"You're only as tall as your heart will let you be, and you're only as small as the world will make you seem. When the going gets rough and you feel like you will fall, just look on the bright side: you're roughly six feet tall." ~Never Shout Never, On the Brightside
Saturday, April 26, 2014
Thursday, April 10, 2014
This is what I do when I'm waiting for class to start at OSU TULSA
The gerontology department at University of Oklahoma – Tulsa
Campus is obviously having trouble drumming up students, and are recruiting
like mad on campus. They have students tabling below the spot where I chose to
study today and I couldn’t bear the resemblance to a recent Disney song.
22-year-old
gerontology major, probably a senior:
Do you wanna study aging?
Come on, let’s go have fun.
Our department is full of funding
All we need is you
It’s like no one cares.
We used to have the students
But now we don’t
I wish someone would explain!
Do you wanna study aging?
(It doesn’t have to be in a nursing home.)
18-year-old male jock:
No, not interested
Senior major:
Ok, bye.
New student approaches
Do you wanna study aging?
I know you really do.
I think old people are really neat
You should come and try it out
I used to be really good at this
But now I’m not.
Everyone just wants to go to the gym.
(Yeah, I’m talking to you!)
It get’s a little lonely
Just me and Esther
…playing the final round of rummy
18-year-old jock
They’re just dying anyway!
Thursday, April 3, 2014
Thought I'd post a comment on a friend's wall from earlier.
I'm with Sonja. I received this with multiple reactions, mostly positive, and yes, I just saw the movie over Spring Break. As someone who has struggled with anxiety and holding shit in for years, I found the song incredibly liberating and identified with Elsa immensely (even though my bf will persist I'm an Anna). Sure this song happens at the beginning of her journey. She's scared shitless of letting her powers be seen, as its a sign of weakness. She breaks through, establishes a kingdom/empire, and is lonely, reaches out and eventually finds true love in the form of her sister, one of the most powerful loves in all of society. Not really sure what I'm saying, but I appreciated the "nothing's perfect" element that Disney/Pixar hasn't shown us before. I look at this as a fantastic piece of musical genius that shows us all that the true fun of life is in the journey, no matter how painful that may be.
Tuesday, April 1, 2014
Reflection
For one of my classes, I was asked to reflect on why I am here in the program learning to become a Speech Language Pathologist. This is what I came up with. I am a work in progress.
Module
2, Spring 2014
INFLUENCES
IN MY LIFE
Thinking
back, I am having quite a bit of difficulty coming up with just a few
influences in my life that encouraged me to seek out the field of Speech
Language Pathology. I can always remember loving my work with children. I have
been a babysitter and caretaker since I was 13 years old. As an older sibling,
I always felt the need to help. My first job was babysitter and that progressed
to camp counselor at 17. Heading to my undergraduate program at University of
Georgia (UGA) I honestly had no idea what I wanted to major in and had never
heard of the speech and hearing sciences. I entered UGA on scholarship as a
duty to my parents, both hard science professionals. My father is a college
professor in Geology and my mother is research microbiologist at the Center for
Disease Control. It wasn’t a question of IF I was going to college; it was a
parental requirement. I entered as an undecided arts and sciences student and
waivered too many times to remember between English, Psychology, Biology, and a
brief stint as a nursing student before landing on Early Childhood Education
and Child Development my junior year. I wasn’t sure I wanted to be a teacher,
but it was comfortable. My high school self was very individual and
independent. I enjoyed writing for the school paper and trying to beat my own
time on the cross-country course. I know I have always loved my language
classes. I had experience in the field and it promised to get me out of school
before my scholarships expired. I wasn’t sure I wanted to be a teacher and lead
an entire classroom. I loved my student teaching experience. I loved watching
children grow and play at their own pace, and very much enjoyed learning about
the theories behind why children do what they do. I still remember one student
in particular, a first-grader that had recently been adopted from India, in my
student teaching class. While I couldn’t recognize what it was that was so
fascinating about her, I enjoyed the process of teaching her how to speak when
she had no words. I had never seen anything like that before.
As I
completed my semester in that classroom with her, I learned her history of
being left in a crib in an orphanage. It began to hit me real time, not just
out of a textbook. I thought to myself “this is what really happens when a
child is deprived of sensory stimuli.” With this student, I began to feel a
sense of overwhelming panic and anxiety throughout my student teaching
experience that sticks with me today. How unprepared was I, at 22, for this
task? What experiences have I had that would allow me the satisfaction of
teaching this child? I felt like I had too little experiences to teach. I knew
nothing. I hadn’t been anywhere aside from in college classrooms. Learning
developmental tables of language and physical development, it hadn’t made sense
then. I began to piece it together but I still felt like I was missing
something in practice. Looking back now, I think it was my confidence that lacked
in the classroom, and prevented me from ever successfully becoming a teacher. I
substitute taught, and when a position did come open it just wasn’t the right
fit. I spent too much time beating myself up for thinking to much, and
eventually moved on to explore other areas. People tell me I think too much. I
always thought there was something more going on. There was something that I
hadn’t found yet.
After
my first half-year of teaching first grade (I made it to Christmas before I
decided I wasn’t doing anyone any favors by sticking around) and handed in my
letter of resignation. I know it sounds super first world to say, but for a
child from an academic family who had always succeeded in school and life, this
was kind of a traumatic experience for me. I had no idea what was next. Super
depressed with no real direction, I went through a period of working retail
before I found a program similar to the Peace Corps that was billed as my
“ticket out of town” to my next big adventure. The year was 2006, the year
after Hurricane Katrina in the Gulf Coast. AmeriCorps National Civilian
Community Corps is an organization that gives young adults aged 18-24 opportunities
to serve their community and use new skills. It was modeled after Franklin
Roosevelt’s CCC of the World War II days and provided me with an outlet for my
wanderlust and curiosity of the rest of the world outside of the state of
Georgia. For 10 months (the length of the program) I worked and lived with
people that I didn’t know but soon became 10 of my closest friends in some of
the most grueling conditions. Have you ever gutted a moldy house in 115-degree
heat? Have you ever put shingles on the tar of a roof with a pitch of 5? I did
things I didn’t think I would ever do. I received some great training and got
to see some of the best parts of the country. When the year was over, I still
had no idea about the field of speech and hearing sciences; I didn’t really
know it existed. I had no idea what I wanted to do for another year, but the
idea of national service was looking better and better, so I signed on for
another year of individual service in a state that was foreign to me.
Minneapolis, Minnesota was looking for members to serve as classroom assistants
and reading and math tutors with the school district. Because of my teaching
degree, I was selected for a school in North Minneapolis. The education field
still called to me; I wanted to see if there was an alternative to teaching
that was not a whole-classroom setting. This was the right fit. I was matched
with a fifth-grade teacher that was more of a mentor. I told her my story and
where I had been and began working in her classroom and she began to see me for
who I was in the classroom. She told me I had great skills working one-on-one
and in small groups, particularly in teaching reading comprehension. It was
there I could get into the real purpose for reading, language, and
communicating. I did a year in her classroom mentoring and tutoring fifth
graders who were reading on below a first-grade level. We talked about vocabulary
and schema in reading. We built background knowledge. As I watched them enjoy
reading throughout the semester, I began to feel more and more confident in my
skills as a teacher and as a person.
I
enjoyed working with the Hispanic students in this classroom as well, learning
about the processes they went through to learn how to speak and write English
well. It was in this classroom that the majority of my learning and
self-discovery happened. I find it ironic funny, and quite often bill that year
as the year I went back to fifth grade at age 25. I completed 1,700 hours of
service there. More importantly, it was at this school that I learned what the
field of Speech Language Pathology is and how it helps children learn. I came
across it rather accidentally too. A woman of short and slight stature appeared
asking for a child one day. And then she did it again. She came back again the
next day. It wasn’t until the end of the week that I got the courage to ask for
her name and what her role was at the school. She said she was a
speech-language pathologist and that she helped students understand why they
couldn’t communicate effectively, among many other duties. Eventually I ended
up asking her if I could observe in her classroom and fell in love with her
job. She worked one-on-one with students doing almost what I was doing in
reading groups. She was talking about parts of a story, parts of a sentence,
and what words meant. I asked her later about her training and made a mental
note to look into the field and the requirements. The idea of pursuing a
Master’s Degree was not something that I felt like committing to at the time,
but I filed it away for later. I was drawn to the variety of topics covered in
the field, the ongoing learning, and the fact that I could do what I was doing
and earn an actual living.
I
finished three more years at that school; I was hired on as a classroom
assistant to multiple teachers and given the “Guided Reading” responsibility
for several classrooms. I read with students on a daily basis for three years.
It was an awesome job. This led me to complete additional coursework (always
loved school) in Reading Education. I received my K-12 Reading Specialist
license in 2009 and continued working as a classroom assistant while looking
for reading specialist positions in my district. Turns out, reading specialists
love their job and stay until they are 80. There was not a job in sight in the
field, so I continued working as a classroom assistant until school funding was
cut. My principal decided that someone that was more authoritative in a
classroom would better serve my position as a classroom assistant. I felt
defeated, but excited for the change. I still wasn’t ready to commit to a
Master’s program at that time.
At
the time (2010) I had two friends from undergrad teaching overseas, one in
Japan and one in South Korea. I did a bit of research on the two countries and
decided I wanted to experience South Korea. I had nothing tying me down to any
particular place and was in need of a change of scenery. I was 27 and ready to
travel! I interviewed for a few positions via Skype and landed in Seoul, South
Korea two weeks later thinking I was being sold into white slavery. (Not quite,
but close.) I very much enjoyed learning a little of the language and culture
and putting myself in the position of a foreigner. I enjoyed the challenge of 9
(there were only 9 kindergarteners in my private school classroom) Korean
students that knew next to nothing of the English language. I learned the importance
of routines and songs in English as a Second Language classroom and began to
build my confidence as a teacher back. The language acquisition process
fascinated me, and I enjoyed watching my students’ sponge-brains soak it up and
use it. I was surprised at how fast they learned, as they were fluent by the
end of the year. By mid-year they could string together what I know of as a
two-word utterance, while I was still struggling to learn the Korean alphabet. I
taught students at varying levels of English proficiency that year, from aged 5
to aged 12 and honestly had the best, most interesting year of my life. But my
family was far away and eventually the workaholic culture of Korea got the
better of me and flew back to my hometown (Atlanta, GA) when my contract was
complete after a school year.
Living
in my hometown in my childhood bedroom proved to be challenging but I made the
best of it by completing my Certified Nursing Assistant license, getting a job
a group home and taking the leveling classes I needed to enter graduate school
in Speech-Language Pathology. The year was 2011. I loved working with adults
with Down’s syndrome and hearing their life story. I particularly enjoyed
coaching them through the process of a complete conversation. I enjoyed helping
the ladies there live more independent, full lives. I was the full-time live-in
weekend support associate at a home for four ladies with varying degrees of
disability, all cognitive in nature. Every weekend I gave up my social time to
spend with the sweetest ladies on earth. We laughed, we cried, we fed a lot of
ducks and went bowling more than I can count. When I wasn’t working, I was in
class learning about how such disorders affect the brain and the language
centers. I didn’t have much of a social life that year, but it didn’t bother
me. I absolutely loved my classes and they were tying in well with my work. I
enjoyed being apart of my new family; we were a family when I was at work. I
taught one of ladies how to open an e-mail account so she could talk to family
out-of-state. We worked on reading and writing skills through e-mail and
functional communication. I worked with her roommate on controlling her volume
in the house to an appropriate volume for the situation. (This is a skill that
I have problems with at times, but self-awareness helps immensely!) I still
communicate with them by e-mail today and enjoy hearing updates of their lives.
At the same time I was working at the group home, my grandmother was battling a
rare-to-us swallowing disorder that followed a stroke. I remember learning
about this in my Anatomy and Physiology class at Georgia State University and
enjoyed connecting the dots thinking that I am even more excited about my newly
chosen profession. I was fascinated when taking her to appointments at the
Emory Voice Center in Atlanta and learning about the Modified Barium Swallow
procedure. The speech pathologist at Emory was never able to cure my
grandmother’s condition, but I have hope that research is progressing in that
direction.
After
two years of leveling classes while working as a group home assistant and Home
Health Aide, I decided it was time to get serious about the grad school
process. I had applied to the graduate programs all over Georgia but without
the leveling classes all said that I should wait until I finished more classes
to apply. I was denied acceptance two years in a row for lack of clinical
experience. They would let me take classes but they wouldn’t let me practice in
their clinic. Without the clinical experience I wasn’t a right fit for the
program. There was no way to get the experience without being in the program. Talk
about a catch-22! I was caught in a wheel and felt stuck. I had never really
taken off in my teaching career, but I am hard worker and no really recognized
that. I finally decided to apply to Oklahoma State University on a whim from a
faculty member in a different department and got accepted here. My first
semester was rough. Without the clinical experience my confidence waivered. My
anxiety flailed and my performance in Voice Disorders class was abysmal. I
loved learning about my stuttering client as I worked with him and I loved
learning how phonological processes affect speech. I loved Ms. Tefft’s Language
Disorder’s class and all of the mentoring I received from her was immensely
helpful. Seriously, that woman is a genius in our field. Turns out I was still missing
several of the leveling courses due to poor advising at my previous
institution. I tried really hard not to let this stand in my way of becoming
something I know I’m meant to become. I am still interested in the field. While
sitting in Leslie Baldwin’s class this semester, I learned about the SLP-A
position for the first time.
I’m
still on a journey obviously. I continue to reflect on my personal growth and
learning processes as my first year in the program and continuing to take
leveling classes that my talents and confidence level is more suited to an
SLP-A position. I’m exploring that field extensively at the moment. I know I
love the technical nature of language therapy. I am fascinated by what I am
learning, but I don’t feel confident I can lead as well as I have to as an SLP.
I’m thinking that an assistant position will allow me to build confidence while
I continue to learn. I know life is a journey and as cliché as it sounds, I’m
learning to love the process.
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