Below is my first attempt at creating a podcast for my class blog. I was really amazed at how easy it was to create this podcast.
I am so excited to use this technology in my classroom. I will update you guys on how I use this in my classroom beyond me just recording tutorials on math and science topics.
My main concern right now is that since I only teach science and math, I often need to show the what I am talking about. For example, this podcast is on simplifying fractions and I think that kids might get lost when listening to it. I would really like to be able to write/type/show them what I am talking about. At this point I have learned that our school has a handheld whiteboard (Qomo Wireless Tablet) that I would like to see if I can use to create an audio & visual explanation for Math. I am hoping to use this whiteboard technology joined with the program Jing (a free program that can be downloaded, which is what Dave used to explain podcasting). If I am able to figure all of this out, I will upload an example.
If I can get this together, I would mostly be able to use the same tutorials each year, which would save lots of time.
Gabcast! Mrs. Medley's Classroom #2 - Simplifying Fractions
In this podcast you can review how to simplify or reduce fractions.
Monday, December 1, 2008
Sunday, November 30, 2008
Assistive Technology
Ever since we talked and read about assistive technology, it has been on my mind much more than normal. Having a physically handicapped nephew that is in preschool, assistive technology has frequented family conversations for a while. Now I've begun looking at how I have been incorporating it and whether I always use it when I should.
My nephew, who only has 1 finger, requires many special devices. I can't imagine someone denying him the use of his special scissors or his prosthetic hand! After class, I really began looking at times when I may not have given a child all of the tools that he/she needed to be as successful as they could. Instead of dwelling on what I may or may not have done in the past, I have committed to trying to evaluate what the needs of my kids are and giving them the tools they need.
An example of giving this change, happened just the other day in one of my math classes. I have a very sweet child that has an extremely difficult time in math. We were going over how to reduce fractions. We had taken notes and practiced. The next day, the kids were doing some independent practice that was going to be graded. My sweet student was struggling terribly with remembering the steps, or what to do when and why. After working with him one-on-one for quite awhile, I asked the LD resource teacher to work with him. After she had worked with him, he was still struggling terribly. I suggested to her that he use a calculator to complete his sheet. (Now, I should say that we have a class set of the fabulous TI-15 calculators. These calculators will allow the user to input fractions and keep the fraction as a fraction!! for more info... ) So, the LD resource teacher spent 3 or 4 minutes showing him how to reduce a fraction on the calculator. (He already knew how to input a fraction and was very good at adding and subtracting fractions and mixed numbers on this calculator). He finished the worksheet in a decent amount of time and turned it in. I quickly graded it and gave it back to him. I struggled with whether or not I should give him the 100% he earned with the calculator, then I thought back to our conversations about assistive technology. When I gave back his paper with the 100% on the top he looked at me a little confused. I went back to my desk to try and grade and conference with a few more students. He came up to me, gave me a big hug and said "Mrs. Medley, I never got a 100% before!" Wow, did I feel good and bad in one instant. Good- with this calculator that I let him use, he was able to be successful. Bad-how many other times could I have let him use something to help him be more successful.
Within the same week, I was working on my Literacy Through Photography Project for another teacher, when I was approached by a student that was editing his paper. He asked me if he could print his paper (he had typed it in Word). When I walked up to the computer screen I noticed that most of the words were underlined in green and red. I asked him if he thought any of his words were misspelled. He did, so I explained that the red lines indicated that Word did not recognize the word he typed in other words, he probably had misspelled it. I showed him that he could right-click on the word to see a list of correctly spelled words that he could choose from. If he saw the word in the list, he could click on it and his misspelled word would be replaced. If he did not see the word there, either Word wasn't sure what he was trying to spell or it was a word that it didn't know. We tried a few together, some that were in the list and one that wasn't. Then I let him finish the rest of the page. When he was finished his page looked perfect. He was really proud of himself!
After my recent pleasant experiences with assistive technology I will continue to try and assess what my kids need and give them access to those tools. I hope to get better at determining when kids need help and how much they need. I often get worried that I will give them so much help, they will get lazy or too reliant on tools that they don't really need.
My nephew, who only has 1 finger, requires many special devices. I can't imagine someone denying him the use of his special scissors or his prosthetic hand! After class, I really began looking at times when I may not have given a child all of the tools that he/she needed to be as successful as they could. Instead of dwelling on what I may or may not have done in the past, I have committed to trying to evaluate what the needs of my kids are and giving them the tools they need.
An example of giving this change, happened just the other day in one of my math classes. I have a very sweet child that has an extremely difficult time in math. We were going over how to reduce fractions. We had taken notes and practiced. The next day, the kids were doing some independent practice that was going to be graded. My sweet student was struggling terribly with remembering the steps, or what to do when and why. After working with him one-on-one for quite awhile, I asked the LD resource teacher to work with him. After she had worked with him, he was still struggling terribly. I suggested to her that he use a calculator to complete his sheet. (Now, I should say that we have a class set of the fabulous TI-15 calculators. These calculators will allow the user to input fractions and keep the fraction as a fraction!! for more info... ) So, the LD resource teacher spent 3 or 4 minutes showing him how to reduce a fraction on the calculator. (He already knew how to input a fraction and was very good at adding and subtracting fractions and mixed numbers on this calculator). He finished the worksheet in a decent amount of time and turned it in. I quickly graded it and gave it back to him. I struggled with whether or not I should give him the 100% he earned with the calculator, then I thought back to our conversations about assistive technology. When I gave back his paper with the 100% on the top he looked at me a little confused. I went back to my desk to try and grade and conference with a few more students. He came up to me, gave me a big hug and said "Mrs. Medley, I never got a 100% before!" Wow, did I feel good and bad in one instant. Good- with this calculator that I let him use, he was able to be successful. Bad-how many other times could I have let him use something to help him be more successful.
Within the same week, I was working on my Literacy Through Photography Project for another teacher, when I was approached by a student that was editing his paper. He asked me if he could print his paper (he had typed it in Word). When I walked up to the computer screen I noticed that most of the words were underlined in green and red. I asked him if he thought any of his words were misspelled. He did, so I explained that the red lines indicated that Word did not recognize the word he typed in other words, he probably had misspelled it. I showed him that he could right-click on the word to see a list of correctly spelled words that he could choose from. If he saw the word in the list, he could click on it and his misspelled word would be replaced. If he did not see the word there, either Word wasn't sure what he was trying to spell or it was a word that it didn't know. We tried a few together, some that were in the list and one that wasn't. Then I let him finish the rest of the page. When he was finished his page looked perfect. He was really proud of himself!
After my recent pleasant experiences with assistive technology I will continue to try and assess what my kids need and give them access to those tools. I hope to get better at determining when kids need help and how much they need. I often get worried that I will give them so much help, they will get lazy or too reliant on tools that they don't really need.
Monday, November 10, 2008
Student Blogging
I finally set up a blog for my students! I had wanted to do this since we set up our own blogs. Setting up the blog was easy, deciding how to have the kids blog was difficult. It was also hard for me to decide when and where they would blog. Since I only teach science and math I it took me a long time to determine when I could show them how to blog. I was also unsure when they would have time to blog and how I would have them sign in to the blog. I wanted to have all of these kinks worked out before I exposed them to this exciting technology.
I decided the kids would blog as part of their morning work. At times, I will also have them blog during Math and Science as a closing activity. I also decided just to have the kids add comments to the blog topics I post. Some people might argue that this isn't exactly blogging, but I think it is pretty close. I moderate all comments, which can be time consuming with 60 kids!
I did run into a small problem today, that could be an issue. I asked all of the kids to go to the blog (they are great at this!) and then wait. I wanted to review the rules before they got started. One of my students decided to click on "Next Blog" when he did he exclaimed "Mrs. Pickles Blog!" I immediately told him to go back to our site and talked to him about the need to follow my directions. I am a bit concerned that when they are at the site, they may decide to look at other blogs, which may have inappropriate material.
Overall, I have been happy with the blogging and will keep you guys updated on how it is going!
I decided the kids would blog as part of their morning work. At times, I will also have them blog during Math and Science as a closing activity. I also decided just to have the kids add comments to the blog topics I post. Some people might argue that this isn't exactly blogging, but I think it is pretty close. I moderate all comments, which can be time consuming with 60 kids!
I did run into a small problem today, that could be an issue. I asked all of the kids to go to the blog (they are great at this!) and then wait. I wanted to review the rules before they got started. One of my students decided to click on "Next Blog" when he did he exclaimed "Mrs. Pickles Blog!" I immediately told him to go back to our site and talked to him about the need to follow my directions. I am a bit concerned that when they are at the site, they may decide to look at other blogs, which may have inappropriate material.
Overall, I have been happy with the blogging and will keep you guys updated on how it is going!
Saturday, October 25, 2008
WebQuests
I found creating a WebQuest to be very easy. I used PowerPoint to create my WebQuest, which was great! Since I was comfortable with PowerPoint, I was able to create the WebQuest fairly quickly. I created a WebQuest on land biomes and I was so happy with how it turned out that I decided to go ahead and use it with my class.
I signed out the laptop cart from our media center. I attempted to bring the 500 pound cart over to the POD with a couple of students holding the doors. When I could not get the cart over the door frame, I pushed harder. Then I conned a colleague into helping me. She pushed, I pulled. We pushed and pulled so hard, a wheel fell right off. With one wheel missing, the janitor had to assist with getting the cart to the POD. That is when the second wheel fell off and I had to send the kids away. We were eventually able to get the cart to the POD.
Eventhough this project got off to a rocky start, it turned into something great! The lesson went fantastic, the kids were very engaged and they learned a ton! The only problem I had, if it can be considered a problem, was that one student (who was sitting right next to the principal) decided he would leave the webquest and go Google his own biome websites. He did go to a great biome website and he was excited about learning. What this showed me is that in future webquests I should consider adding a link to a search engine where the kids can find their own sites to read. I think by allowing them to find their own site, they would feel even more ownership of the information they find. This would require closer supervision, to ensure they do not go to inappropriate websites or sites that don't have great information.
I will definitely do more webquests in the future, especially since my kids will never leave me alone until we do!
I signed out the laptop cart from our media center. I attempted to bring the 500 pound cart over to the POD with a couple of students holding the doors. When I could not get the cart over the door frame, I pushed harder. Then I conned a colleague into helping me. She pushed, I pulled. We pushed and pulled so hard, a wheel fell right off. With one wheel missing, the janitor had to assist with getting the cart to the POD. That is when the second wheel fell off and I had to send the kids away. We were eventually able to get the cart to the POD.
Eventhough this project got off to a rocky start, it turned into something great! The lesson went fantastic, the kids were very engaged and they learned a ton! The only problem I had, if it can be considered a problem, was that one student (who was sitting right next to the principal) decided he would leave the webquest and go Google his own biome websites. He did go to a great biome website and he was excited about learning. What this showed me is that in future webquests I should consider adding a link to a search engine where the kids can find their own sites to read. I think by allowing them to find their own site, they would feel even more ownership of the information they find. This would require closer supervision, to ensure they do not go to inappropriate websites or sites that don't have great information.
I will definitely do more webquests in the future, especially since my kids will never leave me alone until we do!
Digital Books
Here are two books I created with Tarheel Reader. There is one book on Weather and another on Trees. This program was very easy and enjoyable to use. I love that if I can't find a book that is easy enough for my struggling readers, on a particular topic, I can create a book that can be read on their own or be read to them. I anticipate using this program with my kids, to create class books.
Sunday, October 19, 2008
Facebook vs. MySpace
So, with much reservation I tried out both MySpace and Facebook. I found Facebook easier to use, mostly because it didn't have as many features as MySpace. I found them equally easy to find and add friends. I also liked Facebook because it showed me people I actually did know. I would have no problem continuing to use Facebook for some time. I can also see how it could be a useful tool for networking or keeping in touch with colleagues, friends and family. However, I quickly discovered this is a social networking site that is definitely NOT intended for kid use...
So here is the disaster that caused me to realize I would NEVER absolutely NEVER use these programs with my kids. I was looking at a close friend's MySpace page (I should mention I was using my school issued laptop). While looking at her page, I saw her sister listed on the side, so I went ahead and looked at her page as well. It so happened that her page was public. Then I decided to look at my friend's new husband's page, to get to know him a bit better. However, his page was not public, so I was not able to see it. But, never fear, MySpace always suggests public pages that you may want to view and they provide pictures of these random people. If you don't know what I'm talking about, you can try going to one of our MySpace pages, before adding us as a friend. So anyway, one of the pictures was a close up a male body part that need not be photographed outside of National Geographic or an adult film. I know that MySpace has precautions set up to avoid this problem, but OBVIOUSLY it doesn't always work. Therefore I would never, ever use this at school with my kids!!
So here is the disaster that caused me to realize I would NEVER absolutely NEVER use these programs with my kids. I was looking at a close friend's MySpace page (I should mention I was using my school issued laptop). While looking at her page, I saw her sister listed on the side, so I went ahead and looked at her page as well. It so happened that her page was public. Then I decided to look at my friend's new husband's page, to get to know him a bit better. However, his page was not public, so I was not able to see it. But, never fear, MySpace always suggests public pages that you may want to view and they provide pictures of these random people. If you don't know what I'm talking about, you can try going to one of our MySpace pages, before adding us as a friend. So anyway, one of the pictures was a close up a male body part that need not be photographed outside of National Geographic or an adult film. I know that MySpace has precautions set up to avoid this problem, but OBVIOUSLY it doesn't always work. Therefore I would never, ever use this at school with my kids!!
Monday, September 29, 2008
Social Bookmarking
I love social bookmarking! I had always been annoyed with regular bookmarks or favorites. I would save a really great bookmark at home and then need it the next day at work. I resorted to emailing links to myself! What a pain. I also found myself looking for that really important bookmark and couldn't find it because I had saved 90 million and couldn't remember what was what. I have experimented with several of the sites and found that I was most comfortable with Delicious. I have uploaded many bookmarks already and have added many more. You can see my bookmarks at http://delicious.com/jpmedley. I am using these daily! Although the research says that tags can be a problem, I haven't run into this yet. I add a lot of tags for my sites so that I can search for it numerous ways later.
Technology Pretest & Comfort Level
Before this class I felt like I was pretty comfortable with technology. I usually assumed I could tackle any new program or computer related technologies with ease. Below is the KWL I created in class with all of the things I know about technology and what I'd like to know.
After having been in this class for a couple of weeks, I'm realizing there is so much more technology out there than I ever imagined. I still feel like I can learn to use these new technologies, I just am feeling a bit overwhelmed at the sheer volume of things I didn't realize existed. I am keeping an open mind and reminding myself that the more I use these new programs the more comfortable I'll become and the easier they will be to use.
Thursday, September 25, 2008
Blogging on Blogs
Before this class, I had been only slightly exposed to blogs. My husband had kept a blog on our hiking excursions and he regularly visits the blogs of several different people. So I had heard about them and visited a few through him but I had never actually written a web log. However, I am excited to utilize a blog in my classroom.
At our school we have a laptop cart which would allow all of my students to blog at the same time. I think that when only one or two students are blogging at a time, the rest of the class might be more distracted. I also think that having everyone doing the same thing would alleviate anyone feeling left out. Although the cart is a bit cumbersome, I can definitely commit to getting it at least once a week to keep students interested in writing. I think the students would love to get to use the computers on a regular basis and they wouldn't even realize that it was good writing practice and a great way for me to see what they have retained. With each child blogging, parents could use RSS (Really Simple Syndication) to have just their child's blog sent to them, but if they wanted to see what the other kids were saying, they could.
I would like to have students use blogging as a way to summarize what they've learned in the classroom each week or unit. All students could write on each of the subjects they have with me. Therefore a child might do 2-3 blogs a week (1 math, 1 science, 1 other). I would most likely use questions to make sure they would stay on topic and cover the week completely.
I'd also like to have the students keep a blog in which they respond to journal prompts just like they currently do in their personal journals. I think that this might encourage the kids to write more than they would in a traditional journal. I imagine that by allowing the students to type their ideas, they would not want to put the computer up, so they would think a little harder than when they are handwriting their ideas. I often find that when they get tired of writing, not necessarily when they run out of ideas, they stop writing. By allowing them to blog, I think they would be more engaged and engaged for longer.
I also like the idea of having my own blog where I could model using proper grammar, answer questions and model thoroughly answering a prompt. My blog would also be done weekly, so that the parents could compare my thoughts of what was covered during the week to what the students thought about the lessons.
The ultimate example of blogs in use... Mr. Coley (a fifth grade teacher in CA) maintains an elaborate website which includes this blog done mostly by his students. This impressive working model of using blogs is something I hope I can eventually achieve!
At our school we have a laptop cart which would allow all of my students to blog at the same time. I think that when only one or two students are blogging at a time, the rest of the class might be more distracted. I also think that having everyone doing the same thing would alleviate anyone feeling left out. Although the cart is a bit cumbersome, I can definitely commit to getting it at least once a week to keep students interested in writing. I think the students would love to get to use the computers on a regular basis and they wouldn't even realize that it was good writing practice and a great way for me to see what they have retained. With each child blogging, parents could use RSS (Really Simple Syndication) to have just their child's blog sent to them, but if they wanted to see what the other kids were saying, they could.
I would like to have students use blogging as a way to summarize what they've learned in the classroom each week or unit. All students could write on each of the subjects they have with me. Therefore a child might do 2-3 blogs a week (1 math, 1 science, 1 other). I would most likely use questions to make sure they would stay on topic and cover the week completely.
I'd also like to have the students keep a blog in which they respond to journal prompts just like they currently do in their personal journals. I think that this might encourage the kids to write more than they would in a traditional journal. I imagine that by allowing the students to type their ideas, they would not want to put the computer up, so they would think a little harder than when they are handwriting their ideas. I often find that when they get tired of writing, not necessarily when they run out of ideas, they stop writing. By allowing them to blog, I think they would be more engaged and engaged for longer.
I also like the idea of having my own blog where I could model using proper grammar, answer questions and model thoroughly answering a prompt. My blog would also be done weekly, so that the parents could compare my thoughts of what was covered during the week to what the students thought about the lessons.
The ultimate example of blogs in use... Mr. Coley (a fifth grade teacher in CA) maintains an elaborate website which includes this blog done mostly by his students. This impressive working model of using blogs is something I hope I can eventually achieve!
Saturday, September 20, 2008
Threaded Discussions
I think threaded discussions could be really useful in the fifth grade classroom! I have been really motivated to try these in my classroom. I have been thinking about how I could implement and use them.
I currently team teach with another 5th grade teacher. I teach 2 sections of math and 1 section of science each day. The students in our classes are ability grouped for Math and Reading. When we first decided to ability group, we were excited about being able to more closely tailor our lessons to the student needs. However, we were nervous that the kids in the lower level classes wouldn't hear as many good questions and insights. We were nervous they wouldn't be pushed to grow as much without these role models right in front of them. I think that if my students discussed their math lessons each day in a threaded discussion, these concerns could be alleviated. If I posted problems the kids could answer and explain their thinking, both groups could benefit. I would also be helping my team teacher get these kids writing more each day. It would be a win-win. I could also connect & extend the science units. Since the kids have science for 4 1/2 weeks, then social studies for the next 4 1/2, I'm often afraid they'll forget the information we've just covered. With the Science EOG being pushed this year I could use threaded discussions to keep topics close at hand while they are in S.S. I could post questions, real life problems and thoughts for the first group of students. They could respond at the time they are doing the unit. Then, when they are in S.S. they could have a discussion with the other class as they are learning. Or I could have them talk even if they hadn't had that particular unit as a way of spiraling the curriculum. I think it would be neat for them to see how they change their thoughts as they go on.
On those cold winter or rainy days that we can't go outside for recess, I think threaded discussions could be a fun & educational way for kids to keep in touch with friends in other classes, while squeezing in some more writing. Teachers could post a conversation starter, like "What would you do if your best friend wanted to join a gang?" or "What would you do with a million dollars?" Even if their friend didn't have recess at the same time, they could converse.
On my class webpage I'd like to have threaded discussions for parents. I'd like to have discussions on things like projects, field trips, etc. This could save me a lot of time that I currently spend on answering the same questions over and over again via email or phone calls.
I really think the possibilities are endless. I love the idea that I can easily incorporate more writing into my classes, in a way that the kids won't even realize they are practicing.
So, does anyone have any ideas for other ways I could incorporate threaded discussions into my science and math classes?
I currently team teach with another 5th grade teacher. I teach 2 sections of math and 1 section of science each day. The students in our classes are ability grouped for Math and Reading. When we first decided to ability group, we were excited about being able to more closely tailor our lessons to the student needs. However, we were nervous that the kids in the lower level classes wouldn't hear as many good questions and insights. We were nervous they wouldn't be pushed to grow as much without these role models right in front of them. I think that if my students discussed their math lessons each day in a threaded discussion, these concerns could be alleviated. If I posted problems the kids could answer and explain their thinking, both groups could benefit. I would also be helping my team teacher get these kids writing more each day. It would be a win-win. I could also connect & extend the science units. Since the kids have science for 4 1/2 weeks, then social studies for the next 4 1/2, I'm often afraid they'll forget the information we've just covered. With the Science EOG being pushed this year I could use threaded discussions to keep topics close at hand while they are in S.S. I could post questions, real life problems and thoughts for the first group of students. They could respond at the time they are doing the unit. Then, when they are in S.S. they could have a discussion with the other class as they are learning. Or I could have them talk even if they hadn't had that particular unit as a way of spiraling the curriculum. I think it would be neat for them to see how they change their thoughts as they go on.
On those cold winter or rainy days that we can't go outside for recess, I think threaded discussions could be a fun & educational way for kids to keep in touch with friends in other classes, while squeezing in some more writing. Teachers could post a conversation starter, like "What would you do if your best friend wanted to join a gang?" or "What would you do with a million dollars?" Even if their friend didn't have recess at the same time, they could converse.
On my class webpage I'd like to have threaded discussions for parents. I'd like to have discussions on things like projects, field trips, etc. This could save me a lot of time that I currently spend on answering the same questions over and over again via email or phone calls.
I really think the possibilities are endless. I love the idea that I can easily incorporate more writing into my classes, in a way that the kids won't even realize they are practicing.
So, does anyone have any ideas for other ways I could incorporate threaded discussions into my science and math classes?
Friday, September 19, 2008
Oops
So you know how in class we were just talking about how it can be scary that kids have so much information at the tips of their fingers? Well I accidentally sent my kids looking for some information that some could see as inappropriate. Let me explain. So yesterday, we were talking and reading about the animals and plants found in different biomes. The book we were reading mentioned the Jack rabbit lives in the taiga. One of my kids asked why the Jack rabbit was called Jack. I told them I wasn't sure, but that if someone researched it, I'd offer a few points extra credit in Science. So today, one of my kids comes in beaming ear to ear, just about to burst out laughing, when he hands me a slip of paper. He has written, "The Jack rabbit got its name from an abbreviation of the term Jack ___. The rabbit got this nickname because its long ears makes it look like a donkey. I googled jack rabbit" I thought I'd die when I read this, but he was laughing out loud at this point (I'm sure from the expression on my face!) Anyway, I can't believe I encouraged all my kids to read up on this topic. Luckily when I saw his mom this afternoon his mom had that same huge grin when I mentioned it. She told me that they saw that info at the first website they went to, so they confirmed it by going to several other websites.Oops! So has anything like this happened to you guys?
(image from flickr.com)
Sunday, September 14, 2008
Technology
Technology goes well past computers it is anything that makes our lives easier or helps us to do something. Technology encompasses all areas of our lives. There are technologies in medicine, communication, school and home. But, I think some things eventually are no longer technology but simply a tool, like pencils. I'm not sure about this. I just wonder if what was considered technology 50 years ago is or should still considered technology today. More for me to think about I suppose.
What is literacy?
I think literacy is being able to read, write and communicate. In another class I heard someone say "communication is a way of life". This goes right along with the article I read in class. Which said literacy is always changing. In other words it is an everchanging way of life too. I think the definition of literacy is always changing, just like my article mentioned. I was thinking about the first peoples and how they communicated. They tallked and orally shared stories (literacy) but didn't write or read (also part of literacy). Eventually people were talking, reading and writing (though only on paper with pencil.) So now people from all parts of the world can share stories, information etc, with the click of a button. I think we are doing the same things as the first peoples, just in different ways. I'm not sure about there being "new literacies" now with the introduction of new technologies? But I do think that there are many literacies. Such as the things mentioned in the discussion question as well as art & music literacies. I think as an educator we are incredibly responsible for teaching children to be able to communicate, using whatever technology or resources are available at the time.
Who am I?
Hey everybody!
I'm Jessica. I'm a 5th grade Science & Math teacher. I graduated from UNCG with a degree in Elementary Education. Last year I decided to go back to school. So, I am currently going to Appalachian State University to earn my Masters Degree in Reading.
I have been married to Jacob for almost 5 years but we've been together for almost 13! I love to go hiking and play golf with my husband and friends. My husband and I have hiked to the highest elevation in over 20 states. Amazingly enough, Hawaii was the first state whose highest point had snow! I also love to travel. I went to St. Lucia this summer and plan to go to Austria, Budapest and Prague this winter. I can't wait!!
I also love spending time with any of my 3 nephews. Will (4) and Andrew (2) live in Virginia, so I go to see them as often as possible. Joshua (1) lives in Florida so I don't get to see him as often.
I'm Jessica. I'm a 5th grade Science & Math teacher. I graduated from UNCG with a degree in Elementary Education. Last year I decided to go back to school. So, I am currently going to Appalachian State University to earn my Masters Degree in Reading.
I have been married to Jacob for almost 5 years but we've been together for almost 13! I love to go hiking and play golf with my husband and friends. My husband and I have hiked to the highest elevation in over 20 states. Amazingly enough, Hawaii was the first state whose highest point had snow! I also love to travel. I went to St. Lucia this summer and plan to go to Austria, Budapest and Prague this winter. I can't wait!!
I also love spending time with any of my 3 nephews. Will (4) and Andrew (2) live in Virginia, so I go to see them as often as possible. Joshua (1) lives in Florida so I don't get to see him as often.
Fun Facts
Favorite Books: Harry Potter series, Hatchet, The Book Thief, The Giver
Favorite Fast Food Snack: French Fries
Favorite Drinks: Lemonade, mint water, ice coffee
Favorite Color: Green
Favorite TV shows: MASH, House, Friends, Gilmore Girls
States Where I've lived: WA , NY, WV, OH, VA , NC
Favorite Books: Harry Potter series, Hatchet, The Book Thief, The Giver
Favorite Fast Food Snack: French Fries
Favorite Drinks: Lemonade, mint water, ice coffee
Favorite Color: Green
Favorite TV shows: MASH, House, Friends, Gilmore Girls
States Where I've lived: WA , NY, WV, OH, VA , NC
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