The real nitty gritty

6. Pat invested a total of $3,000. Part of the money was invested in a money market account that paid 10 percent simple annual interest, and the remainder of the money was invested in a fund that paid 8 percent simple annual interest. If the interest earned at the end of the first year from these investments was $256, how much did Pat invest at 10 percent and how much at 8 percent? 
   
   I read this question in my GRE guide at 2 this afternoon and I have been avoiding it ever since. It is now 11. In the past 9 hours, I have:
   
   1. Made the 1 hour commute home.
   2. Watched my own snap story 30 times.
   3. Uploaded two pictures to Facebook.
   4. Looked at the photos again and again after each "like" notification.
   5. Video chatted with my friend in Spain.
   6. Listened to The Pinkprint (Deluxe) album (Insert fire emoji here) and replayed a couple of songs.
   7. Refreshed my Twitter feed until my phone's battery dwindled from 19% to 1%.
   8. Started watching Season 2 of America's Next Top Model on YouTube.
   
   
   
   In short, I'm a mess. But in my mess, I realized something.
   
   
    How many times have I told my students and cheerleaders to show "grit," a character trait that allows one to push past their frustrations in order to reach their goals? I say it to and I expect it from my students, but it is a different ball game when you've just put in a 12 hour day and you come home to more books, more questions, and no ice cream. But is it, really? Shouldn't I be capable of exhibiting the grit that I want my students to practice?
   
   
   I should, so let's get it. 

Joy Goes To Grad School

Last week I began the journey to grad school. I just love having 18 things on my plate, so it makes sense that in a middle of a job hunt, graduation time, and a study abroad trip that I would commit to writing (and rewriting) a personal statement, getting reccs from overseas, and studying for the GRE. It's amazing that I have the desire to continue my higher education, as my Facebook friends are always lamenting about their workload with the assistance of Buzzfeed articles like these.  Nevertheless, I am ecstatic about documenting this journey. My hope is that this segment will allow me to receive and provide encouragement for others. I also think it will be cool, whether I am accepted or not, to look back at this time and see where ambition and hard work got me. Enjoy!

Why Grad School?

When I was a senior in high school, I felt that college was the natural next step. Everybody was doing it, it was positive, a career awaited me upon graduation....yada yada yada. Other than that, I didn't have a real reason for going. I knew that I wanted to be a medical doctor, but I didn't have any specific things that I wanted to accomplish in college. To me, college was a means to an end. I didn't really stress about where I should have continued my education as much as I should. My apathy was apparent when, by first semester's end, I was ready to switch majors and schools! When I was applying to undergrad, I was not even considering becoming an educator. This explains why I didn't apply to schools that had outstanding teacher preparation programs. Realizing that I wanted to be a teacher and a community leader made me realize that I was at the wrong school for my goals. I was still seeing undergrad as a means to an end, and not an experience in and of itself. I didn't have academic goals, like making honor societies, or social goals, like being a leader of a club. I was simply running towards graduation. After doing some research, I decided to transfer to Georgia State University, which is my favorite place to be. I must admit that playing "catch up" affected my social life at the school, but at the time I was not worried simply because I was just trying to graduate with employment. While I did have fun serving as a senator in SGA and I am loving my travel abroad experience, I did not take advantage of all of the academic or social opportunities afforded to me. Perhaps a big part of that is because I never left the city of Atlanta. Going back to your room that you've slept in every night since you were 6 doesn't necessarily put you in a collegiate mood!

While it sounds like I have a lot of regrets about undergrad, I really only have one. I should have experienced GSU instead of passively attending classes every day. I am counting on learning from my mistakes in graduate school. I definitely have post-graduate goals that include employment and opportunities to travel, but I also have goals for my time in graduate school. I don't want to make this too lengthy, so I'll make a list of some things I'd like to do to make the most out of my graduate school experience:

1. Have my writing published in an academic journal.
2. Join an academic honors society.
3. Be consistently involved in a volunteer club.
4. Attend football and basketball games. I love my GSU basketball team, but I admittedly did not have a lot of school spirit during undergrad. I hope to find an appreciation for my school through athletics.
5. Seek out mentors who can aid in my growth, academically, spiritually, and otherwise. In turn, become a mentor for others.
6. Study abroad with other students.
7. MOVE TO A DIFFERENT CITY-  Nashville, here I come!

You see how these goals involve actual participation in my program? I can't accomplish any of these things by simply attending class and turning in assignments. I cannot wait to redeem myself from my lackluster undergrad experience and truly be assertive about my goals.

Next Sunday I will document how I'm studying for the GRE in preparation for grad school. Stay tuned.

Diamond Joy Luster

How Differentiation Helped my Social Life

More than ever,  I am navigating the course of my life . At this point,  I have so much agency over what I do and who I allow in my life. Whereas my schedule used to be dictated by my parents and teachers, I now play an active role in what goes down. What happens to me is a different story, but I can still control how I react to circumstances. To be honest, I've probably always had this agency, and I never realized it until now. I wonder if everyone else knows that they can determine how their day,  their relationships, and their life is going to go... Nevertheless, this power gives me the ability to change or perpetuate the edifying or destructive factors in my life as I see fit. Last week, for example, I realized that I was already stuck in the rut of waking up, going to school, and coming home. I would literally leave my apartment at 6:20 am and return 12 hours later. Unfortunately, Turkey has daylight savings. By 5 pm, Istanbul's only light comes from cafes and bus' headlights. This, coupled with the fact that I enter the school as the sun rises, had me a bit down. I truly hadn't seen the light of day in Istanbul since my first day here.

Upon realizing my tedium, I had a pity party. Poor me, I thought, as I watched all of my cohorts' Snapchats in Switzerland and Spain. They're out living it up and I'm slaving away in Turkey. Then I tried to justify my lackluster routine by saying that I came to Istanbul to teach and make connections. This was, after all, a study abroad trip. Nobody said anything about a vacation. I know I was making excuses. I knew I was settling. I knew that I could fix it if I used some unorthodox methods. I came here with adventure in mind, and it would be a shame to leave without it. Instead of accepting my monotonous fate, I changed it. I met some locals on a dating app, I hit up a few girls on Travel Noire's Instagram page, and I began working out again. My social life isn't where I want it to be, but it is better than it was last week.

I am always thinking of ways in which my students can benefit from my experiences. That is the ONLY reason I am even considering paying money that I don't have applying to attend graduate school. I believe that a lot of students have bought into the lie that they are either good or bad at school. Either they get fractions or they don't. Either they can spell or they can't. And while the self-efficacy of straight-A students is left in tact, that of the struggling student is left in shreds by this attitude. They believe that performance in school has everything to do with the level of difficulty of assignments instead of the way in which they approach the task. I can relate. For years, I just did not get math. Simple subtraction like 16-9  sent me scrambling. I just could not borrow in my head. By the grace of God, I made it into college not knowing that, when solving 16-9, I could "find the ten" in any equation. Basically, I could make the 9 a 10, the 16 a 17, and solve the much "simpler' equation of 17-10.
The disappointments and frustrations I felt during my extended gap in knowledge convinced me that I had tried to make peace with numbers. After all, you are only disappointed or frustrated when you expect something to go right, and it goes left. I didn't actually try more than one method, though. The standard algorithm was what I was given to work with, but it never worked for me. Once I was presented with a new perspective, I was not only pleased with my correct answers but I also found confidence in my ability to solve more complex equations.

How many students never find that confidence? After failed quizzes, tests, and retests, they have not mastered what we have told them they needed know by the end of an arbitrary unit. I say "arbitrary" because learning is developmental, and usually doesn't occur in 6-week increments, but I digress. Failure can hardly be determined from using one course of action.  All KIPP students have heard "If there is a problem, we look for a solution." Thanks to Google, that solution can be a cursory, 20-second search away. That solution can be found in collaboration with others. Differentiation is not only our job to implement, but our job to teach. It is our charge as teachers to present students with options to better themselves and their academic performance. I read last week that we are raising adults, not children. Children use their circumstances to justify their failure. Adults, on the other hand, use their past triumphs as encouragement to face their next giant. Let's give our students tools for triumphs. The fact of the matter is that students will have to learn the material, read the books, and write in such a way that satiates the machine state standards.  Perhaps their academic careers are not going in an upward trajectory. Of course they aren't happy about it, but discontentment does not bring change. Seeking out alternatives, however, usually does the trick. It may be more time consuming, but eventually it gets the foreign girl out of her apartment and into the streets of Istanbul.

Had a fabulous time meeting Noricia and her cousin in Kadikoy! I can't recommend Travel Noire enough. 

What A Time To Be Alive

And 2 years later, she's back!

I am so glad to be blogging again. I have had so many experiences in the field of education, and I am confident in my ability to share content about initiatives I have created and things I have learned. I've been gone for so long, so I will just start from now and work backwards.

I am having the time of my life because I am TEACHING IN ISTANBUL...well, student teaching. Let me explain. I am almost DONE being an education major at Georgia State University #classof2015!! After I finished my prerequisite courses and was admitted into the College of Education and Human Development, I began a grueling 40+ hour a week teacher prep schedule. Every Monday and Tuesday, I would take classes from 9 am- 6:45 pm. On Wednesdays and Thursdays, I would prepare and teach lessons for a specific class. On Wednesdays I would teach from 7 am-4 pm. On Thursdays I would do the same thing, and then go to class until 6:45. Each semester, I spent 8 weeks with one grade. By the time I graduate next month, I will have had experience teaching pre-K, kindergarten, first grade, third grade, fourth grade, and fifth grade. Because I graduate with an ESOL endorsement, I have also taught ESOL students from grades K-5. I am so proud of what I have accomplished in the last 3 semesters, but this semester has been the most challenging/rewarding yet.

Dorky grad pictures that I need to retake

This semester has included zero classes and my every waking moment is dedicated to student teaching. I have had the opportunity to work with fifth graders, in both a charter school setting and in a public school. Sometimes I would be the last person on the 5th grade team in the building. I loved preparing lessons and collaborating with seasoned educators. It was just awesome. I have loved everything about student teaching except the not getting paid to be in a classroom Monday-Friday, but who needs money anyway? Being in the classroom full-time has definitely affirmed that this career is for me. I have so much to learn, but I am a much better teacher than I was in January 2014.

A quick snap in my classroom. Can you believe this shirt from 6th grade still fits?

As if student teaching wasn't already a full time job, I also took on the task of coaching a middle school cheerleading team with my friend Chelsea. Both of us attended this school, so it was a great way to give back to a place that gave so much to us. Literally, it is so much fun spending 4 hours a week with 20+ preteens! I can see myself in them, and I can't wait to see where they will go in life. Look how cute and talented they are. I have also taken the GACE, submitted my EdTPA, and applied for a teaching position through Fulbright.

Now for ISTANBULLLL! Ok, so remember when I told you that I will have an ESOL endorsement upon graduating? Well in order to get that endorsement, I need a certain amount of hours in the field. I've already accumulated about a month's worth of experience back in Atlanta, and I was presented with the opportunity to complete my student teaching in an ESOL setting in a different country. I could choose from China, Spain, Switzerland, South Korea, and Turkey. All great countries, but I've always wanted to visit the Middle East, so I WERKED and finessed to get to Istanbul. I'll explain in another blog how I came the ISTANBUL for free ninety-nine.

I am currently working with kindergarten, which is totally out of my comfort zone. I am much better with kids in 4th and 5th grades. Even still, I am learning so much about international and multicultural education. Since I love teaching older kids so much, I am piloting a pen pal program between the fifth graders back home in Atlanta and here in Istanbul. I will record that process as well.  I have failed at taking pictures of myself, so this is all I've got.

I miss Chick-fil-A, my cheerleaders, and hearing Future's music every 3 songs, but Istanbul is popping. Couldn't ask for a better time! I will be blogging every Wednesday, so look forward about more updates about Istanbul, teaching, and graduation! Between Wednesdays, be sure to follow me on Snapchat for hourly updates at "joyluster3".