Dear Minor in Writing

Dear Minor in Writing,

Well old friend, it has come time for us to finally part. It feels like just yesterday that I was applying to Sweetland as a young freshman, sitting nervously in my 9×12 dorm room in Fletcher Hall awaiting my acceptance. Now today, I have just finished the culmination of that very minor, my Capstone project (and plan on submitting it ASAP when my annotated bibliography is done—in due time, I swear).

When I applied to the minor, my original goal was to explore something outside of my major of Elementary Education, but also be able to obtain something that could be used within my major. I wanted to be able to enhance my Language Arts endorsement to use my love of writing for good, to help students learn to love writing as much as I have. I wanted students to love writing not only because they could get an A on a paper, but because it gave them a gateway for escaping, a place they felt safe. I even considered after getting accepted into the program changing my major to Secondary Education, with a focus in English, so that I could primarily help students to apply to college, similarly to how many of my teachers helped me in high school. Writing is where I learned to use my voice, and I wanted to share it with others to help them find their own.

This summer, as we all know, I took a Birthright trip to Macedonia. Through a wild change of plans, I obtained a severe injury that caused a lot to be taken from me. Going into this first semester of my senior year, I almost quit. I was so close to giving up the minor for the sake of my injury. I was so close to not doing it. But I am so glad I didn’t, because I would have been very sorry about it today. I mostly didn’t give it up, though I was encouraged to by many, because I had already worked so hard to allow the School of Education to let me get a LSA minor. I wanted to do it for the future students of the SOE, to inspire them to get a minor if they wanted to (it is pretty uncommon).

But, as the semester progressed, I was surprised but how much the work I was doing was influencing my healing process. I had always been a dancer, someone who chose to escape through movement. Having dance be one of my many limitations at this point, I had to latch onto something else as a means of escaping, a means of coping. And completing this project has given me a sense of peace in this personal trauma, but I know I still have a long ways to go. Yet, I am feeling some closure by the pride I have already felt by being challenged by this project, and succeeding in completing it (I’m not even joking in that I really thought I wouldn’t). But it is done, and I thank the minor, my Capstone colleagues, and the MiW for that.

So with this last signing off, I thank you, Minor in Writing for challenging me, bringing me amongst some of the most brilliantly different yet commonly connected people, showing me that my voice is important, bringing my story to life, and helping me find myself. Thank you for making this one of the best decisions I’ve ever made. Thank you.

Nikki

COMING OUT OF MY CAGE AND I’VE BEEN DOIN JUST FINE

So, apparently I have (unfortunately) missed not one but two challenge journals this semester (yeah I suck). So…….stay tuned for my second post of the day later :~)

This post will be primarily to tell you all that I. AM. DONE. I am done!!!!!!! I literally cannot believe that I made it out alive if I am going to be honest with you. This semester long journey has been the hardest of my entire life but I could not have made it without my fellow Capstone friends and T. We did it guys!

Here is the link to my site if anyone is interested: https://ntkrings.wixsite.com/nkrings-capstone17

It has made significant changes even since the last time you all saw it (I think a week ago) but I am so proud of where it has come and SO thankful for the feedback I received along the way. I will give you a little walk through:

  • First, I have the landing page which is obviously titled “Čudnata, the miracle” as you all already know. I took the texts off and included just one quote from my dad, which I think looks a whole lot cleaner than it did before.
  • Next, I have the about section. In the “About the Project,” I have included my intro essay. It morphed from talking about coping and escaping to really integrating the MiW experience for me. I talk about how dance and writing have always been huge parts of my life–loving dance because of the passion it allowed me to feel and loving writing at first through the art of simply being considered “good” at it. I then give short snapshot into the story I present on the site and connect that to how the minor has evolved into being so much more than just a boost of my Language Arts endorsement and how though I originally thought this would be a means for me to help other people, it has really just helped me. My “About the Author” page follows 🙂
  • Next, I have put into one tab “My Story,” where I house all portions of my project. This seems to be significantly cleaner on the site and I really like having a landing page so people can choose to look at the narrative, the choreography || poem, or the photo journey first.
  • The narrative (Near Stillness) has been what I would probably consider my life’s work and is presented as a flip through of 12 chapters. I can’t even express to you the amount of times this semester I had to sit down and just cry about it because it was so hard to write. Even last Monday, knowing the amount of other things I had to do on top of editing the narrative (a whole bitch of 35 single spaced pages in itself), I just came home and cried for like 20 minutes right after our last class. But, having finally come up with a finished product I am extremely proud of, I have decided to pursue making a 65 page novella of it through blurb! I am really excited to see how that turns out and plan on giving copies to my mentors, significant people in my story, and my parents (and you of course, T!)
  • The poem and the choreography (Body, Limited) blossomed into something much more than I could have imagined over the span of the semester. I was so set on having the poem influence the choreography after being influenced by the narrative, but being sidelined by how long the narrative turned out to be, I had to switch my order up a bit. The choreography actually came the first out of everything, and it portrays a straight on recording of my dear friend Anna breathing through my piece. I LOVE how it turned out. The poem was intentionally made indirectionally (not a word but I made it a word for this purpose) and is supposed to be read however feels natural to the reader.
  • The photo journey as you know, has captions and pieces to bring the story to life!
  • The “Background” tab now includes the original inspiration (the OG Google Doc), the downloadable version of Near Stillness, the Mentors, and Resources.

Whew. I almost had to breathe after typing all that. I am SO proud of where this has taken me, and as I say in my About the Author, I truly believe that life has destination points. Upon completion of my Capstone, my culmination of the Minor in Writing, I am at a new place and extremely happy to be here. Would love if you checked out my site when you have a chance to breathe over break! Thank you, thank you, thank you to everyone for this semester, it meant the whole world to me.

Takin it in Strides

Alright. So, I can confidently say that I have much more done now than the last time I posted on here, but I’m still struggling with nipping that procrastination in the bud. My biggest struggle I have run into that I didn’t really prepare for was remembering exactly what happened on the day of the accident. Don’t ask me why I thought that falling out of a tree and getting drugs shot through 4 inch needles into my body would make for me remembering this full and elaborately traumatic story, but apparently I had some over-confidence in myself when choosing this topic. I think what’s hard about writing a personal narrative like this, in a genre I have researched and narrowed down to as “recovery narrative,” is that at least personally, I don’t want this to be a sob story. I want to realistically and consciously be aware of what happened and how I was feeling and maybe what changed in me during that time. But, since I tend to incorporate humor when I’m slightly uncomfortable, I’m also trying to add a flare of sarcasm in there. So far, I have a good chunk of it done along with an extensive bulleted list of what happens thereafter. I’m trying to flesh all of that out tonight because I meet with my narrative mentor tomorrow!

As for the poem in the last week, I have made immense strides, which I am ecstatic about! I met with a poetry mentor on Friday at Sweetland. The half hour I spent with her was mostly dedicated to explaining the Capstone further, what being a mentor entails, and telling her the backstory behind my project. As I’m sure you can imagine, my mouth ran for approximately 27 of the 30 minutes just to get all of the information in. But, what I told her was that essentially I needed a push in the right direction, a place to start, a kick in the ass. I LOVE poetry, but let me tell you, when you try to just get up and write it, particularly when you’re really trying to give yourself that sort of prompt, it is HARD. What we came down to after discussing my story was that I felt a lot of frustration toward the limitedness of my body after the fall. We decided it might be cool to try to make a “how to” type of poem, where I describe how I was feeling in specific situations and how to deal with that when you haven’t ever before. My starting point has been to write down vivid images of when I was feeling most limited by body, and I have really felt inspired by this. I have gotten a plethora of images written down and feelings incorporated that I haven’t had the chance to recognize before, so I really appreciated the starting point she gave me. I plan to meet with her again later this week to review my progress!

As for my choreography, I talked with my poetry mentor about maybe using this as a starting point for the poem rather than using the poem as a starting point for the choreography. I have thought about it a little and we’ll see where that takes me this week. I plan on doing a sort of interview on choreography with my dance mentor this week as well as finalizing the dates for constructive criticism and filming of the dance later this month.

Overall, I am getting more and more excited (though stressed by the time crunch I got myself into) about the project and I can’t wait to see what other things inspire me to move on and find closure through this writing journey!

How Is November in Two Days……….

So, as I’m sure many of us are feeling at right about this time, I am overwhelmed. But, I do have to say it’s the kind of overwhelmed you feel when you have so much good work to do so you’re excited to proceed with it so you can have a great outcome, but you also know there’s just SO much to do. I have really progressed on my project so far (at least the planning and the pre-writing portion of it).

I have made a timeline I think (and hope) works for my schedule the rest of the semester and the load of work required for it. I have officially decided on 4 parts to my project: the “recovery narrative” essay, the poem, the choreography, and the video, all of which will be stored and displayed on a project site. I want this to be a transformative writing experience for me, so I look forward to really diving into the writing here soon. I have solidified a mentor for my narrative piece as well as my choreography, just to pick their brains and have them workshop both of those pieces before they are deemed complete. I have reached out to a few poetry mentors but have yet to have one respond. I meet with my narrative mentor with a solid draft this Thursday and I hope that he will be helpful in providing rich feedback in order to make this sort of story telling portion powerful for my project.

A challenge I have had is really finding a solid chunk of time to just sit down and write. I’m not sure it’s really a motivation issue at this point, I am excited to tell my story but for some reason should receive a gold star for procrastination right now. I can’t tell if I’m nervous or scared to write about the accident, but I know I need to, so I really do sort of need to give myself a kick in the ass. I have about a paragraph of it, mostly directly reflective of my original piece from the summer, so really I haven’t gotten a lot done in the actually writing portion of the project. Since I do have that meeting this week and would be embarrassed if my work was atrocious, I am going to make a time for myself to sit down and really write this week. I want to read a few recovery narrative pieces to gain inspiration and have models to look toward, but I also want to get started on my poem as well. I saw a video on Facebook recently that was a man really powerfully speaking this poem about racism and how it has progressed through today’s society. I found it so cool how he was talking about such a tragic thing but with such power in his voice. I want to make my poem just like that, so I better get started now. Another thing I’d like to just start on is my project site. I know that I could probably wait until the week it is due to really get anything done, but when is the right time to break your bad academic habits? Halfway through your senior year?

I’m extremely looking forward to where this project takes me as well as where everyone else’s project takes them!

When Almost 4 months Feels Like 4 Days

Well, here we are. I’m writing my very last blog post of Writing 220. Can you even believe that??? I vividly remember walking into this class for the very first time, wide-eyed by the brilliant humans I was sitting by. But I had no idea what I was in for. I didn’t know what was coming. Throughout the course of this semester, I’ve experienced shock in various aspects. Shocked by the genius I had found in my fellow classmates’ work, shocked by the deadline is tomorrow??, shocked by the extensive hours of work I put in to make my vision come to life. How in the world did it go by so fast? My favorite class, over in the blink of an eye.

The other day after leaving our very last Writing 220 class (at least before our showcase), I called my mom on the phone as I was walking out of our classroom and talked to her non-stop for 30 minutes about how sad I was that that class was over. I was so out of breath when I was done rambling about how great it was, that I had to sit down. I then took the opportunity to do what I love to  do the most, I wrote about it. I wrote something along the lines of how the Minor in Writing not only is the best kept secret of the University of Michigan, but the biggest blessing to me in my college career thus far. All of the things I learned and researched helped me become a better writer, a better future educator, and a better person, and I am so thankful for that.

I aimed my ePortfolio at my family and friends, in addition to my fellow classmates, because I wanted it to be more personal. I think in the future Capstone class I will probably aim for a more professional take. So, without further ado, here is my ePortfolio: http://ntkrings.wix.com/nik-eportfolio (haha get it…nik-ePortfolio like Nikki) (ha ha) (ha). Very sad that this is the last blog post I will make as the baby MIW student, but can’t wait for what’s to come! Not crying because it is over, smiling because it happened. 🙂

Computer Keys Take the Wheel

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After reading both Didion and Orwell’s “Why I Write” pieces as well as re-looking at Sullivan’s “Why I Blog,” I catch an overall theme among all of them here. I think the underlying argument among these pieces is self-discovery. As writers, we’re never really 100% positive on what we’re writing about or where it will take us. How many times have you sat down to write a piece, whether you had already outlined it or not, and it had taken a completely different direction or you had included or removed different parts you hadn’t originally planned? If you’re like me, I would say this is approximately 9.75 out of 10 times I write something. Once I really get in the zone, I tune out everything and type much faster than I would think my brain could even tell my hands to. Once it starts flowing, I tend to forget what I’m even saying and look back at it later and say “where in the world did that come from?” But that’s just part of this beautiful art we call writing.

In Didion’s “Why I Write,” she mentions at the very end (my favorite part because of how relatable it was), “Let me tell you one thing about why writers write: had I know the answer to any of these questions I would never have needed to write a novel.” If she had know all of the answers to the questions she had about the characters’ unraveling lives bee-lining right out of her brain, she wouldn’t have had to write to find out. She would have known who the narrator was, where they came from, why they were doing what they were doing, etc. But, because she did not, she allowed herself to write to discover! And though she may have been questioning the characters in this fiction novel, she was ultimately learning something about herself through the story she was creating.

In Orwell’s “Why I Write,” he mentions how he was the “weird” kid in school that made up imaginary friends and had real conversations with them, most of the time disagreeable with other students his age. Through unfolding his four motives, I see that Orwell kind of uncovered why he was how he was as a young boy and how it turned him into the man he grew to be. Though he was somewhat unsure as a child why he had the characteristics he did, he ended up finding out who he was through the art of writing. Do I see a little something called self-discovery again??

In Sullivan’s “Why I Blog,” he mentions, “You end up writing about yourself, since you are a relatively fixed point in this constant interaction with the ideas and facts of the exterior world.” He discusses how blogging is similar to writing in a diary, for it includes raw honesty through true feelings and opinions. The amount of freedom included in this art allows for self-discovery (yep–here we go again) through writing, whether you want it to happen or not.

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I think at the beginning of the year, I mentioned how my hopes for this class were to be able to kind of discover myself as a college student, future educator, and in general person in society through writing. I think encompassing the ideas of these three brilliant writers and their evaluations of why they themselves write, I will hopefully take the inspiration I absorbed from them and transform the cluelessness I have on this third project (in terms of why I really do write) and just start typing. Like I said before, I’m going to let my fingers take the wheel and I will hopefully let my brain create something true and thoughtful!

If Ya Snooze Ya Lose

So, as I’m sitting here drowning in the technology that might be my re-purposing project or might be my re-mediation project or maybe even my ePortfolio, I’m starting to feel extremely overwhelmed by the amount I have to do. But, oddly enough, this chapter in Writer/Designer was somewhat comforting. I kind of caught a “we’re all in this together” vibe from the discussion of peer revision and advice. It’s nice to know that my peers are more likely not breezing through this, similar to me, and struggling with the new things they are creating too. But I know with time, we will all create our own brilliant things!

For starters, I gained insight into creating the rough cut for both my re-mediation project as well as my ePortfolio. I was feeling a bit stressed having the rough cut due this Saturday, because I’m still tinkering around with technicality and am just discovering different aspects of creating a whole website. But, according to this reading, rough cuts are usually missing some significant elements, which makes me feel a lot better. I had a fear I would look stupid if I turned in something sort of half-assed as a rough cut, but now that I know as long as I get the bulk of what I want to do into the website, I did my job. But I do look forward to gathering feedback and working on the nitty gritty to make it perfect!

Another insight I gained was the importance of a timeline when creating a multi-modal project, specifically a website. I mentioned doing this before in my other blog post or a discussion (can’t exactly remember which), but this is SO crucial to this process. I really need to wrap my brain around this whole project and proceed with caution, allowing myself enough time to create this awesome thing no one has before. And awesome does not ultimately equal procrastination, so looks like a timeline it is. You know what they say, if ya snooze ya lose.

Procrastinate

One last insight I gained in reading this chapter was the importance of making your rhetorical situation as well as your intended audience clear. Though your editors and peer revisers may not be your intended audience, they should be able to understand it as if they were your intended audience. This would allow them to also understand the rhetorical situation. Clarity is a virtue, so it better be put to good use! My project (aimed at teachers as we already know) should not only come off as awesome to teachers, but anyone who reads and browses it.

Overall, I think this chapter has really opened my eyes to patience, planning, and clarity in creating both my re-mediation website as well as my ePortfolio website (I have to make TWO websites…what?!) I can’t wait to see how all of this pans out, not only for me, but for everyone else! Can’t wait to see the coolest college work I think most of us have ever done 🙂

To Do: Breathe

So at the very beginning of the semester when learning about the remediation project, my first thought was that there was no way I was doing A) a video or B) a website. Well here I am midway through the semester and guess what my remediation project is going to be? You guessed it, a website! I really think this will turn out really cool. But ask me how I feel after I teach myself how to create a full website and try to execute that with some professionalism. Hopefully I can go from zero-technology expert real quick. Obviously with something this new to me I have quite a few concerns.

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For starters, how in the world do I go about even starting to make my own website?? I kind of explored Wix for a little while in class the other day but found myself a bit frustrated because I couldn’t pick a design. Yes, I do know that that should probably be the least of worries at this point. But, I want it to be the most effective website it can be, and I want it to look professional for future employers. But, I guess when you’re as indecisive as I am a thing like this can take a tad longer. Crossing my fingers that once I get started it will be a domino effect and I’ll crank it all out.

Another thing I am worried about is time management. I have not really planned out how long this will take me, also incorporating some extra time for troubleshooting. I think it would be kind of ideal to make myself a timeline, and try to outline everything before doing it. This way, I can work on this piece by piece, ultimately reaching the outcome with (hopefully) less stress than if I was to procrastinate (typical me). I probably need to plan some time for some extra research and lesson plan templates as well. Might as well schedule a deep breath in there while I’m at it.

One of my biggest concerns for this specific project  is establishing authority. This topic  is so important to me as a future educator and a lot of the morals I am presenting tie in with my ultimate teaching philosophy of making every student feel welcome to be their individual selves in a safe and accepting environment. But, I think as a current teacher, I would probably question, “what does she know?” due to my lack of experience in sixth grade classrooms and with sixth graders on a day to day basis. Though I haven’t in recent times been in a sixth grade classroom, I was once there. I’ve been that awkward kid, feeling unwanted and not accepted in my own classroom. But, I’ve pushed through and here I am, wearing a red cape and hoping I can prevent this from happening to all of the sixth graders in the world! And I did do my research!! So hopefully a current teacher or perspective employer will look at my statistic inclusion as well as prevention and solution tips as intelligent and well thought out.

My last concern would be how to get this website out into the world of middle school teachers. I don’t think I want to contain this work to only my peers, because what would they do with lesson plans and activities for children (unless they are teachers of course)? Still brainstorming on this question, but I’m hoping I find some way to maybe communicate with my old middle school teachers or connect with some new ones here in Ann Arbor. We shall see.

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So for now I’m very excited about this project, but maybe ask me how I feel at 2am when I’m still working on picking my website design 🙂

The Ghosts of my Sixth Grade Past

After reading through peer critiques and discussing with my blog group, I am extremely grateful for the praise as well as the constructive criticism I received. It really made me think about how cool this minor really is! Collaboration with peers that are passionate about writing just as much as I am really helps when it comes to feedback! Amen to that.

I think after synthesizing these critiques, I came up with a list of 6 major things that I really need to focus in on when revising this first rough cut. After creating a revision plan, the sum of my reflection in my head was “shit I have a lot of work to do,” but I know that in the end, this time and energy will be translated into something I will be proud of.

So much shit to do

First things first, the biggest thing I need to work on is making my audience more clear. I think I did an okay job of presenting the issues a squeaky new sixth grader was having, but I didn’t really acknowledge the audience as being teachers until the end when I state “I wish my teacher knew…” for both narratives. I will definitely need to incorporate that somewhere in the beginning to really get my point across throughout.

Next, it was brought to my attention that the motivation behind the sixth grader writing this narrative was a little confusing. Is it an assignment? Is it a journal entry? The world may never know apparently. Just kidding, I think I want to structure this in a way that it is supposed to be an assignment turned in to a teacher, but it is more of a practice of journaling and getting more comfortable with the teacher. Maybe I will include a rubric/prompt on top of the narratives? I fear this will take away from what the students are saying so I may just include the prompt at the top of the narrative rather than making it an addition page. I want the assignment to be somewhat similar to this prompt a third grade teacher in Colorado did.

http://www.huffingtonpost.com/2015/04/17/i-wish-my-teacher-knew_n_7087250.html

I also have an awkward break between genders. I wanted to include both genders in my piece in order to make a clear statement that self-esteem is not only an issue for girls, but boys too. I definitely had different issues regarding both genders individually, but I need to find a way to make the distinction more clear rather than kind of concluding that they’re different based on the issues they have. I may also try to make this more of a back and forth dialogue that the boy and girl have (each in speaking in a different font), to kind of highlight the similarities as well as differences (subtly, that is) that arise in both girls and boys regarding self-esteem and body issues.

I was praised in my diction in regards to the examples I was giving and the jargon I used but I was also given further suggestions on how to make the narrative more realistic to what a sixth grader might actually write. Someone in my blog group suggested (based on her little brother’s recent writing) that maybe I include some grammar errors and or run on sentences. I know that this will probably urk my many years of practicing proper writing skills but I think this was a great suggestion. I will definitely have to channel my sixth grade Nikki to achieve this specific idea.

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Another piece of advice I plan to take and run with is downloading a font that looks like a child’s handwriting. I originally wanted to hand write this piece of my project but I think my handwriting is significantly different than a sixth grader’s so I plan on maybe doing some research on a font (maybe similar to the “Diary of a Wimpy Kid” font?) that would really add to the aesthetic of my piece.

With all of this constructive criticism as well as praise, I have also thought of a few more questions I might need input on in order to execute this the way that I want to. First, if I did sort of a back and forth dialogue, would this take away from the journalistic feel of the piece? And how would I maybe make it more clear that that’s what was meant of the piece? Next, do I add a title to the piece that kind of connects both of the genders in order to get the same feel if I were to make it a back and forth dialogue? Also, I know I received feedback that maybe 2.5 pages was too long for a written narrative by a sixth grader, do you have any suggestions on how long it should ultimately be? I think I’m most concerned with looking like I’m slacking length wise in this project.

Ultimately, in the end, I want this project to be a kind of scary realization to those “transformation into the awkward years” teachers that feeling uncomfortable raising a hand or going to lunch or being in a new school in general is much more of an issue than I think anyone really sees. It is mind-blowing to me the dramatic drop in self-esteem (I forgot how much percentage wise but I know it is large) kids face as they make that transition to middle school. I want it to inspire the future teacher in myself to create a website of useful information and prevention methods/lesson plans/etc. for not only myself, but other teachers who interact with these kids all day long for 9 months out of the year. Because after all, school should not be a place of fear, but acceptance, which I hold very close to heart.

 

I Think I Can I Think I Can

As I rethink and rework and change this project in my mind again and again and yes, again, I think I may be coming to some sort of solidified first project (hopefully).

I heard about this project third grade teacher Kyle Schwartz did with her students, giving them a prompt of “I wish my teacher knew…” in hopes that she would be able to reach the students on a more personal level, being able to cater to each of their individual needs. I thought this was so cool and added it to my secret list on my computer titled “Things You Need To Do as a Teacher.” From my experience, the difference between a good teacher and great teacher is that the great teacher puts in the effort to understand how you think, how you work, and what makes you, well, you. As for my project, I was planning on doing a narrative from a child’s perspective, aimed at a teacher, in somewhat of this format of “what my teacher needs to know about me.” Differently than Schwartz’s project, I think I would make this more than just a small note. I would make it more like a journal entry or personal narrative reflecting my personal experiences as a fifth grader transforming into a sixth grader as well as reflecting the research I have found on this particular subject. I think my biggest concern about this so far is that I’m not sure how long it will really turn out to be. I think maybe 3 pages would be the average paper length for a student in the sixth grade, and I want to be realistic to that, but I’m not sure if that will fulfill the requirements for this project (I know we have a lot of freedom, but still). The audience for this project (so it will be the same as my next) would be aimed not specifically at one teacher, but at all teachers. I would make it a general statement at teachers who are willing and able to prevent and change the effects of self-esteem issues. I want it to sound as realistic as possible, so I will definitely have to dive further into some research on what exactly causes self-esteem issues and how they could be prevented. I think in this journalistic piece I would want to refer to “specific” situations, such as “Jane told me I couldn’t sit with her because I don’t have on Abercrombie and Fitch clothes on like her and her friends,” or something of that sort. I don’t want this to sound like a huge cry for help though. I’m nervous that this narrative will come off sounding cheesy and kind of basic. I want it to portray real emotion where anyone could read it and say, “Wow, this is more of an issue than I thought.” My second project will then be a response to this from a teacher who has read the narrative. The teacher (me) will create a lesson plan from this, aimed at teachers, in order to educate them on these seemingly overlooked issues in the classroom, and how to prevent and change them. My biggest goal as a future teacher is creating a classroom that can be a safe haven for every student that enters it, whether they are in my class or not. I want every child to feel comfortable to be the individual human they are and I want to be able to cater to their emotional, social, and academic needs based on this.

My idea is a little rusty so far but I hope that as I research further and really gain more insight on my topic, I will be able to come up with something that will really be able to make a difference in any child’s world. The panic of this first draft being due on Saturday hasn’t hit me yet, but ask me how I feel around Thursday.

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