
Content-Type: text/plain; charset=WINDOWS-1252; format=flowed
That's really interesting and I really wish more researchers could be
engaged in the studio of Second Life's conditions and behaviours.
A world without democracy, where the individual is constricted to
"mature contempt" islands, where the discussion made in official
forums is controlled by the omnipotent and omniscent Linden Lab.
I read the headlines from last week's turbulence in SL. "terrorist
attack in Second Life", "cyberterrorism". What is virtual terrorism?
It reminds me about Julian Dibbell's excellent book "My tiny life",
where a virtual rape was discussed and put on trial.
And about precariety and workers rights we should discuss Anshe Chung,
the real estate broker avatar for Ailin Graef, is known to use workers
from her nativev China to make virtual wares in places similar to
sweatshops.
Virtual sweatshops are also used for games as Everquest or Ultima
Online, where macros can be used to generate or reproduce objects who
can be sold or traded in the games or outside the games.
The virtual sweatshops (or more clear, the real sweatshops) are in the
real life and populates av real workers, they make virtual wares but
they are treated as all other precarious workers: they work day and
night in dangerous conditions, exposed to datasmog and radiation of
the screens.
Many of them are in the maquila zone between Mexico and the US, Graafs
are in China.
Ana
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