A teacher I have observed giving core instruction was awesome at it or I thought so. He emphasized the core words, and actually had them listed so the class could see them. It wasn't something the class looked at the whole time, but it was there to glance at. The words were used in tying different points together, and then the teacher showed the importance of the certain point in history and why the term was important. I like how he linked everything together by using the different words and terms. I thought it painted a good picture for the class, and for me too. The instruction was the list, and he emphasized when a word was being used. Then connections were made, and he allowed time for the students to record the word, definition, and how it linked to certain parts of history and such. It honestly helped paint a picture for me because when I can link different things together, and have a good flow about a certain topic then I retain information better. I feel one thing the teacher did that was mentioned in the readings was doing vocabulary during instructional time. I felt that this helped students learn in class, and didn't have to spend or waste time doing it out of class.  I will replicate this style of vocabulary because I feel it was a solid way to teach words and terms. I will also have activities to help students learn just to stray once in awhile from the lecture for of vocabulary.

Today in class is a great example of how a teacher supported us thinking deeply about a text. We were studying The Black Death, and we read primary sources from a reader that helped me read first hand accounts of what took play in Europe from 1347-1350. The professor had us dive into the text and pull out how different parts of the text changed Europe because of the bubonic and pneumonic plague. It really made you look at the fine details that showed the how Europe really did change dramatically. We then made connections of how Europe change from what it was then to what I know it is today. It really made me dive into the sources. So connections were made. Diving into the reader also helped me generate questions. I began to ask the why to myself while others ask it directly to the professor. The professor had us answer our own questions by reading deeper into the text to find the answers. He was just a road map to our answers. I also made inferences about The Black Death by reading the text. So things like, rats came and had fleas, so then that had to spread to the people someway or another. Then it had to be the reason the people died. We started studying something basic and built up to extreme by inferring what would happen. We have to write a paper using the text, and so as a class today we actually synthesize what took place in Europe, and we organized ideas that help lead to us bringing meaning to the text to help us write stronger papers. We also made connections by looking at different primary sources within the text to compare what was happening throughout different parts of the world, and how the Black Death had the same affect on people everywhere.

The professor help me comprehend what was being read by helping me draw questions and then helping us and me find the answers throughout the sources. He helped us connect points, and with all the discussion today we received information and comprehension to what was important and how we can write a strong paper which is due soon.

Buehl and my professor seemed to be on the same page of how to read text, and what should be taught and take place when reading a text. I felt as I read Buehl that I was back in my class today studying the Black Death because most of what Buehl taught was present in my class. I made connections, generated questions, made inferences, synthesize, and more. I have learned through the process I read from Buehl and seeing it in class to help me solidify what the Black Death was, and how it had a changing impact on Europe and different parts of the world. The primary sources also help me draw conclusions and tie in connections to help me comprehend. My professor seriously does well, and that is why I continually take his classes.

I will take from my professor how to dive into discussion, and to ask questions that help students generate questions so they will learn. Then we will answer questions with the text. I will also try to make connection with the method of something like, "if this happened then what would be the result?" I would like to help them make connections because when you do so it seems like the subject become funner to study and students will be able to learn because ideas will start to click.

Just a little picture of my daughter and me hanging out camping and playing on the four wheeler.

Hi, I am Wyatt Kimball, and I am going to be a history one day. It is nice to finally have the senior label next to my name, which also means I am getting closer to finishing school. Aside from just the school stuff, I just love being me. There doesn't seem to be a dull moment anytime in my life. I have a wonderful wife, Brooke, who is so great and I would say my sugar momma because she works while I go to school. We have a daughter together, Jacelyn, who is our pride and joy. She is a growing and wild toddler, and I have the privilege of being a stay at home dad while I work on my schooling. I love the outdoors. I love to go hunting, fishing, camping, paintballing, hiking, looking for wildelife, and much more so if I can be outside I usually am. Growing up I competed in basketball and track and DECA, so I kept myself busy. I graduated from high school as the valedictorian so I worked hard for that achievement. I am an Eagle Scout, and an LDS returned missionary. I served my mission in North Carolina and have grown to love the South and the people so much. I love to watch football especially when it is family playing. I have two sisters, and I am in between them. I love being a middle child. I also have 5 nephews and 2 nieces, which I love and adore. They are pretty much awesome.That is just some about who I am.

As I study in school, I will one day be certified to teach history at the secondary level. I hope to be able to teach all different parts of history. I want to live in a rural community because I may be able to teach all different students and levels. That is the goal, and one day I hope to further my education and go into the administration part of the schooling system.

I was drawn into teaching history because I had an awesome middle school teacher that helped me learn to love history, but on the flip side my high school teacher wasn't very good and I want to teach so students don't have to have what I had in high school for my history teacher. I am passionate about history and love how it shaped so much of how we live today, and I want to help students see and feel what I do while creating their own opinions.

I believe literacy is two different things. One, I believe it is the ability to read and write while understanding what is being read or written. Second, I believe it is having knowledge about a certain subject area and being able to teach that content you know. Literacy applies so strongly to my content area. First as a teacher, I will have reading and writing assignments, which will help students become more literary sound. I, as a teacher, must know the content strongly in order to teach is well and to answer questions students may have. Literacy in my definition is a must to have.

Well you have read my thoughts and feelings, and a little bit about who I am. I can't wait for the day I am finished, and finally get to become a teacher.