In 2005, I graduated from Slippery Rock University, located in northwestern Pennsylvania, with a Bachelors Degree in Elementary Education.  Following graduation, I spent a year working with autistic children which enabled me to see teaching in a whole new light.  I interviewed with Ms. Johnson in the summer of 2006 and was given a position teaching 3^rd grade math.  Last year was a struggle, and I had many very challenging students, but every difficulty that I have encountered along the way has taught me a lesson and has molded my practices to be ever more effective.            
             This year, I was blessed with a phenomenal group of children.  Upon entering my classroom, many were deficient in several essential skill areas and accomplishing our goals within our short time limitations seemed to be an insurmountable task.  That challenge however, is what has given me my motivation to work as hard as I have throughout the year.
             Far greater than my own work ethic is that of my students.  Almost every day, their high energy level has kept them interested in the lessons and focused on every problem.  Almost all of the strategies that I have chosen to use in the classroom have been successful thanks to their excellent behavior and passion for learning.
            We utilize several strategies to help us achieve our goals.  At the beginning of the year, for example, the area of identifying units of measurement was a struggle.  Although the students had experienced the subject through hands-on measuring with several different types of units and tools, the test results did fully reflect our efforts.  After doing some thinking, I was able to create a set of magnetic sentence strips with units and key words that helped them to literally and visually connect specific key words to specific units in common FCAT-like scenarios.  Following this activity and a few other strategies accompanied by more kinesthetic experiences, my students have mastered the area of measurement.
            Also in the area of measurement, I allow the students to play a game that is a twist on Chinese football in which they must use non-standard units of measurement to determine their score.  They must measure using whichever non-standard units they are given, write the answers in a table, then determine the lowest number to find the winner for that round.  It is a fun and very successful way to reinforce one of the most difficult 3^rd grade Math FCAT skills. 
           This year, my class and I have grown a little bit older and much, much wiser.  We constantly utilize new ideas that evolve into fun and effective classroom activities and rituals that leave me in a very confident position as we look forward to our quickly approaching FCAT.  I am proud of what we have accomplished together but would much rather see the recognition be given to them than to myself.