VOLUME 36, ISSUE 6 SCATTER CHATTER

NOVEMBER 2016 SCATTER SCATTER

HIGHLIGHTS IN THIS ISSUE:

 HOMECOMING 2016

 INTERVIEW WITH COEDU’s INTERIM DEAN DR. ROGER BRINDLEY

 CPR FOR TEACHERS

 CLASSROOM MANAGE- MENT: SCATTER STYLE

 BULLYING STOPS HERE

 SAFE ZONE WORKSHOP

 HUMAN TRAFFICKING

 TRAVEL GRANTS

 WORKSHOPS & CONFER- ENCES

SCATTERs Amanda Silebi, Caylee Fre- dette, and Meaghen Randolph attend the 59th Florida Association for the Education of Young Children Annual SunCoast Area Teacher Train- ing and Educational Research Conference in Orlando and meet Carol (SCATTER) Honors Program Ann Haroerl, the author of “Have You Dr. Joan F. Kaywell, Director E-mail: [email protected] Filled a Bucket Today?” Andrea Thompson, Assistant E-mail: [email protected] Office Phone: (813) 974-2421 VOLUME 36, ISSUE 6 PAGE 2 INSIDE THIS ISSUE: A MESSAGE FROM DR. KAYWELL PAGE 3

S SCATTER FACULTY FEATURE: AN INTERVIEW WITH PPS. 6-8 DR. ROGER BRINDLEY WHY EVERYONE SHOULD WATCH TEACH PAGE 9 C CPR FOR EVERY TEACHER PPS.10-11 CLASSROOM MANAGEMENT: SCATTER STYLE PAGE 12 A CHINESE CULTURE WEEK: EAST MEETS WEST PAGE 13 BULLYING, COMMUNICATION, & SELF-UNDERSTANDING PPS. 14-15 SAFEZONE ALLY TRAINING PAGE 16 T THE UNIVERSAL DECLARATION OF HUMAN RIGHTS PPS. 17-19 AEYC CONFERENCE HIGHLIGHTS PPS. 20-22

FROM RESCUE TO REINTEGRATION: MEETING THE PPS. 23-24 T WHAT EVERY TEACHER NEEDS TO KNOW ABOUT PAGE 25 GRANT WRITING UNIVERSITY LECTURE SERIES: NYLES DIMARCO PAGE 26 E BRINGING RESEARCH TO THE CONVERSATION PPS. 27-28 USF SG TRAVEL GRANTS PAGE 28 R SHARED READING PAGE 32 WHAT EVERY TEACHER NEEDS TO KNOW ABOUT POLITICS PPS. 33-36 UPCOMING SCATTER SERVICE OPPORTUNITIES PAGE 36 WHERE HAVE ALL THE SCATTERS GONE PPS. 37-39 YOU ARE INVITED TO ATTEND THE SCATTER FALL PAGE 40 HONORS CELEBRATION C 2017 WINTER/SPRING/SUMMER CONFERENCES PAGE 41

H November 2016 Newsletter Contributors:

A Brianna Cahoo, Mekayla Cook, Omar Cosme, Caylee Fredette, Judson Godbold, Ennis Cruz Gonzalez, Autumn Handin, T Danielle Hange, Henry Leng, Undrecia Pedraza, Magalia Vance-Peterson, Katherine Reinecke, Amanda Silebi, and Michael Stevens T The purpose of the SCATTER Chatter Newsletter is to inform, enhance and educate the members of the SCATTER organization E as they seek and contribute to SCATTER’s Legacy of Excellence.

Would you like to be a permanent reporter for the SCATTER Chatter News- R letter? Would you like to write an article for service hours? Do you have an idea for an article that you would like to share with a reporter? Please contact Omar Cosme for more information. VOLUME 36, ISSUE 6 PAGE 3 A MESSAGE FROM DR. KAYWELL

Besides workshops and ser- vice, SCATTERs have fun while building their professional network. This year’s Homecoming was an exceptionally good time ALL WEEK LONG! The students worked hard making the SCATTER Office look festive and full of spirit as you can tell by the many photos. In keeping with the theme of “Bulls Unite,” SCATTERs decorated the

front window that faces the CO- EDU parking lot with “SCATTERs Unite to Celebrate Reading” (pictured above).

Of course, SCATTERs enjoy walking in the Homecoming Pa- rade the most since we give out books and tape a reading chal- lenge to individual pieces of can- dy. We all enjoy seeing kids’ fac- es light up when they get a brand new book (see next page). Left: Mekayla Cook decorating the reception area. Right: Katelyn Marine works on the Dr. Seuss picture books. VOLUME 36, ISSUE 6 PAGE 4 SCATTERS GIVE BOOKS NOT BEADS AT USF’S HOMECOMING PARADE 2016

Jumpstart's Read for the Record® SCATTER is USF’s College of Education’s Honors Pro- gram

Please participate in the 11th anniversary of Jumpstart’s Read for the Record®, a global campaign that generates public support for high -quality early learning and highlights the importance of building children’s vocabulary and love for reading. On October 27, 2016 children and adults worldwide will take action by participating in the world’s largest shared reading experience.

Each year, Jumpstart selects one children’s book as the catalyst for Read for the Record. This year’s campaign book, The Bear Ate Your Sandwich written by Julia Sarcone-Roach is a humorous tale about the fate of a missing sandwich. With colorful illustrations, the story is mischief-making at its finest and is sure to engage children and adults of all ages. Help us break the world reading record (again!) for the most people reading the same book on the same day.

Register to read with your child by going to http://www.jstart.org/campaigns/register-read and clicking on the register link.

Continued on page 5 VOLUME 36, ISSUE 6 PAGE 5 Thanks to the generous donation of three sponsors, SCATTERs were able to purchase 100 copies of Amy Ham- mond’s When I Grow Up, I’ll Be a Bull! New and slightly used books are collected throughout the year, so SCATTERs had plenty of books to distribute.▪

R E A D

Above: Two lucky kids get a copy of When I Grow Up, I’ll Be a Bull! Below: SCATTERs haul books in wagons and a decorated golf cart to bring joy to children along the parade route. VOLUME 36, ISSUE 6 PAGE 6 SCATTER FACULTY FEATURE: AN INTERVIEW

WITH DR. ROGER BRINDLEY By: Ennis Cruz Gonzalez As the current Interim ate level, are already leaders—have Dean of the College of Education, continued to see the profound value in something that people might not education in this society. I consider know about Dr. Roger Brindley is education to be, perhaps along with that he was the SCATT Director the work of medical doctors, the most from 2005-2006. During this important career/profession. At USF I time, he helped improve the pro- see that played out every day in this gram by expanding educational College, and that’s why I get passion- learning communities. He has not ate about this work. only had experience with SCAT- TER, but he continues to support Why do you think educators are so the honors program to this day. important today?

Dr. Brindley has received several I think that we are at a very important accolades for his global work and time in our history as a country. As a has written numerous articles on society, now is the time to be prepar- the policies and practice of higher fessor to be a part of the Early ing children of all ages to be culturally education internationally. So, as I Childhood Elementary Education responsive, to understand what it prepared to interview Dr. Brind- Program. I had interviewed all means to maintain a world view, and ley, I thought about my current over the country but it felt right to be able to hold multiple perspec- experiences as a pre-service here. I had no Florida roots, but tives on any particular issue. That is teacher who hopes to teach Eng- 20 years later I’m still here so I what educators are going to have to do lish as a Second Language. The must have made the right deci- and should, of course, already be do- students I’m going to be teaching sion! ing. will come from all sorts of diverse backgrounds, and it will be my We are already beginning to see pro- job to guide them towards suc- found changes in this country. I think cess. When I think about what Dr. we see some of that playing in the pre- Brindley has done in the field of election narrative of the candidates. multicultural and higher educa- But, as an educator, I think we have to tion, I couldn’t help but wonder look ahead. We need to think about more about his philosophy so the what it means to be a learner. In terms interview was conducted with that of the models of pedagogy and meth- in mind. odologies we use as educators, the next years are going to be incredibly What’s your favorite book? important to the history of this country because we are becoming a truly mul- Oh, the Places You’ll Go by Dr. ticultural society. That is something to Seuss. My final year interns at be embraced, but it is also something the University of Georgia wrote that needs thought and care. all over the cover, but I still have that copy even today. What excites you most about the Why do you think future education

education program here at USF? students should join SCATTER, and When did you first come to USF why do you think SCATTER is an and what brought you here? What excites me is that the facul- important part of our education pro- ty, staff, and the students—many gram here at USF? I came to USF in 1996, just over of whom will be future leaders 20 years ago, as an Assistant Pro- and some of whom, at the gradu- Continued on page 7 VOLUME 36, ISSUE 6 PAGE 7 We need to help students appre- pushed that idea forward after my ciate that this is an extraordinar- directorship. ily complex profession, and SCATTER helps students wres- What was your favorite aspect of tle with what it means to be an SCATT(ER)? Why? educator in ways that they simp- ly can’t do through their regular I love the energy, enthusiasm, com- course work. It’s a classic co- mitment, and vision of SCATTERs, curricular opportunity for our the future group of educational lead- students. ers. I love the passion that I feel when I’m working with SCATTER I came into education and start- students. That brings me, perhaps, to ed teaching in an elementary an observation that I think is very school. I was fascinated with important to how SCATTER philo- how students that were interning sophically approaches the experi- in my classroom had persever- ence. ing beliefs about what it meant to be a teacher, beliefs that they Above: Dr. Brindley considers You know, we talk a lot about “soft were hesitant to let go. Learning “education to be, perhaps along skills” in education, and I think we is an active, participatory, and with the work of medical doctors, do a great disservice when we call manipulative experience. Be- the most important career/ them “soft skills.” Empathic listen- cause future teachers weren’t profession.” ing, caring, and thoughtful response taught that way when they were mechanisms are essential skills. in school, we have to show them What is the one (or more) thing(s) What differentiates successful peo- what the research-based litera- you wish you could've done while ple sometimes is not their ture tells us about the key tenets you served as the Director of knowledge, but rather how they in- of being a teacher; that’s a lot to SCATT(ER)? teract. How they are respectful and do in a junior or senior year. thoughtful in their dialogue, narra- I was the Director of SCATTER tive, and in their interest in others. If you can get more of that out- over a decade ago, from 2005 to That’s a favorite aspect of SCAT- side of regular coursework and 2007. Part of me wishes I would TER for me. Yes, there’s passion have an enriching experience, have stayed longer because I didn’t and yes, there’s excitement and en- you should embrace the oppor- have time to develop coaching or ergy. But, there’s also thoughtful- tunity to do so. SCATTER al- mentoring programs that I wanted. ness, caring, empathy, and facilita- lows for that opportunity, so I I’m really pleased to see the Tutor-a tion. Those are essential skills; think it’s an important program. -Bull Program; it’s the kind of they’re not “soft skills,” they are life coaching and mentoring programs skills. There are many SCATTER that we need to continue develop- graduates who have gone on to ing. How do you define “care”? become leaders at the school and district level, and some have A lot of today’s young people need “Care” is being present for individu- moved on to other allied areas support both inside and outside the als when you are with them and of education where they have classroom. Teachers are incredibly wanting to understand and value been profoundly successful. important role models for them, and what they’re sharing with you. They came to this college with there are some really important When you are present, you are car- open minds. and they used the skills you can learn around coach- ing. SCATTER experience to contin- ing and mentoring students. That ue to develop and mature their would have been an area I would How do you feel about the “ER” in own ways of thinking about ed- have liked to work more on, and I SCATTER which concerns itself ucation. think the Tutor-a-Bull Program is a with education research? classic example of how this college Continued on page 8 VOLUME 36, ISSUE 6 PAGE 8 I’d like to see every SCATTER doing research. We mentors wisely. Choose those that value you and have wonderful undergraduate research opportunities want to coach wisely. It is not a sign of weakness for at this university, and it's very important that our pre- you to tuck yourself in under the wings of those service teachers develop research skills because, at the teachers who are genuinely interested in your wel- end of the day, you will need your own problem- fare to learn to navigate around the profession. You solving toolkit. You’ll need your own capacity to ana- cannot do this alone. The key is to build those part- lyze, reflect, and synthesize, to establish solutions to nerships with professors and teachers because what real world issues in your classroom as you teach. Re- you learn from those folks now will stay with you search helps you develop that toolkit. Sometimes, the for the rest of your life.▪ research you do can be profoundly important. But it doesn’t have to be. Just learning how to do research makes you that kind of inquisitive and thoughtful per- son that we need in education. So, I like the fact that SCATTER added that.

“Just learning how to do research makes you that kind of inquisitive and thoughtful person that we need in education.” ~ Dr. Roger Brindley

Now, around the service learning component that SCATTER has added. I worry about the opportunities for young people today in society. I worry about the ways we support young people in our communities, and service learning heightens a sense of social justice that I think is critically important to educators today.

If I give you red pins for “D” and “F” schools and green pins for “A” schools and then I pull out a map that shows the average household income in Hills- borough county, I bet you would be pretty accurate in guessing where the green pins go and where the red pins go. That is a fundamental issue for today’s socie- ty, and educators have to play a role in changing that. Learning to value your commitment to community through service learning is a really important part of becoming a well-rounded citizen. That’s the reality.

What advice would you give to interns, graduates, or those just entering the USF College of Education?

You’re entering a career field, not a job or occupation, and you should have career aspirations. Choose your VOLUME 36, ISSUE 6 PAGE 9 WHY EVERYONE SHOULD WATCH “TEACH” By: Brianna Cahoo A few years ago, a TV special came out on CBS inspired to do bigger and better things with their titled "TEACH." I recently watched this for the sec- lives. Seeing students grow and change their mind- ond time, and honestly, it inspired me even more than sets about education is one of the most beautiful I ever thought possible. As education students, I feel things a teacher can see, and "TEACH" shows this like we forget the reason why we are truly here in the growth and change in action in the real world. If any- College of Education. We are here to learn as much as one is unsure about whether or not they want to teach we can from our classes, but we are also here to make and make a difference in this world, they need to mistakes and learn from those mistakes as well. watch "TEACH." Sitting in classes and going on in- ternships can help us become teachers, but sometimes The four teachers featured in this TV special are not watching powerful and moving documentaries like perfect. They are lifelong learners who are just trying "TEACH" can help us future educators become em- to do what is best for their students. Whether it is by powered and inspired to become THE teacher. using a "360 degree math" program, accessing materi- als from Khan Academy, bringing in books tailored to Changing the world is difficult, but teachers change student interests, or performing activities out in the the world every day. Many celebrities were featured community, these four teachers work hard day and as speakers in this TV special as well, and they all night to ensure that their students are getting the best listed teachers who inspired them to be who they are education possible. today. Without teachers, there would be no doctors, no actors and actresses, no lawyers, or dentists. So, During various segments of the school year, things do no matter what you choose to do as your career, get rough. The future of their students looks bleak at thank the teachers who got you there. Teachers in- times, but these teachers see that image of the future, spire people to be better versions of themselves every and make a change to ensure that that image becomes day. The most important point that this documentary one that is bright. made is this—if you want to make a difference in This TV special featured not only teachers, but also lives of children in this world: TEACH.▪ their students who struggled, progressed, and were Teaching’s Not a Job. It's a Mission VOLUME 36, ISSUE 6 PAGE 10 CPR FOR EVERY TEACHER: YOU MIGHT LITERALLY SAVE A LIFE 9-12-16 By: Judson Godbold Melissa Mashaw-Keen, a representative from the American Heart Association, gave a three- hour block of instruction on Cardi- opulmonary Resuscitation (CPR) to a group of highly motivated USF SCATTER members. The presentation included direct in- struction, video scenarios, and most importantly, life-like manne- Above: When a person is having a heartache, first call 911 and imme- quins and props. These props diately administer CPR and use an AED, until paramedics can get the made practicing CPR very realis- person to a hospital. tic. One of the first principles of Below: Henry Leng and Judson Godbold make sure airway is open and clear. successful CPR explained by the certifier involved what to do be- fore someone begins chest com- pressions or ventilation.

gies are crucial to uninterrupted chest is compressed about one care, as well as the outcome of the third of its front-to-back diame- patient. CPR does not prolong life ter, followed by immediate re- indefinitely, and well-equipped lease. This process simulates the professionals have a better chance heart pumping blood to the brain, at saving the life than one person which is the critical element in Above: Melissa Mashaw-Keen ex- working alone. prolonging the victim’s chances plains that 30 compressions are per- of survival. Typically, 30 com- formed at a rate of about two per The instructor went on to discuss pressions are performed at a rate second before providing two what should be done once the vic- of about two per second. breaths; USE A POCKET MASK!” tim has been identified as unre- There are five steps rescuers sponsive and emergency personnel As soon as the compressions should take when initially encoun- have been notified. For easy re- have been completed, the rescuer tering an emergency: take a breath call, she provided the acronym should attend to the opening of and remain calm, assess the scene CABD (Compressions, Airway, the patient’s airway through for safety, determine the respon- Breaths, and Defibrillation). Chest proper head and neck alignment, siveness of the victim, get help compressions, which are standard and then provide two breaths. calling 911 and finding an auto- procedure for all victims, includ- Breaths should only be delivered, ing infants, involve pressing down mated external defibrillator however, if a proper safety de- (AED), and check for breathing forcefully on the victim’s chest vice such as a pocket mask is and pulse. These pre-CPR strate- just below the nipple line until the Continued on page 11 PAGE 11 VOLUME 36, ISSUE 6

Above: Matthew Greene, Ari Narrow, Elizabet Rivera-Ayoroa, and Brianna Above: Bibor Hivatel working alone Cahoo administer 30 compressions before giving two breaths (below). to save a baby. Below: It’s better to work as a team as demonstrated by Kaleah Wagner and Israel Cedeno.

available. This precaution is due to These are the key components of the risk of disease transmission successful CPR, and while varia- “This workshop associated with the mixing of bod- tions exist between patients of dif- ily fluids. Compressions and fering ages, these steps can be re- was invaluable breaths should continue at the in- lied upon by the average rescuer in terval of 30/2 until an AED ar- because it . . . emergency situations. More im- rives. provided all of us portantly, knowing exactly how with knowledge When the AED is available, it fast to give chest compressions is should be used immediately. Once remaining calm and remembering that might one it has been turned on and the the training. Those of us who at- day save a life.” patches connected to the patient’s tended the CPR workshop now body, it automatically tests for ir- have the training and confidence to ~ Judson Godbold regular heartbeat and instructs the step up in emergency situations user on the “if and when” of ad- and make a difference. For me, ministering the shock. The elec- this class was invaluable because it tric shock from the AED restarts has prepared me for what will the heart with the goal of achiev- most likely be a high-pressure situ- ing a regular heartbeat. If the ation (should they ever occur), and AED advises not to shock, com- provided all of us with knowledge pressions and ventilation should that might one day save a life.▪ continue. VOLUME 36, ISSUE 6 PAGE 12 CLASSROOM MANAGEMENT: SCATTER STYLE 9-14-16 By: Ennis Cruz Gonzalez Whether it’s getting students to quiet down or concepts to transitioning to a different portion of the get their assignments done, classroom management class, it’s easy to keep students focused while also can be a bit difficult. In a workshop that is typically making learning an engaging experience. But music only offered to SCATTERs during their final intern- is not the only way to get students’ attentions. One ships, this time Assistant Principal Steve Zickafoose of the things that Mr. Zickafoose did was so simple taught SCATTERs in various stages of their programs that I was surprised I didn’t come up with it myself. how to combat this issue. Since I was getting ready to When he wanted to get our attention during the start my first internship placement, my biggest fear workshop, he said “if you can hear me, touch your was getting into a power struggle with a student and naris.” Everyone turned their head immediately be- losing authority. Mr. Zickafoose targeted this fear by cause they had no idea what naris meant. This is starting with what the teacher must do. definitely something I’ll start using in my classroom.

More than anything, Mr. Zickafoose stressed under- standing and praise. He said the following words that almost instantly altered my defensive way of thinking: “You never know what’s going on, or what has happened, in a student’s life.” It’s easy to think of a student as a “problem” student, but it’s harder to get to know them. Learning more about a student and understanding the reasons behind their outland- ish behaviors can make a huge difference in the stu- dent’s life and in your classroom.

Above: 1993 SCATTER graduate Steve Zickafoose shares what all students want to know at the begin- ning of the year: 1) Am I in the right place? 2) Where am I supposed to sit? 3) What will I be doing this year? 4) Who is the teacher as a person? 5) How will I be graded? 6) What are the rules in this class- room? 7) Will the teacher treat me as a human be- ing? If discipline is necessary, then discipline with digni- Before getting into the classroom, it’s imperative to ty. This can be done by using proximity control and set up procedures. Some of these include the follow- eye contact to let the students know when they’re ing: have a quiet signal, assign seating, provide bell- doing something wrong. Giving a student strategic work/jumpstart activities, and enter/exit procedures. busy work can be fairly effective too. Busy work in But, Mr. Zickafoose, emphasized that it’s not enough this situation would be like telling a student, “Can to have procedures because “it is a teacher’s daily you write down how many ‘uhms’ I say?” This mood that makes the weather.” A teacher has the keeps the student focused on a specific task so that power to change the ambiance of a classroom solely they’re not misbehaving. with their attitude. That, combined with solid class- room procedures, sets any teacher up for success. In a classroom, it’s not about getting into a power struggle. It’s about understanding the students and My favorite part about this workshop was the integra- working with them to create the best possible envi- tion of music into a range of activities. From learning ronment for successful learning to take place.▪ VOLUME 36, ISSUE 6 PAGE 13 CHINESE CULTURE WEEK: EAST MEETS WEST CONCERT 9-16-16 By: Caylee Fredette Attending the “East Meets West: A Cross- Cultural Experience” concert was a very eye- opening experience. China and America are two major players on the international stage, and they should work together to resolve some of the prob- lems affecting the world today. One way to start that is through the understanding of both cultures. The concert experience was an enjoyable segue into the study of Chinese culture.

Aside from playing the pipa, a Chinese lute or gui- tar, the featured artist Haiqiong Deng explained the history behind the music and how it’s portrayed in Above: Katelyn Marine and Caylee Fredette at the modern society. There are two strands of tradition- “East Meets West: A Cross Cultural Experience” con- al Chinese music: civil and martial. Chinese music cert. reflects this duality through pitch and intonation variations. In traditional Chinese culture, art and think, as educators, it is not only important to be music always accompany each other. This is be- aware of a student’s culture but also their musical cause they both express the same emotional and abilities. Students should be allowed to use music to spiritual ideas. This coupling was demonstrated help them self-regulate. For example, if they’re up- during the concert when Dr. Nan Liu painted his set, playing some calming music might help every- interpretation of the song, “Three Variations on one. The following is a list of tips I’ve gathered from Plum Blossom” while Haiqiong Deng played along veteran educators concerning the power of music: with the guqin pronounced qin.  You can show diversity in your classroom simply by the music you play.  Find parallels in music to life. For example, use music to connect to current events such as Hurri- cane Hermine or the upcoming election.  Students can listen for patterns in the music. This helps them to develop their active listening skills.  Discuss the “soundscape” with your students, such as a piece of music or the classroom envi- ronment. What does your classroom sound like?  Play a song for students and have students re- Above: Dr. Nan Liu painting and Haiqiong Deng spond (visually) to how they feel. playing the guqin.  he quiet space is as important as the musical During one of the piano pieces, I noticed a small space. Sometimes silence is the answer. girl in the audience. You could see her ponytail bouncing furiously, and her hands moving wildly As educators, we should strive to make every mo- as she attempted to mimic the woman on stage. ment in the classroom meaningful. An effective way Her dad noticed that she was moving too much, of doing that is through the infusion of music, move- and told her to “stop and sit down.” She, like many ment, and culture.▪ of our students, was very enthusiastic about music, yet we often find ourselves redirecting students when they are “humming too loudly” or bouncing to a song in their head. Why do we do this? I VOLUME 36, ISSUE 6 PAGE 14 WHAT EVERY TEACHER NEEDS TO KNOW ABOUT BULLYING, COMMUNICATION, AND SELF-UNDERSTANDING By: Magalia Vance-Peterson As educators, we all know that our job is more dents and parents about what behavior you expect in than just teaching. We are guardians, counselors, medi- the classroom and have an open discussion/lesson ators, etc. Contemporary bullying has become a ram- about bullying. For my fellow English teacher pant problem that has more devastating effects than we friends, there are plenty of books about the topic of care to admit, and as future educators, it is our respon- bullying. For science and math teachers, incorporate sibility to nip it in the bud before it gets out of hand. discussions about successful mathematicians and For our Saturday workshop on 9-17-16, we had Dr. scientists who’ve been turned down and mocked. Keith Berry, a professor of Interpersonal Communica- For social studies teachers, how many countries tions; Katherine Magnoli, Ms. 2016 Wheelchair Flori- have portrayed the typical bully stereotype? There da first runner up and author; and our very own Dr. are plenty of resources out there, and as our profes- Joan Kaywell. sors tell us, we just have to find them.

At the beginning of his discussion, Dr. Berry intro- duced his book Bullied: Tales of Torment, Identity and Youth, a collection of stories of students who were bul- lied about everything from identity to physical ability. This book was just released, and if you want a 10% percent discount, Dr. Berry will gladly assist. After giving a brief synopsis of his book and reading an ex- cerpt, he talked to us about the three myths concerning bullying. The first myth he mentioned was that bully- ing is natural and unavoidable. This is a myth because bullying is a choice; students who bully choose their victims and how to attack them. Myth two: adults and teachers should let it play out. We should never excuse horrible behavior—boys will not just be boys—we Above: Dr. Keith Berry explained the three myths must hold our students accountable for their actions. about bullying. And finally the third myth: “Sticks and stones may Katherine Magnoli shared with us her past experi- break my bones, but words will never hurt me.” This ences with bullying. Her classmates could be merci- saying is no longer relevant or comforting. We all less to her at times, but her teachers helped her. She know words hurt, and we should never downplay took the lemons of her life and wrote inspiring books taunts. to help herself and others. The books star a young girl named Kat, who is wheelchair bound and start- ing at a new school. Though she faces bullying, Kat learns to help those in need with her tricked out wheelchair.

Dr. Berry also shared ideas to stop bullying. There is no bullying without communication. Talk to your stu- Continued on page 15 VOLUME 36, ISSUE 6 PAGE 15 Katherine Magnoli is currently studying to become Sample Anti-Bullying Rules to Post in Classroom an educator and is a strong advocate for anti-  We will treat others with respect. No cheap shots bullying. If you want her to visit your school for or name calling. FREE or provide you more information about The  We will try to help students who are bullied. Adventures of KatGirl, just email her.  We will try to include students who are excluded from groups.  If we know that somebody is being bullied, we will tell an adult at school and/or at home.▪

Above: Katherine Magnoli reading aloud “The Adven- Above: Keith Berry, Katherine Magnoli, and Joan Kay- tures of KatGirl” while Magalia Vance-Peterson assists. well encouraged us to join the To Be Kind Movement.

Dr. Kaywell also discussed bullying at length and provided numerous resources to combat it in the classroom. In a handout, she provided a list of books for students of all ages to read; websites for teachers, parents, and students to utilize; and ways to get ac- tive in stopping bullying. Below are a few websites to check out that you could put in your arsenal.

Websites for Teachers and Parents:  Teaching Tolerance  Centers for Disease Control and Prevention: Youth Violence  National Center for the Prevention of Bullying: Educator Toolkits Websites for Secondary Students  The Trevor Project  Teens against bullying Website for Elementary Students Pacer’s Kids against Bullying VOLUME 36, ISSUE 6 PAGE 16 SAFEZONE ALLY TRAINING

By: Mekayla Cook & Amanda Silebi Safe Zone is the University Civil Rights Movement. The Through the perspective of an edu- of South Florida’s institutionally Stonewall Riots occurred in 1969 cator, it’s crucial to have an under- recognized LGBTQ+ diversity as a result of police harassment standing of how gender identity, training program that educates and brutality against LGBTQ pa- gender expression, biological sex, members of USF’s community on trons. Reflective aspects of the and sexual orientation can influ- advocacy by promoting understand- workshop included recognizing ence our students’ social interac- ing through educated and support- points of privilege that many tions and academic endeavors. Al- ive allies. This training provides an members of the LGBTQ+ com- lies, within the USF community insight into the world of the munity still do not receive. and classrooms beyond, respect LGBTQ+ community and how to and support the identities present- become an ally through empathy The workshop also addressed the ed to them. Students are coming to and support. Allies are members of study of identity. Although the the classroom from diverse back- the USF community who are sup- acronym LGBTQ+ is frequently grounds and often they are not part portive of and knowledgeable about applied, the official acronym in- of the idealized “nuclear family,” LGBTQ+ identities and issues. cludes Lesbian, Gay, Bisexual, so it is important to avoid stereo- These individuals wish to be a visi- Transgender, Questioning, Queer, typing or assuming. Gender norms ble support for people of all sexual Intersex, Asexual and Pansexual and other heteronormative-based and gender identities and expres- individuals. The plus sign repre- assumptions should not be placed sions. sents all other individuals. A per- in the classroom. For example, son’s identity is multifaceted, en- students should be allowed to read compassing sexual orientation, books and learn with manipula- biological sex, gender expression, tives that are not given to them and gender identity. It is appro- based on socially-constructed gen- priate to respectfully ask how der norms. The classroom environ- people would like to be referred ment should be a safe place that to regarding their pronoun (his, allows students to learn and grow him, he; her, hers, she; their together, with respect for each oth- theirs, they’re; or any other that er’s differences. the individual prefers). Support- ing individuals as they develop Disturbingly, forty percent of their own identity involves recog- homeless youth are LGBTQ+. nizing the fluidity and nonlinear Will you be the educator that acts aspects of the coming out pro- as an ally to support, accept, af- cess. For some people, identity firm and welcome students of the SCATTERs were given the option development, growth, and affir- LGBTQ+ community? If not, we of attending any one of five three- mation of self may occur during encourage you to attend this train- hour interactive and engaging train- their time at USF. ing.▪ ing sessions. The one we attended began with a glimpse into LGBTQ+ history, since October is LGBT his- tory month. The significance of Safe Zone’s pink triangle (pictured above) represents the patch that was given to homosexual men in the Holocaust concentration camps dur- ing World War II. The Stonewall Inn Bar is recognized as the loca- tion for the beginning of the Gay VOLUME 36, ISSUE 6 PAGE 17 THE UNIVERSAL DECLARATION OF HUMAN RIGHTS The Universal Declaration of Human Rights (UDHR) is a milestone document in the history of human rights. Drafted by repre- sentatives with different legal and cultural backgrounds from all regions of the world, the Declaration was proclaimed by the United Nations General Assembly in Paris on December 10, 1948, as a common standard of achievements for all peoples and all nations. It sets out, for the first time, fundamental human rights to be universally protected; it has been translated into more than 500 languages.

PREAMBLE

Whereas recognition of the inherent dignity and of the equal and inalienable rights of all members of the human family is the foundation of freedom, justice and peace in the world,

Whereas disregard and contempt for human rights have resulted in barbarous acts which have outraged the conscience of man- kind, and the advent of a world in which human beings shall enjoy freedom of speech and belief and freedom from fear and want has been proclaimed as the highest aspiration of the common people,

Whereas it is essential, if man is not to be compelled to have recourse, as a last resort, to rebellion against tyranny and oppres- sion, that human rights should be protected by the rule of law,

Whereas it is essential to promote the development of friendly relations between nations,

Whereas the peoples of the United Nations have in the Charter reaffirmed their faith in fundamental human rights, in the dignity and worth of the human person and in the equal rights of men and women and have determined to promote social progress and better standards of life in larger freedom,

Whereas Member States have pledged themselves to achieve, in cooperation with the United Nations, the promotion of universal respect for and observance of human rights and fundamental freedoms,

Whereas a common understanding of these rights and freedoms is of the greatest importance for the full realization of this pledge,

Now, therefore,

The General Assembly, Proclaims this Universal Declaration of Human Rights as a common standard of achievement for all peoples and all nations, to the end that every individual and every organ of society, keeping this Declaration constantly in mind, shall strive by teaching and education to promote respect for these rights and freedoms and by progressive measures, national and international, to secure their universal and effective recognition and observance, both among the peoples of Member States themselves and among the peoples of territories under their jurisdiction.

Article 1. All human beings are born free and equal in dignity and rights. They are endowed with reason and conscience and should act towards one another in a spirit of brotherhood.

Article 2. Everyone is entitled to all the rights and freedoms set forth in this Declaration, without distinction of any kind, such as race, col- our, sex, language, religion, political or other opinion, national or social origin, property, birth or other status. Furthermore, no distinction shall be made on the basis of the political, jurisdictional or international status of the country or terri- tory to which a person belongs, whether it be independent, trust, non-self-governing or under any other limitation of sovereignty.

Article 3. Everyone has the right to life, liberty and security of person.

Article 4. No one shall be held in slavery or servitude; slavery and the slave trade shall be prohibited in all their forms.

Article 5. No one shall be subjected to torture or to cruel, inhuman or degrading treatment or punishment. Continued on page 18 VOLUME 36, ISSUE 6 PAGE 18 Article 6. Everyone has the right to recognition everywhere as a person before the law.

Article 7. All are equal before the law and are entitled without any discrimination to equal protection of the law. All are entitled to equal protection against any discrimination in violation of this Declaration and against any incitement to such discrimination.

Article 8. Everyone has the right to an effective remedy by the competent national tribunals for acts violating the fundamental rights grant- ed him by the constitution or by law.

Article 9. No one shall be subjected to arbitrary arrest, detention or exile.

Article 10. Everyone is entitled in full equality to a fair and public hearing by an independent and impartial tribunal, in the determination of his rights and obligations and of any criminal charge against him.

Article 11. Everyone charged with a penal offence has the right to be presumed innocent until proved guilty according to law in a public trial at which he has had all the guarantees necessary for his defense. No one shall be held guilty of any penal offence on account of any act or omission which did not constitute a penal offence, under national or international law, at the time when it was commit- ted. Nor shall a heavier penalty be imposed than the one that was applicable at the time the penal offence was committed.

Article 12. No one shall be subjected to arbitrary interference with his privacy, family, home or correspondence, nor to attacks upon his hon- our and reputation. Everyone has the right to the protection of the law against such interference or attacks.

Article 13. Everyone has the right to freedom of movement and residence within the borders of each State. Everyone has the right to leave any country, including his own, and to return to his country.

Article 14. Everyone has the right to seek and to enjoy in other countries asylum from persecution. This right may not be invoked in the case of prosecutions genuinely arising from nonpolitical crimes or from acts contrary to the purposes and principles of the United Nations.

Article 15. Everyone has the right to a nationality. No one shall be arbitrarily deprived of his nationality nor denied the right to change his nationality.

Article 16. Men and women of full age, without any limitation due to race, nationality or religion, have the right to marry and to found a family. They are entitled to equal rights as to marriage, during marriage and at its dissolution. Marriage shall be entered into only with the free and full consent of the intending spouses. The family is the natural and fundamental group unit of society and is entitled to protection by society and the State.

Article 17. 1. Everyone has the right to own property alone as well as in association with others. No one shall be arbitrarily deprived of his property.

Article 18. Everyone has the right to freedom of thought, conscience and religion; this right includes freedom to change his religion or belief, and freedom, either alone or in community with others and in public or private, to manifest his religion or belief in teaching, prac- tice, worship and observance.

Article 19. Everyone has the right to freedom of opinion and expression; this right includes freedom to hold opinions without interference and to seek, receive and impart information and ideas through any media and regardless of frontiers.

Continued on page 19 VOLUME 36, ISSUE 6 PAGE 19 Article 20. Everyone has the right to freedom of peaceful assembly and association. No one may be compelled to belong to an association.

Article 21. Everyone has the right to take part in the government of his country, directly or through freely chosen representatives. Everyone has the right to equal access to public service in his country. The will of the people shall be the basis of the authority of govern- ment; this will shall be expressed in periodic and genuine elections which shall be by universal and equal suffrage and shall be held by secret vote or by equivalent free voting procedures.

Article 22. Everyone, as a member of society, has the right to social security and is entitled to realization, through national effort and interna- tional co-operation and in accordance with the organization and resources of each State, of the economic, social and cultural rights indispensable for his dignity and the free development of his personality.

Article 23. Everyone has the right to work, to free choice of employment, to just and favourable conditions of work and to protection against unemployment. Everyone, without any discrimination, has the right to equal pay for equal work. Everyone who works has the right to just and favourable remuneration ensuring for himself and his family an existence worthy of human dignity, and supple- mented, if necessary, by other means of social protection. Everyone has the right to form and to join trade unions for the protec- tion of his interests.

Article 24. Everyone has the right to rest and leisure, including reasonable limitation of working hours and periodic holidays with pay.

Article 25. Everyone has the right to a standard of living adequate for the health and well-being of himself and of his family, including food, clothing, housing and medical care and necessary social services, and the right to security in the event of unemployment, sick- ness, disability, widowhood, old age or other lack of livelihood in circumstances beyond his control. Motherhood and childhood are entitled to special care and assistance. All children, whether born in or out of wedlock, shall enjoy the same social protection.

Article 26. Everyone has the right to education. Education shall be free, at least in the elementary and fundamental stages. Elementary edu- cation shall be compulsory. Technical and professional education shall be made generally available and higher education shall be equally accessible to all on the basis of merit. Education shall be directed to the full development of the human personality and to the strengthening of respect for human rights and fundamental freedoms. It shall promote understanding, tolerance and friend- ship among all nations, racial or religious groups, and shall further the activities of the United Nations for the maintenance of peace. Parents have a prior right to choose the kind of education that shall be given to their children.

Article 27. Everyone has the right freely to participate in the cultural life of the community, to enjoy the arts and to share in scientific ad- vancement and its benefits. Everyone has the right to the protection of the moral and material interests resulting from any scien- tific, literary or artistic production of which he is the author.

Article 28. Everyone is entitled to a social and international order in which the rights and freedoms set forth in this Declaration can be fully realized.

Article 29. Everyone has duties to the community in which alone the free and full development of his personality is possible. In the exercise of his rights and freedoms, everyone shall be subject only to such limitations as are determined by law solely for the purpose of securing due recognition and respect for the rights and freedoms of others and of meeting the just requirements of morality, pub- lic order and the general welfare in a democratic society. These rights and freedoms may in no case be exercised contrary to the purposes and principles of the United Nations.

Article 30. Nothing in this Declaration may be interpreted as implying for any State, group or person any right to engage in any activity or to perform any act aimed at the destruction of any of the rights and freedoms set forth herein.▪

CLICK HERE FOR A FREE BOOKLET. VOLUME 36, ISSUE 6 PAGE 20 THE 59TH FLORIDA ASSOCIATION FOR THE EDUCATION OF YOUNG CHILDREN ANNUAL CONFERENCE 9/22-25/16 If you have never attended leave or enter your classroom stu- By: Caylee Fredette your professional conference, I rec- dents have to interact with that  “Hey, hey what do you say? ommend you look into it! The pro- content. For example, you could What’s one thing you learned fessional association I belong to is place a sight word on the hat and at school today?” the Association for the Education of every time students walk past,  (teacher) “What are Young Children (AEYC). I recently they must say that sight word. you?” (student) “I am kind, I had the opportunity to attend the Another idea is to place a ques- am smart, I am important” Florida conference; it is the largest tion such as “How many stars are gathering of Early Childhood Pro- on the American flag?” and have Session 2: “Picasso Meets Ein- fessionals in Florida. Over a two- the students respond to the ques- stein!” day period, you get the opportunity tion each time. Be sure to use high level to meet and mingle with the vocabulary with students, such as “movers and shakers” in your field, When creating classroom rules, “hypothesis, prediction, etc.” as Dr. Kaywell would say. have the students write and/or When conducting a science experi- draw their rule for the classroom. ment, provide the students with Over the course of this article I will Put all of the papers into a book the context/explanation for the ex- share what I learned at the sessions and hang it up somewhere visible periment as it is happening. I attended! to refer back to throughout the year. Developmentally the body grows Keynote Address with Dr. Jean from top-down and center-out Feldman (head to extremities). The fine mo- Did you know it takes 7 to tor skills are the last to develop. 25 times for a brain to learn a movement? Practice your routines When using tape in the classroom, and transitions with your students use transparent duct tape. It is repeatedly! Classroom callbacks to clear and strong which prevent try: students from peeling it off.  “Tootsie Roll, Lollipop, we were talking, now we stop” Visit Steve Spangler’s Science  “Hands up top, everybody Club for more information! stop.” Session 3: “Mathematical Try having students stand during Thinking for Early Learners” morning meeting or carpet time. No You can’t start teaching at one wants to sit for seven hours a For more information and free a standard, you have to teach first activities visit Dr. Feldman’s day. Students learn on their feet, not from where the students are. When website. in their seat! planning instruction, go from sim- Session 1: “Transition Tips and ple to complex, concrete to ab- Remember that every day isn’t al- Tricks” with Dr. Jean Feldman stract, and intuitive to formal. Be ways happy. You have to create Classroom callbacks to try: sure to monitor a student’s pro- “little happies” for yourself every  “Hocus Pocus, Everybody gress throughout the year by ob- day; for example: get Starbucks! Focus.” servation and documentation.  (teacher) “Macaroni & cheese Get a foam visor from the Dollar (student) “Everybody freeze” Look for ways to “mathematize” Tree and place that day’s content on  “Clap your hands (do the mo- your classroom by incorporating the hat. Allow one student to wear tion 3x), stomp your feet (do math throughout the day. You can the hat that day/week and they can the motion 3x), put your bot- incorporate math into morning be the “Supervisor.” Every time you tom in your seat.” meeting, small group instruction,

Continued on page 21 VOLUME 36, ISSUE 6 PAGE 21 whole group instruction, transition, 4. Boom of train industry result- Howard Gardner said, “The big- and other subjects. Look for teacha- ing in Asian importation gest mistake of past centuries in ble moments that lend themselves 5. Great Depression (families of teaching has been to treat all chil- towards math. Live math daily; “if all kinds migrated) dren if as if they were all variants you see it, say it.” 6. WWII labor shortages result- of the same individual and feel ed in the creation of the Brac- justified in teaching them all the Visit Schools and Reaching Re- ero Program (which was a co- same subjects in the same way.” search & Community Initiatives for op with the Mexican govern- further research. ment to bring in workers to work in the fields and on the Session 4: “The Brain Is Pattern railroads) Seeking: Creating Connections 7. Continued labor shortages with Conscious Discipline” (1972 - today) When children’s patterns or routines are thrown off, they begin The H2A Program (aka the Guest to experience stress and anxiety. It Worker Program) is similar to the is our job as teachers to provide stu- Bracero Program. It brings over dents with routines and help them mostly single men in a legal way develop problem- solving skills. to complete jobs needed by large There are eight intelligences— Patterns create predictability. Pre- farm companies. Once the job is linguistic, logical, visual/spatial, dictability creates calm. Calm cre- completed they are returned to musical, naturalistic, kinesthetic, ates safety. Mexico. interpersonal, and intrapersonal, yet IQ tests only measure verbal The first sound a child hears is his For migrant workers there is high and math intelligence. or her mother’s heartbeat. The ma- uncertainty. Their pay is depend- ternal heartbeat provides the inter- ent on several uncontrollable fac- Did you know that while you have nal metronome for that student. If a tors such as weather changes, a dominant or tandem pair of intel- mother is stressed throughout her crop production, etc. Migrant ligences, you can work to improve pregnancy, that metronome is going workers often move in large all eight intelligences? to be a lot faster for that child. groups throughout their rotation cycles. Nature and nurture both play a part Each and every student should have in developing intelligences. Be classroom job. Be sure not to take In Mexico their education con- wary of labeling your children st th away their job because they made sists of free 1 through 5 grade within the intelligences. one mistake. Instead provide them schooling (if available). Often in with the skills to do better next rural areas, there are no schools. Tips to develop Multiple Intelli- time. When we make a mistake at As a result, a lot of migrant par- gences in your classroom: work, do we get fired after the first ents are illiterate.  Teach students the Multiple offense? No, so neither should chil- Intelligences, dren. There are two charter schools in  Work on your own Multiple Hillsborough County designed Intelligences and perspectives Session 5: “Understanding the specifically for migrant workers of your students, Unique Challenges of Migrant set up by the Redlands Christian  Include Multiple Intelligence Farmworker Families” Migrant Association RCMA, the strategies in lessons whenever The History of Farmworkers largest migrant non-profit organi- you can. goes as follows: zation in Florida. 1. Indentured servants Session 7: “Taking Literacy 2. Slavery Session 6: “Reaching Every Outdoors” 3. Mexican-American War in Student through Multiple Intel- Your ability to use words 1848 (we gained territory and ligences Instruction” determines the quality of your life. new citizens) Continued on page 22 VOLUME 36, ISSUE 6 PAGE 22 Get your students outside as often as possible. Do a lesson outside! Read to your students on the lawn. Do science out on the sidewalk.

The FabFour for calming children include: (1) painting, (2) water, (3) sand, and (4) clay. Do your best to incorporate these elements into your classroom to allow children to calm down.

Session 8: “Transitions as Learn- ing Opportunities” As teachers we set the mood for the class. It’s our job, to make it a good one. Above: The exhibit hall was full of people and free stuff for teachers. ing. Say the word when using the Use chants to reinforce material sign to develop association, and SCATTERS during transitions. Chanting enrich- praise students for their efforts in HELP ELLS IN es students vocabulary by familiar- using the signs. Expect students izing them with the words. Use to have approximations or adap- CALIFORNIA chants in a military style like this, “I tions of the sign when they are A school counselor working in two don’t know, but I’ve been told. first learning.▪ low socio-economic status schools Each chant should be at least four in California collected pennants lines and each line should consist of from universities around the coun- sever syllables. For example, this is try in order to expose and motivate actually a chant I created and pre- first generation English-learner stu- sented during the session: dents and their parents (K-5) about “We are learning sink or float, the importance of attending col- Better get a very big boat. lege. De Rosa says, “I want to Plastic, metal, and paper, plant seeds in our students’ minds Do you know what will float?” about the tremendous importance of attending a four-year university, Session 9: “The Benefits of Using so that they can have more oppor- American Sign Language in Early tunities in their future.”▪ Childhood Classrooms” Use American Sign Lan- guage (ASL) for classroom man- agement. Introduce students to one sign a week and have them do the Above: Please ask any one of sign with you. American Sign Lan- us how awesome it is to attend guage is an especially great tool for a conference. From left to English Language Learners as it right: Meaghen Randolph, doesn’t require them to speak the Amanda Silebi, and Caylee Fredette. language and puts them on a level playing field with their classmates. Right: Sergio De Rosa, a school counselor, holds up a USF Col- Be sure to model the correct sign lege of Education pennant that form for students, just as you would was sent to him to display in the library to motivate kids to model proper English when speak- attend college. VOLUME 36, ISSUE 6 PAGE 23 FROM RESCUE TO REINTEGRATION: MEETING THE NEEDS OF HUMAN TRAFFICKING SURVIVORS 9-23-16 By: Henry Leng The USF Office of Commu- no paperwork existed. Dr. Tania, Maisa and Madrinha. nity Engagement & Partnerships Hordge-Freeman discovered that Tania is a 48-year-old female living presented the 2016 Lecture and such arrangements are common with her adopting mother who she Conversation Series on Poverty, practice in Brazil, the practice of calls aunt. Her mother died when she Equity, and Social Justice. On Fri- exploiting poorer families by was five years old, and her father day afternoon, numerous members adopting children and subjecting agreed to an informal adoption in of the local community, USF affili- them to slave-like treatment. which the family promised to provid- ated staff, and students gathered er her an education. Tania recounts together at the Robert W. Saunders, In her research, she interviewed that she did “everything, everything, Sr. Public Library for a presentation these Filhas de Criacao, or Infor- everything. I washed, cooked and by Dr. Elizabeth Horde-Freeman. mally Adopted Daughters, from cleaned. I felt like a maid.” She was The presentation was followed by a 2009-2016. She interviewed at- forbidden to make any friends. Tania discussion helmed by Dotti Groover torneys, domestic union leaders, confronted her adopting family and -Skipper. Afro-Brazilian activists, and she they told her, “You are not my maid engaged in ethnographic obser- because I don’t pay you a salary.” Dr. Hordge-Freeman is an Assistant vations. The fact that she was not compen- Professor of Sociology, and an sated was used as evidence to her award-winning teacher, incorporat- membership as a part of the family, ing global citizenship and engage- and yet Tania said, “I did not even ment in her courses. From 2009- have the right to sleep.” Despite be- 2016, she was researching modern ing 48 years old, she feels she cannot slavery in Brazil, and will be on re- leave her aunt as she promised her search leave as she completes her dying “uncle” that she would stay by new book, tentatively entitled, Sec- her aunt’s side. Tania believes her ond-Class Daughters: Informal life is God’s punishment. “I must Adoptions as Modern Slavery in have been an abortion doctor, so I Brazil. suffer now.”

This presentation by Dr. Hordge- Maisa does not remember her bio- Freeman is the first time she has logical family. She was forced to presented her research findings. She leave school and care for her siblings began by defining human traffick- Above: Elizabeth Horde- who are now all well-educated, ing as the act of recruiting, harbor- Freeman, Bonnie Silvestri (USF while she is still illiterate. Despite ing and obtaining persons for com- Office of Community Engage- being blocked by her family from ment), and Cassandra Decker pelled labor, or commercial sex acts getting married and fulfilling her (United Way/Manatee County). through force, fraud or coercion. dreams of having a family, she states Her stay in Brazil began by re- These informal adoptions are a “we are always united.” She cannot searching race relations in Brazil. modern form of slavery, in rest in her old age, as she still must As she settled in with her white, which the victims are not physi- cook for the family. Dr. Hordge- middle-class host family, she no- cally restrained, but the adopted Freeman showed Maisa a picture of ticed a woman sleeping on the floor children feel a sense of gratitude her son who Maisa thought looked of the teenage son’s room. She was and debt to their richer, adopting like her when she was younger. She surprised to find out that the woman families. Instead of a “chain asks Dr. Hordge-Freeman if they was Luana, a live-in servant that around their neck, it is a chain could be sisters, seeking a connec- received no monetary compensa- around their soul.” tion with her biological family. tion. Dr. Horde-Freeman learned that Luana was an informally adopt- Three informally adopted wom- Madrinha “Godmother” died before ed child, an arrangement for which en’s stories were highlighted: an interview was conducted, but her Continued on page 24 PAGE 24 VOLUME 36, ISSUE 6 family eventually consented to an interview. They According to Dotti Groover-Skipper, Florida is a tar- were defensive, stated that she was not a domestic get state for traffickers, with the Tampa Bay area as a worker, and claimed they had great love for her. Her top destination for this monstrous activity. Tampa Bay favorite nephew, when asked what Madrinha liked to has a lethal combination of tourism, world famous do, could only say that “she perhaps liked making my beaches, hospitality and agricultural industries, sports bed.” She was also blocked from marriage and a fam- arenas, a military base, international seaports and air- ily, being likened to a homely saint by the family. ports, as well as a destination spot for one of the larg- The family reports that “she had everything, except est adult entertainment industries in the nation. This her own life.” They expressed no remorse when ad- combination attracts all forms of human trafficking mitting she did not have a personal life. which has become a larger money maker than selling drugs, as the human "product" can be used and re- Other women were able to escape their exploitation. used over and over again. Jucelma got married and went to college; Marilda got married; Luana moved away from her aunt; Rebecca She is working to create more safe places, both short ran away, got married, and relocated. Dr. Hordge- and long term, for the housing of children and adults. This includes providing services for recovery from substance abuse, detoxification, mental health, legal assistance, and education.

Students interested in the issues related to human traf- ficking should visit the No More Tears non-profit or- ganization and help the USF Human Rights Organiza- tion. Together, we can make a difference and stop the harmful practices of modern slavery and human traf- ficking.▪

Freeman’s believes that there are reasons that most “Florida is a target state for adopted children remain in their exploitation, despite traffickers, with the Tampa not having physical restraints. They identify with their captors, feel “love,” and a sense of family is cre- Bay area as a top destination ated. They are made to believe that they are either for this monstrous activity.” worthless or too valuable to let go, and they cannot survive outside of their adopting families. They begin ~ Dotti Groover-Skipper to feel a sense of security in their exploitation.

By understanding the perspective of informally adopted people in Brazil, we can work to rescue and reintegrate them back into society. The rescue is the easy part, while getting them acclimated to a new way of life is the challenge. Even Luana felt she couldn’t survive on her own, and she returned to her aunt. After visiting with her aunt, she then felt again she could survive on her own and ventured out.

Human trafficking is an issue in the United States. Ms. Groover-Skipper is on the Florida Statewide Council on Human Trafficking, is the Commissioner on the Hillsborough County Commission on the Sta- tus of Women, and she is the Florida Division Anti- Trafficking Coordinator for the Salvation Army. VOLUME 36, ISSUE 6 PAGE 25 WHAT EVERY TEACHER NEEDS TO KNOW ABOUT GRANT WRITING 9-27-16 By: Katherine Reinecke Maranda Holley (pictured left), MAT and SCATTER graduate extraordinaire, presented a much- anticipated workshop on grant writing. According to Maranda, the very first step is to talk to your school principal. Let him/her know what you are planning to do and why. Once you get the blessing to proceed, begin the fruitful journey for a grant.

There are many (many, many) grants available. There are local and district grants, such as the Southwest Florida Water Management District, the Florida Asso- ciation for Water Quality Control, Tampa Bay Estuary Program, Florida Agriculture in the Classroom, Hills- borough County School District SIP/SAC funding, mended having a colleague you trust proofread your and more. In addition, there are also national grants as application (trust was a biggie – you don’t want your well as grants from societies, such as Bright House idea “borrowed”). If you do get the grant, don’t for- Networks, World Wildlife Foundation, National Wild- get to send a handwritten note of thanks; your stu- life Federation, Kappa Delta Pi, International Literacy dents should do this, too. Association, American Institution of Chemical Engi- neers, etc. Organizations that have the “specialty” li- A few other additional points to think about. First, cense plates often offer grants. To get started, check the more students you can affect with the grant, the these sites out: better your chances. Think outside the box. If you get funding for a garden, can the Family/Consumer  Edutopia’s Big List of Educational Grants and Re- Science class use the vegetables? Can the ESE stu- sources dents do weeding? A grant that 400 students will  National Science Teachers Association (NSTA) benefit from has a better chance of getting approved Grants than one that only benefits 50 students. Second,  National Council of Teachers of Mathematics crowd-sourcing is an option; however, the school (NCTM) Grants district frowns upon it mainly because there is no  National Council of Teachers of English (NCTE) accountability.  The NEA Foundation Grants to Educators  TEACH Grants for Teachers

The grant application typically involves a specific for- mat or a combination of formats: Questionnaire/Short Answer, Limited Verbiage/Short Answer, and Essay. When completing the application, keep a few things in mind: don’t repeat yourself (some of the questions may appear quite similar), don’t use “extreme” words but write to your audience (avoiding teaching jargon), get the interest of the committee that approves the grants, and end with a short and simple “Thank you for your consideration.” Perhaps one of the most im- The workshop provided many great insights, and it portant points was to be sure to follow the directions. was amazing to meet a teacher who has been so suc- If there is a word limit or page limit, don’t exceed it. cessful; Maranda has had multiple grants awarded. If there is a submission deadline, don’t be late. Appli- Getting involved in this way benefits you, your stu- cations that don’t meet the submission criteria are of- dents, and even the community.▪ ten bound for the cylindrical file. Maranda recom- VOLUME 36, ISSUE 6 PAGE 26 UNIVERSITY LECTURE SERIES: NYLES DIMARCO 9-27-16 By: Omar Cosme

For many students in the ing students, and soon after, we spoke, but to me it felt as if he College of Education, time is a were allowed to file in. sung, about how being deaf ad- valuable resource and there nev- vantaged him, giving him a er seems to be enough of it to DiMarco was entertaining, humor- heightened sense of awareness, pack in everything we would like ous, thoughtful, and spoke on sub- a keener sensitivity to the small- to learn and do. Like any student jects I had not anticipated. He est movements of the human in a rush, I listened to the closing came from a family of people who face and body, and how all of statements of the SCATTER are deaf, and thus entered the deaf this coalesced into the talents of Grant Writing Workshop that community at a young age. He de- acting, modelling, and dancing. ended at 7:30 that day and darted scribed his very meaningful jour- for the TECO Hall exit as soon ney through a deaf school, his Most of all, and in stark contrast as it finished. I had already re- challenges upon entering a tradi- to myself I realized, he never ceived text messages warning of tional school, and his return to deaf wished that this part of him was the crowd piling into the Mar- education. DiMarco spoke on the different. He never thought shall Student Center for Nyle power of community and culture about or wished for a way to DiMarco’s performance at 8:00 on anyone’s identity and shared hear. DiMarco best illustrated p.m. that he is a mathematics education this point with a clip from his major. DiMarco believes that “Dancing with the Stars” perfor- On the hybrid walk-run to the teachers are more important to the mance. DiMarco and his partner MSC, I puzzled over the enig- lives of young people than most moved with grace in a normal matic figure I was going to see people think. For all his many tal- dance, but they suddenly parted. speak: a winner of “Dancing ents, DiMarco’s first love was The music stopped abruptly, and with the Stars” and America’s teaching, and that is something that DiMarco kept dancing to its Next Top Model as well as an resonated with me. rhythm in complete silence. It actor who happens to be deaf. I was a glimpse into his world, could imagine everything else After a few anecdotes about his and it was not void of musical but a dancer who is deaf? I can twin brother, an event DJ who is beauty as some might think. hear pretty well, and I still can’t also deaf but looks nothing like dance. I wasn’t sure what this him, DiMarco began the story of Assumptions are only as real as talk would be about, but I was his journey into becoming a celeb- we allow them to be, and that sure it’d be interesting. rity accompanied with his excep- goes for assumptions about our- tionality, the lack of hearing. He selves and others. DiMarco em- Aside from orientation week, I described that what many saw as phasized that everyone should have never seen the MSC so his disability, he perceived as one value who they are, be genuine, packed. I took my place among of his greatest assets. I was sharp- and challenge ourselves to be all students who couldn’t stop ly, and somewhat painfully, re- that we can be. watching videos of his dancing minded of my own disability, and talking about how unspeaka- which I have worked to ignore and I left the hall thinking about bly beautiful Nyle DiMarco is. hide for most of my life. DiMarco how all the cards I was dealt Still, I wondered, how was he have benefited me in ways I dancing in a soundless world? don’t often think about, and I have a lot to be proud and glad When DiMarco was spotted en- about. If we make our students tering the lecture hall, the build- feel this empowered, I thought, ing shook with an uncontrollable the world may become a very eruption of cheers. DiMarco smiled and waved at the swoon- different place.▪ VOLUME 36, ISSUE 6 PAGE 27 GETTING STARTED IN UNDERGRADUATE RESEARCH: BRINGING RESEARCH TO THE CONVERSATION By: Henry Leng The Office of Undergradu- all over the U.S.A. In 1979, he ate Research (OUR) at USF hosts graduated from Neptune New Jer- many workshops in order to help sey High School, and it was by “Why does students in finding opportunities for chance that he spoke to a recruiter research. USF is a research univer- for the Philadelphia College of research matter to sity dedicated to student success, Pharmacy. He received a Bache- you as a student and research is a core part of the lor’s Degree in Toxicology and USF experience. Many students went on to become a research tech- at USF?” may not take advantage of this op- nician at the University of North portunity, but if a student is willing Carolina Chapel Hill. He realized ~ Dr. Pollenz to take the risk and put in the work, he was interested in education, and the OUR will use their connections he went on to receive a Doctorate and expertise to connect students Degree in Cell and Molecular Biol- components of the research pro- with research opportunities. ogy and a Post-Doctorate in Mo- cess: lecular Pharmacology. He was a researcher at the Medical Universi- 1. Work from a question; ty of South Carolina until he was 2. Apply methods to generate hired to USF where he is currently findings/products; then working with the Office of Under- 3. Reflect upon the research and graduate Research. present it.

From his own story, he teaches stu- In terms of being competitive for dents that passion is an important research positions, Dr. Pollenz part of being successful. He had lists some transferable skills. different careers, but his enjoyment Many students will not have ex- comes from being able to work in perience that directly tie into re- higher education and helping peo- search, but many will have skills ple with their research interests. that can be useful. These skills Other characteristics he stresses include communication skills, include flexibility, creativity, com- adapting to change, teamwork mitment and being able to move and leadership, critical and crea- away from your comfort zone. tive thinking, time management Above: Dr. Richard Pollenz at and organization. USF’s Annual Research Symposium. As a part of the workshop, we were asked to answer questions in The OUR helps students to Dr. Richard Pollenz is the Director a provided booklet. We each had to demonstrate their skills by of the OUR and he presented the answer the question: Why does providing templates for develop- “Getting Started in Undergraduate research matter to you as a student ing a personal statement, a cover Research” workshop. He stressed at USF? Others shared that they letter, and curriculum vita. They that success is often a nonlinear wanted to learn new perspectives, also offer many more workshops pathway. It is okay to stray from wanted to determine if what they on creating vision statements and your initial path and from his own are studying is their passion, and researching mentors. Students at experience, he started as a research wanted to make connections and USF may come into the OUR technician in toxicology but later grow with their research. located in LIB 210 from 7 AM to found his true passion in education 5 PM for help. Dr. Pollenz is per- and education research. Dr. Pollenz Next, we brainstormed what de- sonally available for walk-ins was born in Nebraska and has lived fines an experience as research- from 7 AM to 9 AM. based. The OUR presents three Continued on page 28 VOLUME 36, ISSUE 6 PAGE 28 The OUR provides the network of researchers and advocates for you, but you can also network yourself. En- gage with the OUR, engage with other undergraduate researchers, engage with graduate students, and engage with faculty.

By coming to the “Getting Started in Undergraduate Research” workshop, students will be invited to the Can- vas page: Undergraduate Research Interest Group. This Canvas page posts announcements with new research positions and templates that students may use.

After this workshop, the next steps in pursuing undergraduate research include credentialing yourself (developing your CV and vision statement), researching 3-5 mentors that you would like to pursue research with, and finally providing the OUR with this information so that they may advocate for you.

Take the risk. Do the work, and you may find yourself presenting at the Undergraduate Research and Arts Colloquium on April 6, 2017.▪

STUDENT GOVERNMENT TRAVEL GRANTS: GETTING FUNDED TO ATTEND CONFERENCES VOLUME 36, ISSUE 6 PAGE 29 ANNUAL CONFERENCE FOR MIDDLE LEVEL EDUCATION 10/9-12/16 By: Danielle Hange & Undrecia Pedraza Sunday, October 9 and shout what middle school teacher made us want to become Collegiate Middle Level Associa- a teacher. There was another roll tion (CMLA) of the dice that had us read a This past October, we had quote, reflect on how it made us the wonderful opportunity to partic- feel, and then share it with our ipate in the Collegiate Middle Level tablemates. It was probably one Association (CMLA) summit where of the greatest collegiate events we learned about other teacher edu- that I have attended. cation programs around the country. We met people from Southern Tex- Monday, October 10 as, Georgia, and Hawaii. It was “20 Instructional Strategies quite interesting to know that in that Engage the Brain” other parts of the country, the certi- The first session that we  Something/someone to love, fication is 4-8 for the middle grades attended was engaging, funny,  And, something to do! certification exam. In Georgia, the and just all around one of the students are dual-certified when best presentations that we’ve  Don’t worry! Be happy! they graduate. The other pre-service been to. The speaker, Marcia  Eat as you should. teachers we met were just as excited Tate, has been in education for  Exercise makes your life all to be at a national conference as we over 30 years. She shook our good! were, and it was refreshing to meet hands and introduced herself as others in similar programs with the we walked into the room. She This is what she told her mother same amount of passion about the promised us three things once when the last of her aunts and uncles teaching profession. the presentation started: We’d passed away. Her mother outlived never forget her name (spelling her oldest brother, Mrs. Tate’s uncle, or pronunciation); we’d learn the by 40 years. Her uncle passed away secret to living a longer and hap- at 52 years old, and her mother lived pier life; and we’d laugh during to be 92 years old. At the session’s a good portion of the presenta- end, we were each given a signed tion. The crazy part about it all is copy of her book about instructional that we did all those things. We strategies and how they’re used in learned several facts about the the science classroom. brain, but she taught everything Above: Danielle Hange (far left) using one or several of the in- “Magic and Motivation in the and Undrecia Pedraza (second structional strategies. All 20 of Middle” from right). them were used at some point The second presentation we during the presentation, but she attended was presented by the Assis- During the summit, we basically did it in such a way that every- tant Superintendent of Princeton- learned about each other and the thing just flowed together quite Cincinnati County in Ohio. This ses- types of programs that we are in. well. She tied parts of the sion basically touched on what not to We also learned how to navigate the presentation to storytelling, do in certain situations in the class- world of teaching once we graduate. movement, mnemonic devices, room. Through various video clips We played a few ice breaker games etc. and stories about his life, he shared that revolved around education. For with us different insights into finding instance, if we rolled the dice and it The secret to living a longer and motivation in the “small” things. showed a certain number, we had to happier life is to do whatever the number required.  Find something to look for- He began the session by having us At one point, we had to stand up ward to, write down what we wanted our Continued on page 30 VOLUME 36, ISSUE 6 PAGE 30 teaching legacy to be. He said that because we were not bored and the same sort of issues in their if we didn’t write it down and then wanted to try harder. The same schools; and on the other hand, it share it with someone that we can be seen when we give our was quite nice to see what sort of would never actually live up to students inquiry-based activities. conversations were being had with what we wanted it to be. Inquiry-based activities ignite their students to try to combat that sort of “hate” from spreading any farther. The conversations were pre- dominantly taking place in English and history classes, but there were other instances where the conversa- tions about racism were being talked about in grade level assemblies.

The main take-away was to not downplay students’ emotions about racial inequalities taking place in the In another one of his stories, he told Above: Undrecia Pedraza and world, but to help them work us how most educators forget to go Danielle Hange engage in dis- through those emotions in a positive to the level of the kid (cognitive, cussion at the AMLE Conference. way. Help the students have appre- social, emotional). We need to go our students’ natural curiosity ciative conversations with their peers there before we can expect them to about the world around them. and not to just freely repeat what come up to the level that we feel The authentic assessment that they might have heard or seen in the that they need to be at. An im- the presenter did with his stu- media. portant thing to remember, is that dents had to do with their local children are people too. They have community. The students en- “Teaching Outside the Box: A all sorts of insights and perceptions joyed the assessment because Crash Course in Creativity” that most adults don’t see through they could see the connection The second session of the day their particular lenses. He stressed with what they were learning to was full of so much energy that it the importance of trying to see the what they experienced in their energized us just watching the speak- world through their eyes in order to daily lives. Inquiry-based learn- er. Dave Burgess is a history teacher make the content more relevant to ing and authentic assessments from California and writer of Teach them. One quote that will really increase student motivation and Like a PIRATE. PIRATE is an acro- stuck out from this session is foster belief in oneself. nym for Passion, Immersion, Rap- “Don’t let what happened yesterday port, Ask and Analyze, Transfor- affect what happens tomorrow.” Tuesday, October 11 mation, and Enthusiasm. Watching this guy was like watching a favorite “Impactful Teaching: The Power “Racism: It’s Time for Con- show or reading a favorite book. Our of Inquiry and Authentic Assess- structive Conversations in our attention was completely enraptured ment” Schools” by his passion and enthusiasm for This session was very inter- The first session of the teaching. The room where he pre- esting. The presenter was a teacher day had an intriguing title and sented only had enough seating for at an International Baccalaureate drew us in because of all of the 160 people. Not only was the room middle school in Texas. The speak- controversy surrounding race completely full, but there were er stressed the importance of in- inequality these days. At Walker roughly 60 or so people who stood quiry and authentic assessment in Middle School, for example, around the seating area just to watch the classroom. As science teachers , there have been a few instances his presentation. Mr. Burgess said this workshop resonated with us. where race has played a key fac- he used to be a DJ and an emcee, The speaker put us in the students’ tor in some of the biggest issues which was evident in the way that he shoes, and then we were asked to that have come up at the school. could work the room. try out inquiry-based and authentic assessment. The challenge and the On one hand, it was hard to see He explained the ways that he higher-level tasks were enjoyable that other educators have seen thought about what went into his les-

Continued on page 31 VOLUME 36, ISSUE 6 PAGE 31 sons. Since he is a history teacher, or just something to help the “10 Minutes or Less for Science he explained a way that he taught kids remember the content? Success!” the Bill of Rights to his students. There are many decisions teach- During this workshop, we “When I say ‘one,’ you say ers must make to make learning learned about “science starters” that ‘mouth.’ But you have to say real and relevant for their stu- can be integrated into any normal ‘mouth’ the same way that I say dents. classroom routine. Science starters ‘one.’” He said that when he did are a supplemental, research-based this with his students, he did it for Wednesday, October 12 program that supports any science every number up to the number ten. curriculum. They are all digital ac- Each number had something differ- “Leap into Literacy in the Sci- tivities so they can be especially ben- ent that went with it; for the number ence Classroom” eficial in a one-to-one classroom. two, it was arms; and for the num- During this presentation, Each science starter model follows ber three, it was bears. He didn’t tell we learned how to incorporate the 5E model: engage, explore, ex- the students that they were learning literacy into the classroom in a plain, extend/elaborate, and evaluate. about the Bill of Rights, he just fun and interactive way. The The science starters have vocabulary started with repeating the numbers presenters were from a school activities which include vocabulary and words that went along with that has a high ELL population matchup, vocabulary 4-square, speak them. “One mouth, is for the free- so they developed a unit about easy, and pen down and turn around. dom of speech. Two arms, is for the frogs that integrated reading into The science starters have online les- right to bear arms. Three bears, I the science classroom. sons that come with a guided notes teach my kids the story of fill-in-the-blank worksheet for the ‘Goldilocks and the Three Bears.’ We could partake in the activi- students. The science starters also Goldilocks took up camp in the ties that students would do in the have examples of best practice Cor- bears’ house, ate their food, slept in class. In the first activity, we nell note strategies for topics such as their beds, etc. Why did Goldilocks were each assigned a paragraph chemical reactions. They provide get to live there in peace time? Oh, from a text about frogs. We were science stems for writing about ob- peacetime. The government can’t asked to summarize the text on servations during experimentation. quarter soldiers during times of an index card and pair our sum- Science starters are significant be- peace.” mary with one of the pictures cause they give all the supplemental that best fit with our paragraph. material that you may need to enrich He went on to talk about how he We then went around the circle or reinforce student learning.▪ taught the students about the Trail and shared our summaries and of Tears using an actual trail. He pictures so we could all learn the talked of how he buried things entire text. This strategy is par- along a trail in order to have a walk- ticularly beneficial for ELL stu- ing 45-minute lesson about the Trail dents because we are chunking of Tears, and had the students stop the information and they can use along the way to actually dig things visuals to describe the text. The up to keep them engaged in the les- next activity we did helped de- son. velop scientific vocabulary, us- ing words that came from a sci- There was so much that took place ence text. Vocabulary words in the session that it is hard to con- were put on the table, and each vey just how amazing he was. He person was given something that conveyed that everyday teachers looked like a fly swatter. The have the choice of how they want to presenter read the definition of a engage their students in the lesson. term, and the first person to swat Should the lights be on or off? the correct term received a point. Should there be music playing? If The person also had to say so, what kind of music should it be? where in the text the term came What volume should it be playing from. It was a fun way to learn at? Will it be the hook for the lesson science vocabulary. VOLUME 36, ISSUE 6 PAGE 32 SHARED READING: GETTING TO THE CORE OF READING INSTRUCTION GRADES 2-5 (10-15-16 By: Autumn Handin Shared reading is an im- text and identify misconceptions portant component of the elemen- they may have. We also need to organizers. This opened my eyes to tary English language arts (ELA) be cognizant of what our models see the varying possibilities that can block. The purposes of shared read- and demonstrations sound like to occur within the allotted time frame. ing highlighted in this workshop are ensure students are getting what gradual release of responsibility, we want them to get out of it. While our students are working with active literacy, and models and their peers, we should be circulating demonstrations by the teacher. It around the room and identifying should last between 20-30 minutes, whether our students are understand- with the modeling and demonstrat- ing the content or need additional ing only being about 5-10 minutes. support. Once we collect the infor- Modeling is when teachers demon- mation, then we can find patterns strate what we do as readers, by ex- among our students to determine if plaining our thinking processes. we need to reteach the content/skills Demonstration is when the teacher whole group, small group, or one on physically shows the students what one. Knowing there is room for vari- to do with a text and the purpose of ety, the workshop leaders empha- it, such as underlining important sized that shared reading will not details or coding text. Using a hook look the same every day. Using dif- is a great way for students to initial- ferent strategies and adjusting in- ly gain interest in the text. The struction based on students’ needs shared reading lesson should then will guide the shared reading block. focus on a skill with that text. Then, Above: SCATTER Autumn Differentiation is a crucial piece to students should get extra support Handin, a Level 3 intern, at- ensure success for our students. with that skill in their guided read- tends many HCPS trainings Some strategies suggested include ing groups and additional practice with her Cooperating Teacher individual conferences, changing the during independent/collaborative Kelly Ruiz. task, using e-books to pre-read or work. A 2-3 minute debrief after- reread, and scaffolding questioning. wards is important to review how Other considerations include they applied their skill after shared where to stop, what questions to This workshop helped me better un- reading. ask, how to chunk the text, and derstand how to structure, plan, and what resources students have differentiate for shared reading The overview of how to plan for access to. Lastly, we should plan through explanations, examples, and ELA and the overall structure was the interactions with the text and demonstrations/models.▪ most beneficial to me as a Level 3 between our students. These intern. I have taught several ELA points are important to think lessons after planning with my col- about when planning lessons to laborating teacher (CT), Kelly Ruiz; ensure your students are getting however, this workshop helped me the most out of their ELA block. understand how to structure it more effectively. The workshop leaders There are various shared reading suggested using a planning support teaching strategies that should be tool as a guide, which we do, and used such as pair/small group listed numerous questions to con- discussions; paired reading; sider when planning each lesson. sharing whole group; responding Calling all SCATTERS to par- Previewing the text in the shoes of to reading through writing, ticipate in the USF Bulls for our students will help us to identify drawing, and/or art; anchor Kids. The date for this Dance the ways they may struggle with the charts; and think-sheets/graphic Marathon is February 25, 2017. VOLUME 36, ISSUE 6 PAGE 33 WHAT EVERY TEACHER NEEDS TO KNOW ABOUT

POLITICS 10-20-16 By: Michael Stevens This workshop started Mr. Roach actually ran for a Senate with the majority of SCATTERs seat in District 13 last month but failing a ten-question civics test. lost to someone with more experi- Consolation came when we ence running a campaign. He found out this test was similar to shared his political plan with us in a test that one of our speakers, less than three minutes and be- Judge Rick Roach, failed while lieves, “When we fix education, we serving as a member of the Or- will fix Florida.” He literally ange County School Board. showed us some of the misuses of This activity was a way to em- Florida’s standardized tests: testing phasize that high-stakes testing the medically fragile, the retention is not being administered cor- law, and encourages us to take back rectly in our State, and this childhood for our students. workshop examined the history, cause, and outcomes associated with this type of hard line test- ing. Our youth are facing dev- “When we fix astating consequences when education, we will Above: Current Orange County they fail to pass a test that is tied fix Florida.” mathematics teacher Joshua Katz to grade-promotion and gradua- explains how not having educators tion requirements. The test in politics is leading our public edu- makers actually warn that the ~ Rick Roach cation system down a terrible path. test should not be the sole crite- rion for high stake consequenc- mental to our students. Additionally, es. According to the Florida Depart- we as educators have fumbled the ment of Education’s website, the responsibility of standing up for our Florida Standards Assessment students and pointing out that high- (FSA) “serve” Florida students by stakes testing is not good for the ma- measuring education gains and pro- jority of our classrooms. Further, no gress; however, Mr. Roach said one can point to valid research to there is a 50% - 60% fail rate and support that this type of testing is an 61% of tenth graders failed the accurate way to measure anything, reading portion last year. How is much less student success. this possible? The presenters high- lighted that the test actually has a Joshua Katz delivered an outstand- cigarette style warning on the cov- ing TEDx talk and identified two er, “not intended to be used as a methods of diverging from these er- single instrument to measure suc- roneous tests. We can defund public cess.” education, thus cutting the hundreds of billions of dollars flowing to pri- So why do we hold back some stu- vate companies. The other option is dents and hand out certificates of to eliminate the toxic policies--the completion rather than graduation focus on high-stakes testing and the diplomas to students with accepta- corruption in the cash flow--and fo- ble GPAs? It is because lawmakers cus on the students. We need to Above: Judge Rick Roach is a have been influenced by private teach tangible skills, skills that stu- former Orange County School companies and have enforced an dents will use immediately after

Board member. uninformed decision that is detri- Continued on page 34 VOLUME 36, ISSUE 6 PAGE 34 graduation. SCATTERs re- responded excitedly to Mr. Katz’s idea of bringing back a Home Eco- nomics course with a focus in math that teaches useful daily skills like managing money and balancing a checking account.

It would seem that the outlook is bleak, but SCATTERs stepped up and provided quality ideas about how to tackle this problem in our education system. With coaching from our guests, SCATTERs de- termined that a strong political Above: Judge Rick Roach’s plan for fixing education in Florida. voice was needed, meaning that we as a professional society need The session ended with Marion at a local music store. He pre- to ensure we find the right people Brady, retired teacher and author of ferred the part-time store job, espe- to run for instrumental positions What’s Worth Learning sharing cially giving music lessons. The and garner support for those candi- materials we could access and use pay was poor, but the satisfactions dates. Additionally, we must pre- free of charge. His writing style is great. sent ourselves properly and not be user friendly and he invited us to afraid to become a nuisance on visit his blog regularly. Now that The little girl came in trailing her topics that really matter for stu- he is a retired teacher and profes- mother by several steps. She had a dents. Most importantly, we can sor, he speaks out against the ills of book of beginner-level keyboard deemphasize standardized testing education. He then read to us this exercises under her arm and a as being the be all and end all in excerpt from an article published in scowl on her face. The mother ex- our classrooms and make students English Journal (103, 1) September plained that, although she herself feel more comfortable about their 2013, p. 20 entitled, “The Whole Is wasn't an accomplished pianist, learning progress. We also can Greater than the Sum of the Parts” playing had always given her educate our colleagues and our stu- which presents a vignette followed pleasure and she wanted that for dents’ parents about the improprie- by an explanation on how it illus- her daughter. She had, however, ties of the money flow. Possibly trates best teaching practices. about given up. Would someone at the most important thing identified the store at least give it a try? by one of our SCATTERs was to The Vignette ensure the welfare of our students “Sure,” said my son. He made and get them what they need until Maybe she's still playing the piano some get-acquainted small talk the war for our classrooms is won. and enjoying it. Maybe not. But if with the 7-year-old, then took her she is, she and her mother probably hand and led her to a practice have my oldest son to thank. room.

He was back from the U.S. Navy. “Do you like that book under your He'd served his hitch as a musician, arm?” sometimes playing trombone in big bands, but more often playing “No,” she answered.

acoustic bass or guitar in small “I didn't think so. Want to pitch combos, backing up touring enter- it?” my son asked. tainers. He hadn't yet gone into the civil-engineering field, and was “Yes,” she said, brightening con- picking up miscellaneous work siderably. ranging from carpentry to filling in Continued on page 35 VOLUME 36, ISSUE 6 PAGE 35 “OK. Put it over there, come sit irrelevant. There's a required cur- That’s not how it is in America’s beside me, and let's try something. riculum. If you want to graduate, schools. The curriculum is a confused I'm going to play a chord—hit a you have to pass, for example, mix of random, specialized, discon- bunch of notes all at once. When I algebra. Period. nected or poorly connected subjects do, you fool around with one fin- sharing no overarching aim, no co- ger until you find a note that Second, he individualized the in- herent conceptual structure, and no sounds good to you when you structional material. The little organized sequence of experiences of hear it with the notes I'm play- girl's tune, not those in her book, increasing complexity. Students are ing.” was the focus.▪ pushed along at a standard rate, cov- That's not how it is in America’s ering standard material, preparing for There was initial uncertainty, but schools. Textbooks are the prima- a standard exam. she found a groove. After several ry tool of instruction— minutes of this he said, “OK. secondhand, pre-processed con- Fourth, there were no grades, no gold Here's what I want you to do this tent assembled by publishers with stars. He relied on intrinsic rather week. First, put your book in the an eye on what they think will sell than extrinsic motivation. This was bench at home and forget about it. in their two biggest markets, Tex- her tune and her elaboration of it, Then, I want you to try to make as and California. Creativity, with all the satisfactions accompany- up a little tune. Like this. Or this. steadily declining as the standards ing creativity and ownership. She Or this.” and accountability” reform fad wasn't just taking piano lessons, she progresses, is given short shrift. was writing music. She was a com- With one finger, he played three poser! short, funky, unfamiliar little mel- Third, he moved her gradually odies. “When you have one you through increasing levels of com- That’s not how it is in America’s like, bring it back ready to play plexity based on his perception of schools. Rigor is a favorite theme of for me next week. Oh, and give how fast she was learning. When today’s corporately oriented educa- your tune a name,” he added. she came back the next week, he tion reformers—rigor, because it’s “OK?” wrote out her tune on large manu- assumed that learning is a tough script paper, with the title she'd grind at odds with human nature. The He told the mother not to let her chosen at the top. As the weeks “sit down, shut up, face front, read spend more than 15 minutes a day passed, her little tune was elabo- and listen, or suffer consequences” at the piano. The mother said she rated. The single line of melody regimen runs deep in American couldn't imagine that keeping her became a progression of chords— schooling. daughter away from the keyboard a composition. Continued on page 36 would be difficult.

How Vignette Illustrates Best Teaching Practices

First, my son did an aptitude check. Watching and listening as the little girl found notes that fit the chords he played, he settled to his own satisfaction that she didn't have a tin ear. If he'd thought that, he'd have gently suggested to the mother that maybe her daughter's talents lay elsewhere, maybe in dance or art or some other field.

That's not how it is in America’s schools. Aptitude or lack of it is PAGE 36 VOLUME 36, ISSUE 6 Fifth, there was no “high-stakes test,” no final exam, no do-or-die act.

That’s not how it is in America’s schools. Have one bad day, read a couple of questions wrong, fail one test, and the walk across the stage that marks the end of years of schooling may yield a handshake and a blank sheet of paper or useless “certificate of completion.”▪

Calling all SCATTERs to participate in the Stam- pede of Service on January 14, 2017. Be the Click here to sign up for Relay for Life. Educators who Click here to sign up for USF Bulls for Kids. Live to Click here to sign up for Stampede of Service. Inspire & Empower Via Excellence!

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Above: SCATTER Facebook SCATTER Website Leaders for Education VOLUME 36, ISSUE 6 PAGE 37 WHERE HAVE ALL THE SCATTERS GONE? By: Joan F. Kaywell Beginning with the SCATTER Dr. Rebecca “Becky” Kaskeski Tammy Quinn Chatter Newsletter (September 2014), I in- Dr. Susan Wegmann Dr. Monica Verra-Tirado cluded all of the responses given to me by J. Michael Woods former SCATTERs to three questions: 1. Class of 1986 What year did they graduate and what are Candace Cannon Class of 1993 they doing now; 2. What was their favorite COL Jay R. Popejoy Dr. Paula Clark SCATTER memory; and 3. What did Karen Getty Stewart Krysten Benenati Douglas SCATT(er) teach them that has served them Kimberlee Fowler well? I compiled all of their responses to Class of 1987 Dr. Julia Fuller these aforementioned questions and pub- Dr. Gloria Howard Armstrong Stephanie Georgiades lished them in the SCATTER Chatter News- Dawn Coffin Irma Lucy Lancheros letter (July 2016). I will continue to publish Constance J. Biggs Doughton Pamela Rimby new names and their responses as I meet Melissa Sawyer Hill Dr. Cara A. Walsh former SCATTERs. Lois McKee Jill S. Middleton Class of 1994 If you know of SCATTER graduates not on Anne Newsome Paula Cimillo this list, please ask them to contact me at Virginia “Ginny” Pake, Karen Fullam [email protected] or send me their contact Kelly McMillan information. Thanks much. Class of 1988 Seth Hoffman Robb Bingham Dr. Jeanine Romano Dr. Jeany McCarthy (Gonzales) Andrea Weaver (Tracy) Dorothy Taylor If you know of Class of 1995 SCATTER Class of 1989 Alberto Danny Camacho graduates not on this Dianne Azzarelli Tracy Graves Stefano Biancardi Angela Helm list, please ask them Rose Bland Kimberly D. Jones to contact me at AnnMarie Courtney Kathy Ogilby Langdon [email protected] or Jodi Hacket Liam Lehn 1996 - 1998 Director, Dr. Hilda send me their Hennie Moss Rosselli Jan Pritchett Ottinger contact information. Dr. Jenifer Schneider Class of 1996 Shirley A. Rutter (Gabbard) 1981 - 1990 Director, Dr. Marcia 1990 - 1996 Director, Dr. Joyce Mike Hill Mann & Assistant Director, Dr. Swarzman Carol L. LaVallee (Hitchcock) Joyce Swarzman Kristy Jones Class of 1990 Michele C. Martinez Class of 1981 Michele Fisher Karen Sochor (Mynes) Celeste D. Nelson Ben Johnston Stacy Pedrick Terri Mossgrove Jennifer Hale (Stickler) Class of 1983 Raegan Rodriguez Florence (Flo) Bailey Class of 1997 Lori Delk Hartwig Class of 1991 Elizabeth Bolstridge Brett Taylor Sherry Chappell Susanna Deck Condon Cindie Donahue Susie M. Hardee Class of 1984 Dr. Wendy Drexler Kimberly Koparan Vicki Guercia Caruana Vicki (Kusler) Horton Roy Moral Teresa Joslyn Tammie Keyes Christie Ray Sophia Manoulian Kugeares Diane Leikam Mark Nash Dr. Jennifer Morrow 1998 - 2005 Director, Dr. Jean Lynn Pabst Darlene Wagner Linder Jeanne Petronio Dr. Yvette Powell Robitaille Class of 1992 Class of 1998 Joy Baldree Crista Banks Class of 1985 Lorinda Gamsom Alicia Burgos Bruce Burnham Linda Peterson Dr. Christi Hildebrand

Continued on page 38 VOLUME 36, ISSUE 6 PAGE 38 Diana Jorgenson Keith Fedor Tara Rowe Joe Kelly Brandi Grafer Rhonda Mau Rachel Pepper (Kirby) Vincent Natoli, Class of 2010 Amber Norris Kimberly Riesenberger I am currently an Assistant Principal at Deborah Pettingill Tanya Stanley Tarpon Springs High School. My favorite Heather Vanderveen memory would have to be SCATT Senior Dalila Lumpkin (Vasquez) Seminar held the week leading up to SCATT graduation as well as the SCATT Class of 1999 “SCATT Senior graduation itself. That last week of train- Joseph Bockus Seminar . . .truly ings truly helped to prepare me to be the Wes Holtey best educator possible. Capping off the Tammie Keyes helped to prepare me week with a SCATT graduation celebra- Shaun Kunz to be the best tion truly made me feel like I could make Zoie Wikert educator possible.” a difference in students’ lives. All the extra SCATT training sessions truly Class of 2000 helped me develop into a successful Mechel Albano ~ Vince Natoli, teacher. I feel like the trainings on class- Jennifer Campbell room management helped me the most as Mary Freitas Class of 2010 a new teacher. The area of classroom Tara Tahmosh-Newell management can be very difficult for new teachers, and I feel like the trainings that I Class of 2001 received through SCATT provided me David Richtberg 2007 - 2013 Director, Lori with techniques that helped me be suc- Pam Widlak Yusko (Delk) cessful.

Class of 2002 Class of 2007 Class of 2011 Cynthia Bauman Kathleen “Kat” DiLorenzo Jennifer Austin Jennifer Conrad Magalie Frederic Dylan Barnes Jenna Moore Dan Penoff Alex Dashner Kacie Nadeau Kodie Petrangeli (Rogers) Catherine Davis Stephanie (Jay) O'Rourke Nichole Styron Jacob Dunn Rebecca Wilson Jamie Karnetsky Class of 2008 Breanna McBride Class of 2003 Lakesia Dupree Emma Powers Nancy Erickson J. Booker (Preiner) Cari Sadler Jessica Iredale Jessica Teston-Loadholtes Valerie Rey (Wozniak) Nadia Helton (King) Lorena Lucas Audra Kondash Jenalisa Zummo Class of 2012 Alexia Taylor (Baldwin) Class of 2004 Class of 2009 Megan Bender Rachel Ann Foster Robin Bishop Shannon Fleming (Bock) Micky Gerding Jonathan Broner Amy Butler (Givens) Alexis Cranendonk Sherree Brown Sara Destree Kenny Gil Blanka Fuzvolgyi 2005 - 2006 Director, Dr. Roger Debbie Goodwin Brindley Michael Hosea Kelsey Harrell Dawn Hudak-Puckhaber Zac Lewis Class of 2005 Trudy Hutchinson Kaitlin Vaccarello (Riesenberger) Jennifer Heinze Heidi Johnson Meghan Masciarelli Cassie Hernández Yesenia Mejia Kristen Tavolaro Renee Bowser (Prianos) Greg Morgan Sarah Turner Allison Rick Taylor Andrea M. O'Sullivan Tracy Tilotta Holly Crum (Pfriem) 2013 - 2014 Director, Dr. Joan Nicole Brandt (Weingart) Jael Noda Vera F. Kaywell Stacey Conrad (Wallace)

2006 - 2007 Director, Dr. Roger Class of 2013 Class of 2010 Megan Ackerman Brindley & Assistant Director, Ashley Arnold Milissa Francis Lori Yusko (Delk) Kelly Budnick Lexi Gaber Jaclyn Lockhart (Dubois) Jessica Hagood Class of 2006 Jennifer Larson Maranda Holley Continued on page 39 PAGE 39 VOLUME 36, ISSUE 6 Kira Mark Rebekah Plourde, Class of 2015 How to Use #IamaSCATTER Erica Martin I am teaching with the adult basic educa- By: Caylee Fredette Alexandra Munzing tion program at Laramie County Com- Mariam Razak munity College in Wyoming. I am Instructions Step by Step: teaching a study skills class and prepar- Heather Stocks (Rice) ing individuals for their GED by teach- Chelsea Swann 1. In your post tell us: ing them beginning and intermediate Melissa Whitcher A. What makes you a SCATTER; reading and writing skills. I sub for Al- B. What is your favorite memory as bany County on my days off and applied 2014 - 2015 Director, Dr. Joan a SCATTER; for a master's program in Special Educa- F. Kaywell & Assistant Director, C. How has SCATTER helped you; tion. My favorite memory as a SCAT- and/or Andrea Thompson TER is building friendships within my D. What have you learned being a professional community. It is great to SCATTER. Class of 2014 start a career with like-minded individu-

Janeli Acosta als on the same path. SCATTER rein- 2. Hold the SHIFT key and press the # Jessica Feth forced my motivation to always strive for Button. Alea Frazier the best. I set my personal goals high,

Ashley Gondek just as I do for my students-past and fu- 3. Begin typing the phrase “I am a Julie Johnson ture. SCATTER” without any spaces or Rachel Kline symbols so it will look like this: Kelly Koch Class of 2016 #IamaSCATTER. Meghan Krstyen

Elizabeth Kubiak Donna Heath, Class of 2016 4. Share your post! Stacy Mairs I teach 6th grade English language arts at

Tammy Mangrum Booker Middle School in Sarasota. Be- Elizabeth Moran ing a part of SCATTER truly increased Rules to keep in mind: Geornesia Moses my confidence exponentially.▪ Erica Nelson 1. Don’t put spaces in between any Theresa Novak thing. Jessica Pickett “Being a part of Eloah Ramalho 2. Capitalization doesn’t matter. Amber Rodgers SCATTER truly Alexia Ruiz increased my 3. When you use a hashtag your post Nathalie Sainval is no longer considered private and Susannah Spear confidence anyone who searches that hashtag Trista Willard will be able to see your post. exponentially.” See my post below. “SCATTER ~ Donna Heath, reinforced my Class of 2016 motivation to always strive for the best.”

~ Rebekah Plourde, Class of 2015

Class of 2015 Rachel Albrecht Chasity Anderson K. Brandy (Browning) Yopp Patricia Gillezeau Allison Heflin Paola Lopez Karla Molina Kathleen Sheridan Amina Stevens Veronica Uzar VOLUME 36, ISSUE 6 PAGE 40

monymonyYOUYOU followedfollowed AREARE bybyINVITEDINVITED aa reception.reception. ToTo attendattend thethe SCATTERSCATTER FALLFALL HONORSHONORS CELEBRATIONCELEBRATION Friday,Friday, DecemberDecember 9,9, 20162016 5:305:30 -- 8:308:30 p.m.p.m. inin TECOTECO HallHall JessicaJessica SolanoSolano,, thethe 20172017 Florida’sFlorida’s MacyMacy TeacherTeacher ofof thethe Year,Year, willwill givegive thethe commencementcommencement address.address. TheThe 20162016 FallFall SCATTERSCATTER graduatesgraduates willwill participateparticipate inin aa graduationgraduation cere-cere-

PLEASE REGISTER by going to the SCATTER Store, emailing EDU- [email protected], or calling the SCATTER Office at 813-974-2061.

Graduation December 10, 2016 (Saturday) 1:30 p.m. in the Sun Dome VOLUME 36, ISSUE 6 PAGE 41 *2017 WINTER/SPRING STATE & NATIONAL CONFERENCES Elementary & Secondary Physical Education: January 9 - 12, 2017, Society of Health and Physical Ed- ucators (SHAPE America) Southern District Convention (Theme: We Are Family – Baton Rouge, LA. For registration information, go to http://www.shapeamerica.org/about/districts/southern/conference.cfm

All levels, all content areas: March 9-11, 2017, National Association for Professional Development Schools (NAPDS) Conference – DoubleTree-Crystal City, Washington, D.C. For registration information, go to http://napds.org/conference/

Elementary & Secondary Physical Education: March 14-18, 2017, Society of Health and Physical Edu- cators (SHAPE America) Convention – Boston, MA. For registration information, go to http:// www.shapeamerica.org/events/convention2016/

Elementary & Secondary Science: March 30-April 2, 2017, National Science Teachers Association (NSTA) Convention “Sun, Surf & Science” – Los Angeles, CA. For registration information, go to http:// www.nsta.org/conferences/national.aspx

All levels, all content areas: April 27 – May 1, 2017, American Educational Research Association (AERA) – San Antonio, TX. For registration information, go to http://www.aera.net/EventsMeetings/ AnnualMeeting/tabid/10208/Default.aspx

All levels, all content areas: May 12-14, 2017, Sunshine State Teachers of English to Speakers of Other Languages (SSTESOL) 38th Annual Conference – West Palm Beach, FL. For registration information, go to http://sstesol.org/wp-content/uploads/2010/02/conflogoimage.png

Elementary & Secondary Math: April 5 - 8, 2017, National Council of Teachers of Mathematics (NCTM) Convention - San Antonio, TX. For registration information, go to http://www.nctm.org/ Conferences-and-Professional-Development/Annual-Meeting-and-Exposition/

*2017 SUMMER NATIONAL CONFERENCES

Elementary: June 22 - 24, 2017, Children’s Literature Association Conference - Tampa, FL. For registra- tion information, go to http://www.childlitassn.org/annual-conference and visit their Facebook Page at https://www.facebook.com/chla2017

Elementary & Secondary English: July 15 - 17, 2017, International Literacy Conference - Orlando, FL. For registration information, go to ilaconference.org

*NOT SCATTER-sponsored events, but you earn workshop credit for attending and can obtain VITAL for presenting as long as other requirements are met; a separate reg- istration is required! Student pricing may vary.

$100.00 SPONSORS A SCATTER Leave a legacy and buy a personalized brick for $100.00. Click here for an order form.