<div><span style="font-size:16px;">Uakti and Philip Glass - Aguas da Amazonia (HQ)</span></div><div><br></div><div>Aguas da Amazonia - Full This is the full CD copy of the album Aguas da Amazonia 1. Tiquiê River 00:00 2. Japurá River 1:42 3. Purus River 6:26 4. Negro Rive...</div><div><br></div> www.youtube.com Aguas da Amazonia - Full This is the full CD copy of the album Aguas da Amazonia 1. Tiquiê River 00:00 2. Japurá River 1:42 3. Purus River 6:26 4. Negro Rive...
<div><span style="font-size:16px;">J Dilla Instrumentals Mix pt 1</span></div><div><br></div><div>Part 1 of a 2 part mix of over 100 instrumental beats by perhaps the greatest Hip-Hop producer of all time. The Incomparable, J Dilla. Enjoy!! This mix can b...</div><div><br></div> www.youtube.com Part 1 of a 2 part continuous mix of over 100 instrumental beats by perhaps the greatest Hip-Hop producer of all time. The Incomparable, J Dilla. Enjoy!! Che...
<div><span style="font-size:16px;">Chopin - Complete Nocturnes (Brigitte Engerer)</span></div><div><br></div><div>Serenity and dream... 1. 0:06 Op. 9, No. 1 in B flat minor. Larghetto 2. 5:53 Op. 9, No. 2 in E flat major. Andante 3. 10:29 Op. 9, No. 3 in B major. Allegre...</div><div><br></div> www.youtube.com Serenity and dream... 1. 0:06 Op. 9, No. 1 in B flat minor. Larghetto 2. 5:53 Op. 9, No. 2 in E flat major. Andante 3. 10:29 Op. 9, No. 3 in B major. Allegre...
<div><span style="font-size:16px;">Home page for the Education and the Environment Initiative (EEI) Curriculum. Includes a program overview and links to downloadable curriculum files and training opportunities for teachers.</span></div><div><br></div> www.californiaeei.org Home page for the Education and the Environment Initiative (EEI) Curriculum. Includes a program overview and links to downloadable curriculum files and training opportunities for teachers.
<div><span style="font-size:16px;">Home | BSCS</span></div><div><br></div> bscs.org Home | BSCS Science Learning
<div><span style="font-size:16px;">Our breakthrough curriculum inspires students to read, write and argue like scientists.</span></div><div><br></div> www.amplify.com Amplify Science blends hands-on investigations, literacy-rich activities, and interactive digital tools to empower students to think, read, and write like real scientists and engineers.
<div><span style="font-size:16px;">Front Page | Lawrence Hall of Science</span></div><div><br></div>
<div><span style="font-size:16px;">The Museum of Science, Art and Human Perception | Exploratorium</span></div><div><br></div> www.exploratorium.edu Exploratorium: The Museum of Science, Art and Human Perception, San Francisco | Exploratorium
<div>I use this youtube channel for ideas about fun and equitable digital activities.</div><div><br></div><div><span style="font-size:16px;">DONG</span></div><div><br></div><div>Subscribe for Wacky Gifts, Amazing Apps, and The Best of the Internet. D.O.N.G. launched in October 2015 and is powered by Vsauce. **************************...</div><div><br></div> www.youtube.com Subscribe for Wacky Gifts, Amazing Apps, and The Best of the Internet. D.O.N.G. launched in October 2015 and is powered by Vsauce. **************************...
<div>Developing as a Professional Educator</div><div><br></div><div>Describe a professional goal you have for yourself beyond induction.Why have you identified this as a need or interest? What actions will you take? How will you assess goal attainment?</div><div><br></div><div> I want to learn more about child psychology. Many of my failures this school year involved an inappropriate match of my expectations and what the students were prepared for. I feel like a better grasp on what drives them would have enabled more successful activities.</div>
<div>Developing as a Professional Educator</div><div><br></div><div>What actions can you take to remain a connected educator throughout your career?</div><div><br></div><div>It has been nice to have nieces and nephews as a resource for what is happening in teen culture. In order to stay on top of this as my nieces and nephews grow up is to provide a forum for students to share their cultural interests, such as popular songs and musicians, current memes, and new apps, especially free ones.</div>
<div>Below are pieces of music I use in the classroom to facilitate a productive, studious atmosphere.</div>
<div>Below are resources I use for lessons and lab activities. </div>
<div>What can you do personally and professionally, to sustain the energy it takes to be passionate about students, teaching, and learning? </div><div><br></div><div>Become more resilient.</div><div><br></div><div>The stoic philosopher Epicteus has helped me to become more resilient with musings, such as the following: </div><div><br></div><div>“It's not what happens to you, but how you react to it that matters.” </div><div>― Epictetus</div><div><br></div><div>“Some things are in our control and others not. Things in our control are opinion, pursuit, desire, aversion, and, in a word, whatever are our own actions. Things not in our control are body, property, reputation, command, and, in one word, whatever are not our actions. The things in our control are by nature free, unrestrained, unhindered; but those not in our control are weak, slavish, restrained, belonging to others. Remember, then, that if you suppose that things which are slavish by nature are also free, and that what belongs to others is your own, then you will be hindered. You will lament, you will be disturbed, and you will find fault both with gods and men. But if you suppose that only to be your own which is your own, and what belongs to others such as it really is, then no one will ever compel you or restrain you. Further, you will find fault with no one or accuse no one.” ― Epictetus, Enchiridion and Selections from the Discourses</div><div><br></div><div>“Don't just say you have read books. Show that through them you have learned to think better, to be a more discriminating and reflective person. Books are the training weights of the mind. They are very helpful, but it would be a bad mistake to suppose that one has made progress simply by having internalized their contents."</div><div>― Epictetus</div>
<div>What advice do you have for new teachers entering the profession? </div><div><br></div><div>Take a moment before every interaction with a student to assess the students’ needs.</div><div><br></div><div>Establish a routine that gives you the time to be able to interact calmly and thoughtfully with the students. This is something I need to improve upon. Too often, I would snap at a student because they were calling out my name incessantly, until I addressed them. Next year, I will intentionally disregard these requests and only call on student who are waiting patiently. Behavior that has become normalized in the classroom can be difficult to eradicate. It is easier to establish the ideal routine at the beginning of the year and not let misbehavior become normalized.</div><div><br></div>
<div>Revisit the overarching, long-term goal you set for yourself in your Initial CSTP Self-Assessment. You can find your Self-Assessment results by clicking “My Forms” on the CTI eConnect homepage and changing the default from “All” to “Submitted”. Describe your progress towards achieving this goal. Compare and contrast your Initial CSTP and your Final CSTP. What are your areas of strength? Where are your opportunities for continuous improvement? In what ways have you surprised yourself?</div><div><br></div><div>I believe that, compared with my initial CSTP, my final CSTP shows an improvement in my abilities to support all students in learning and to create and maintain a safe and positive learning environment. I need to continue to try to find activities that are appropriate for the students' abilities and relevant to their lives and interests. I surprised myself with being able to incorporate new technological tools into my teaching.</div><div><br></div>
<div>"The positive reinforcement and supportive environment Mr. Kortman creates for his students is always extremely evident."</div><div>-Leticia Street, Instructional Coach at ESMS.</div>

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