Tag Archives: student blog

student blogs

We Were On A Break!

While taking a winter/holiday break was refreshing and relaxing I had to return back to work January 2nd. Therefor I returned to work mode in all aspects that needed it. That included my thesis. I found myself being able to write more on my break from my Graduate Program when I was a little more sad or going through something. And I am not going to like these past couple of weeks and months (since November) have been hard for me. But maybe it’s best since sometimes that is when I produce the most work. From my break from the graduate program I wrote a total of 4 vignettes I believe. Which was pretty solid. I was hoping to write more but I’ve noticed that when I write just to write I don’t produce the best work. And my thesis is something I want to be proud of, it’s something I want that will be able to resonate with people. With that being said, I figure I share a piece I wrote over break below. Enjoy

You asked me while lying in bed if I felt loved by you. I had my back facing you as I submerged my head deeper into the pillow to fight any tears that would fall. No I don’t. When I said those words aloud I felt instant regret for knowing now there are no take backs. I said what I said. Scared that you would be angry with me I stood quiet as I let you speak. But every time you spoke I didn’t want to hear it. Mainly because I can’t believe it. All my life I’ve heard I was too much; too sensitive, too extra, too annoying, too professional, too mature, too innocent, too everything. For once maybe I just want to be enough. 

When I saw those messages between you and those girls I didn’t see the messages for what was said. Instead I saw those girls as something I wasn’t. Because what else could it be? You say I am too perfect and too good for you, yet these other girls are the ones you are chasing. How can I believe that I am the one you want or love? It’s not fair when you get mad at me for when I tell you that you don’t love me. It’s confusing really. Everything about it. I’m trying to make sense of it in my head but instead it keeps me up at night on a loop and I never come to any answers.

student blogs

The End . . . For Now.

As I finish up my thesis in progress work to close up this semester I Must say this process has been completed with ease. What I thought would be very overwhelming turned out to actually be something I have completed and can be proud of my work thus far. I can truly see how this thesis is coming along and shaping up to be a work I can be proud of and can be useful to me for years to come.

I hope my efforts are presented well and with next semester right around the corner I will be taking our break to revise the work I have done and add some thoughts from others to my work.

I am excited to see what next semester brings and what else I can add to this thesis to really bring it to life. Most of my break will be spent thinking of new ideas for specially where I will present this work. I am looking at creating a website, which goes along with my tech forward thesis, and linking other pieces into this website. With a multi modal approach I feel this will be the best way to truly capture my thesis idea and bring life to it.

For now I am satisfied with the work I have done and feel I am right on track to start next semester fresh and finish out the rest of my these work strong !

student blogs

Wrapping Up

With the semester quickly coming to end I can honestly say this has been a great thesis experience. Overall my time management has improved throughout the semester with the realistic expectations I have se for myself. This thesis in progress completion seems very much attainable now as we come to the end, at first I was a little overwhelmed.

At this point and finalizing my actual literature review, still with a fe questions which I will ask later in class today. My annotated bibliography is almost complete. I still have 7 sources that I need to create paragraphs for explaining how they connect to my work.

Over the break I am going to work on creating the social media aspect of my thesis. This will include finding an outlet or few I feel I can connect all together to present my ideas, writing blog post, creating videos and audio over this time as I will have my friends and family around to interview or ask questions, and also looking at other ways to present the information on technology in ECE.

student blogs

In the homestretch: Navigating the Final Phases of Our Final Group Project

For our final group project, we have all decided to go with writing an anthology based on the many stages of growth in life. In the anthology of our existence, our chapters will stand out as defining moments, each contributing to the rich narrative of our personal stories. One such chapter revolves around the profound experience of my sister’s car accident, a memoir that encapsulates the essence of unyielding faith amid times of uncertainty.

In the grand tapestry of life, uncertainty often takes center stage, demanding resilience and an unwavering belief that everything will unfold like it’s supposed to be. The story unfolds on a fateful night, October 24, 2021, under the sky with stars, and the world is quiet, unaware of the storm that is about to descend upon our lives.

My sister, Denise, finds herself at the center of a catastrophic car accident, an event that would reshape the course of my family’s narrative. As I drive to the scene, the world blurs into a surreal haze, reflecting the emotional turmoil. The hospital waiting room became a battleground of fear and anticipation, and as my parents arrived, the grim reality revealed that Denise was paralyzed from the neck down.

In the anthology of life, such moments stand as pivotal chapters, pushing us to grapple with the fragility of our existence and the unpredictable nature of destiny. The night of the accident transforms into a testament to the human spirit’s resilience. The city lights once blurred in the urgency of fear, now twinkle with a promise of a new beginning. The road ahead, though uncertain, stretches into a horizon of possibilities, echoing the sentiment that everything will unfold as it is supposed to be.

This story will be a moving chapter in our Stages of Growth anthology that mirrors the various stages we navigate, from the innocence of childhood to the complexities of adulthood. It stands as a testament to the importance of unyielding faith and growth during times of uncertainty, a guiding principle that becomes more profound as we move through the stages of life.

With just one week remaining in the semester, I’m excited for our upcoming Monday class, where we will share our contributions, exchange feedback, and discuss role assignments for the production of our anthology book/website. I’m interested in contributing to the creation of the table of contents page for our class anthology book or the layout of the website, which will serve as a platform to showcase all of our contributions.

See you all on Monday! (:

student blogs

It’s The Final Countdown

December it what I always call the end of the semester rush. It’s literally the most wonderful and stressful time of the year. At the time being, I find myself tying up all loose ends and finishing all of my submissions. Not new updates to really update here other than I am working on my thesis proposal, and my final self-assessment narrative. I look forward to the one-on-one counseling next week to conclude any final thoughts and questions I have. I look forward to closing out this Fall Semester as I anticipate my final semester as a graduate student (eeeekkkkk!) Lots of look forward to, and lots to come. Stay tuned :p

student blogs

Reflecting on the Journey: Final Project Ideas and Beyond

Hey all! 

As we stand near the semester’s conclusion, it’s both a reflective and anticipatory moment. The journey we’ve collectively undertaken in our graduate course has been of intellectual exploration and growth. As we approach the final group project, I am excited by the diverse and imaginative ideas many of you have suggested for the group project. 

In these final weeks, the spotlight falls on our final group projects, innovative endeavors that encapsulate not just the knowledge we’ve acquired but the spirit of collaboration and creativity that defines our cohort.

Although I missed class last week, I looked over the workshop brainstorming notes from the previous class. I was excited to see that we all have a connection with the most exciting ideas, the learning outcomes, and how we can make this group project count in a meaningful way that matters most to each of us individually. I recognized the profound connections with the themes we’ve explored in class: Identity, Multiculturalism and multilingualism, AI, Voice, Healing, Trauma and writing, and Pedagogy of the oppressed. These thematic intersections provide a wide-array framework for our project, ensuring that it aligns not only with our collective interests but also a pathway for creating something that resonates on a personal and profound level. 

As I consider how we can make this project impactful, I find myself driven by a desire to venture into the creative realm. I envision crafting a project that transcends the typical academic endeavor, a work that involves both academic exploration and personal, creative growth. This project represents an opportunity to generate content worthy of inclusion on my CV, portfolio, or website, serving as a testament to my academic proficiency and ability to engage with thought-provoking themes in a creative manner.

I enjoyed reading through everyone’s final project suggestions. I thought Michael’s idea of creating a curriculum was creative and innovative. It presents an opportunity for us to apply the readings to theoretical concepts we studied throughout the semester in a practical and impactful way. Crafting a curriculum becomes a channel for our understanding of writing pedagogy, theory, and creative expression into a dynamic learning experience. 

I also enjoyed Fran’s suggestion of writing a fictional story inspired by a real-life struggle that we have encountered, then giving our story to a classmate who will read it, digest the emotional appeal, and then write a poem that reflects the emotions they had felt while reading it. 

The idea of swapping papers and having a classmate respond with a reflective poem introduces an outsider’s perspective. This element of the project encourages a mutual exchange of empathy and understanding. As writers, we often get absorbed in our narratives, and having someone else articulate the emotions they felt while reading our stories can offer new perspectives and illuminate aspects of our struggles that we might not have recognized.

The incorporation of poetry as a response adds a layer of artistic expression. Poetry has a unique ability to distill complex emotions into concise and powerful language. The poems generated through this project will serve not only as reflections of our classmates’ emotional responses but also as creative pieces in their own right, offering a different medium through which to explore and communicate the shared human experience.

This project aligns with the goals of our writing and theory course by integrating theoretical concepts into a practical, creative context. This idea is a meaningful and holistic exploration of personal narratives and creative expression. It has the potential to deepen the understanding of ourselves, and the powerful connection between writing, theory, and the human experience.

I’m open to exploring any additional final project ideas that may arise, and I’m excited about working on this group project with all of you!

student blogs

What’s the Method?

This week, taking a break from my literature review I drafted up my methodology section for my proposal. Using the guidelines I put together what I have below, hopefully it is okay. Looking forward to feedback on Tuesday’s night class:

For my thesis project, Dr. Zamora recommended employing the autoethnography methodology, a qualitative research approach favored by scholars interested in vividly describing and evoking the intricate tapestry of lived experiences. Autoethnography aims to weave compelling narratives that illuminate specific phenomena encountered in the research setting. When applied to a memoir study, this methodology facilitates a nuanced understanding of the author’s experiences, emotions, and the cultural influences shaping the narrative. Incorporating insights from literature reviews, encompassing works ranging from Emily Ratajkowski’s writings to Sylvia Plath, my scholarly and writer influences play a pivotal role in shaping my own work. These influences guide me as I curate and compose vignettes that collectively narrate my women’s experiences. In alignment with the autoethnography methodology, my reflections on personal experiences and motivations associated with exploring the theme of womanhood form a crucial foundation for my thesis. By infusing emotions linked to pivotal events and considering their intersection with the narrative and my personal identity, I establish a meaningful connection between this research methodology and my thesis. Autoethnography enables a harmonious integration of my personal experiences with relevant literature and theories. Delving into how scholars, writers, and researchers have approached similar themes related to my topic has proven invaluable. This exploration serves to position my memoir within the broader context of existing academic discourse, fostering a more profound engagement with the subject matter.

student blogs

Lit Review Done?

I think as of now, I’ve made a lot of progress. I do think my lit review is done (for now) since the semester is coming to a close and I do now have to work on putting my proposal together. For the lit review I followed the same format that I used in Dr. Nelson’s class last semester. I assume that is the same format I will use when it comes to submitting the entire proposal?

I did take a small break on writing the vignettes/essays. I plan on utilizing my winter break time to kind of get back in touch, focus, and write some more again. If I write anything right now, I feel like it will come off forced and therefore it won’t be as organic or as good as I want it to be. I wouldn’t say it’s a writers block, but I do have a block as of right now because of the end of the semester rush, and of course because of work. But I will get back to it, just need to find that right time again. I am constantly utilizing my notes app to write down ideas or writing that comes to my mind late at night or after driving. Can’t wait to get back to that part again.

student blogs

Starting My Literature Review!

Last week I took the time to finalize my outline. It’s still in a rough phase but this is my second time reviewing it. I feel it is good enough for me to start working on the Literature review now and figuring out how to piece this all together. Last semester in 5002 we worked on a Literature for our research proposal and I will be takin that approach as I am comfortable and familiar.

This week I am going to start working on my introduction section and really get a good strong thesis statement solidified. My main focuses with is thesis will be the integration of technology into early childhood education and the improvement of tech tools being used as well. this gives my research so clarity, but still keeps my main topics open to many sources I can choose from.

I have confirmed 5 solid sources that I can put into my annotated bibliography to start the process on that piece of the literature review. I have about 25 sources all together to sort through, and see what I would still need to to gather. I want to do that this week along with my introduction and the start of the annotated bibliography an keep me in a rhythm if I can do about 3-4 sources a week.

Overall I am very confident in the work I plan to present in this literature review and feel I just need to now start. the writing to allow my self enough time to thoroughly edit my work and really get the key details fully expressed. This process has been a but easier than I thought it would be as I have really taken time to get into my work and have used the 5 hour a week method of working on my thesis work. The biggest issue I am noticing is organization of the sources but I feel I will eliminate this as I start the annotated bibliography and I can have my sources in one place to refer to and access. I am excited to see my final result and how this work all comes together.

student blogs

Voices in Education: Multicultural Pedagogy & Tutoring ESL Students

As our class delves into the topic of writing and multicultural/multilingualism this week, we are guiding through the profound insights found in Chapter 3, Embracing Change in Teaching to Transgress: Education as the Practice of Freedom by Bell Hooks and Tutoring ESL Students: Issues & Options by Muriel Harris and Tony Silva. These readings offer unique perspectives on education, urging us to reconsider traditional approaches and embrace the changes in the education system over the years. 

In Chapter 3, Embracing Change in Teaching to Transgress: Education as the Practice of Freedom, Hooks challenges the lack of practical discussions on teaching in culturally diverse classrooms. This observation resonates with the education system, highlighting the need for a more inclusive and diverse pedagogical approach. The emphasis on multiculturalism as recognition, acceptance, and preservation of diverse cultures underscores the importance of moving beyond a singular perspective. Hooks urges educators to courageously embrace the reality that there is no one-size-fits-all approach to teaching, encouraging a shift towards valuing multiple perspectives.

I agree with Bell Hooks statement when she mentions:

“To hear each other … to listen to one another, is an exercise in recognition.”

Hooks, Bell “Embracing Change Teaching to Transgress: Education as the Practice of Freedom,” Chapter 3 pg. 43.


The idea of Hooks’s pedagogy is the importance of voice. Hooks is critical of Paulo Freire’s traditional “banking concept of education,” in which students are passive and silent learners. She argues that all students should have a voice in the classroom to share their own experiences, ideas, and beliefs. Equally important to Hooks is that students learn to listen to one another. When students hear and understand voices besides their own, it allows them to recognize and acknowledge that the classroom is a community.

Looking back at my undergraduate years, I remember how I was required to take a multicultural education course myself. Not that I didn’t know this before, but it was in this class that I understood and became aware of the importance of including every student’s perspectives, cultural backgrounds, and individual experiences. This course served as a pivotal moment of enlightenment, revealing the significance of fostering an inclusive and diverse learning environment. It not only broadened my understanding of diverse cultures but also emphasized the need for educators to go beyond the differences of every student.

I enjoyed reading Bell Hooks perspective on Chapter 3, Embracing Change in Teaching to Transgress: Education as the Practice of Freedom as she challenges educators to reassess their pedagogical approaches, advocating for a transformative education that values diversity, embraces multiple perspectives, and fosters a sense of community and shared goals. Her insights prompt us to reflect on how we can contribute to creating more inclusive and empowering learning environments.

Moving onto our next assigned article for this week, Tutoring ESL Students: Issues & Options by Muriel Harris and Tony Silva, the authors delve into the complexities faced by tutors working with ESL students. The central theme revolves around the challenges in determining whether a student’s difficulties lie in language proficiency or writing skills. The authors emphasize on the intricate negotiation process between tutors and students when establishing the tutoring agenda. Harris and Silva make an impactful statement when they mention the possible issues ESL Students and tutors can come across:

“So when the tutor and student negotiate the agenda of what they’ll work on, the tutor has to do some assessment about a variety of things, including some sense of what skills the student has or doesn’t have, not an easy matter when it might be that the writer’s low level of language proficiency, not weak writing skills, is causing the problem.

For example, does the thin, undeveloped two-paragraph essay an ESL student brings in indicate the need to talk about how to develop topics or is the student’s lack of language proficiency in English keeping her from expressing a rich internal sense of what she wants to write about? As tutors we know that our conversation would take on a somewhat different emphasis depending on our analysis of the situation. The question then becomes one of how to decide whether the student needs help with language or with writing processes.”

Harris, Muriel and Silva, Tony, “Tutoring ESL Students: Issues and Options” pg. 528.

A critical question by Harris and Silva revolves around the tutor’s ability to determine whether a student requires assistance primarily with language proficiency or the writing process. Tutors face the challenge of navigating this intricate relationship to identify the specific causes of a student’s writing difficulties. This can be a pivotal point for tutors, urging them to cultivate a solid understanding of language nuances and be discerning when language challenges might mask the student’s genuine writing capabilities. Harris and Silva stress the tutor’s multifaceted role, emphasizing the importance of a nuanced assessment that connects language proficiency and writing skills. The authors highlight the dynamic nature of this assessment, urging tutors to adapt their approaches to cater to each student’s unique needs.

The article Tutoring ESL Students: Issues & Options by Muriel Harris and Tony Silva serves as a valuable resource for tutors, offering insights into the complexities of working with ESL students. They provide guidance on navigating the delicate balance between language proficiency and writing skills, emphasizing the importance of tailored tutoring approaches that address the unique needs of each student in this diverse and dynamic educational world.