All my writing has basically become an abundance of annoyances streamed together on a free website for all my viewers (all four of you including Professor McVerry), and I sincerely hope you’ve enjoyed them. To all of you: I continue to add to the abundance of annoyances. This one going out to how to become a teacher. Now, I picked Southern strictly for being known to produce well teachers. Two of my favorite teachers ever from high school went to Southern, so I figured what the hell, I’ll be happy to save some money instead of paying an unnecessary $62,000 a year at Quinnipiac. Anyhow, I was discussing possible future internships with teachers at my old high school when it came about that Quinnipiac students who are seeking a teaching degree at Quinnipiac mostly intern at local schools such as North Haven High School and Cheshire (just two examples of other possibilities). My main question is: why do we sanction off sections for students to intern in? To be quite honest, I don’t ever remember having a Southern student interning at my high school. It was always quiet, dinky, my-mommy-and-daddy-are-paying-for-my-education type students who were too pretentious to teach average students (they always wanted honors or AP) and were too afraid of below average kids who weren’t as fortunate to have support systems who pushed them to succeed academically, or simply had an interest in something else. I have also been informed that Southern predominately does their internships at the surrounding urbanized or inner-city schools such as Hillhouse and Career who have a different culture in terms of their proximity to the city and the different life that kids may be accustomed to indifference to the suburbs. My suggestion is to intermingle the too experiences. One is not more beneficial than the other; They are just different environments that every future educator should be ready to walk into. Southern should experience inner-city schools and suburb-involved schools and the same should go for Quinnipiac. We should all spread a little love and share.
Usually I try to steer clear of writing about issues solemnly bashing SCSU, but in this instance, it’s absolutely necessary. I’m writing in the present tense because in this particular instance I’m about to discuss, I cannot seem to get away from it or find a well-founded solution. The topic of today’s rant is Course Registration: yes, the one thing every single Southern student hates because of our schools inability to provide a viable system in which provides each student with ease in a time of such stress. Let me tell you something, Southern, I already passed blood sweat and tears attempting to schedule all my necessary courses for next semester (which by the way, are all Tuesday/Thursday classes, so well done with that), and i don’t need the rest of the problems that come along with the lack of technological fluency you’ve induced. After a mind-numbing experience trying to create a schedule that worked for me, I was finally content; That was until I was forced to wake up at 5:30 in the morning in order to punch in a series of numbers to pick my courses for next year. Nevertheless, Bannerweb and myscsu still failed me. My advisor did not tell me I needed departmental permission to take EDU 200. Something in which she should have done or told me during my meeting with her (but I’m over that because she’s nice and we all don’t always think of everything). It was also partially my fault for not playing it safe and asking her when i wasn’t too sure, but whatever. So i went to register this morning and it prevented me from doing so because some secretary somewhere didn’t know I existed yet. So between nine emails and a series of stalking the office hours of my advisor, I was finally able to get an acceptance from whoever that secretary is, and I will be able to register for the class mid-morning TOMORROW. Now, lets just hope no eager little freshman come running into the 7 last spots in the only time slot that fits into my painstakingly down-to-the-last-second schedule, because at that point I will give up and become a hobo. Southern, this is a PSA from every SCSU student around. Sincerely, just another number.
Within the reading I found a specific interest in the concept of social semiotics. Now, I am by no means a wiz at technology or fonts or coding or really anything besides searching on Google and writing papers, so it has become particularly interesting to me that there are individuals out there who analyze the way things are read and why. The paragraph in the reading in which states, “The approach from Social Semiotics not only draws attention to the many kinds of meanings which are at issue in design, but the “social” in “Social Semiotics” draws attention to the fact that meanings always relate to specific societies and their cultures, and to the meanings of the members of those cultures. Semiotics takes the sign – a fusion of a form and a meaning – as its basic unit. In making signs we –embedded in our cultures – select forms in such a way that they expresses the meanings that we ‘have’ always ‘aptly’; hence signs always express, through their form, the meanings that the makers of signs have wished to make” is an interesting concept to think about, especially when considering the theme of individualized learning. For texts and images (signs) to be aptly based off of the expression of a culture and how to intrigue interest can and should be used similarly in classroom settings. Imagine if we took this same concept for each student and individualized texts and images in readings and on projects or lectures and made it adaptable and relatable to each individual in order to increase learning growth, how much individuals would strive. While, yes, we may have to leave some aspects of school traditional, we can open up an entire branch of learning that involves students adapting to information and skills in their own ways based on their culture, their abilities to interpret text, and be attracted or interested in these texts and images. This idea of Social Semiotics may be a branch to open an entire field of education that is practically unsolved. In addition we can take the idea of design from social semiotics and transform it to fit individual topics in education systems. For example, in Literature Classes we can use design to create our own ideas about what society has become today into images and using those images, create our own literature that parallels to how authors would code societal issues into their writing.