Here is a picture of my certificate! 

https://phrp.nihtraining.com/users/cert.php?c=2057100 

In chapter four Social Languages, Conversations, and Intertextuality in An Introduction to Discourse Analysis Theory and Method by James Paul Gee I really liked Section Two Social Languages. Not only did that part remind me of a classroom discussion in New Media Studies, but it also made me realize how easy it is to not notice changes in your own personality. Sometimes, I think people do not want to admit they change and other times not realizing the change makes sense. The changes can be so subtle. If I performed the experiment described, I think my changes would not be that noticeable.  But, I do think my word choice would change slightly. Unlike Jane, I would be less proper with my parents. The only explanation I can come up with is the fact I am more comfortable with my parents. I am comfortable because I know my parents would not judge me, if my grammar is not correct, or think less of me.

In addition I also thought it was interesting the chapter said, “we tend to think of writing, at least academic writing, as clear, unambiguous, and explicit in comparison to speech, . . . .” (Gee 51). I have experienced the complete opposite. Like I mentioned in class, teachers have understood my speech more at times, and teachers have made me realize it depends on who is writing and the purpose of their writing. Some people write to be understood while others write to sound and appear intelligent. But the same can be said with speech, like Dr. Zamora clearly told us one day in class. So, once again it all depends on the person.

Moreover, all the different ways Gee tried to interpret a sentence makes me think about why I love hearing people’s opinions. I love hearing different interpretations and statements that make me think. I see in my poetry class alone just how amazing our minds are and how we can take a simple image or word and transform it into something amazing or unique.

In Developing a Definition of Teacher Research, I liked the quote used in the beginning by Marion MacLean. MacLean says, “Teacher researchers have faith in their students; they know too much to give up on them” (23). This statement automatically made me think of all the wonderful teachers that saw potential within me, and did not “give up” on me even when I sometimes wanted to “give up” on myself (23). Those are the teachers that make a difference and leave an impact.

In addition, I liked how The Teacher as Researcher by Marian M. Mohr started off as well. Right from the jump, it brought me back to a classroom discussion and it showed the benefits of keeping a journal. I liked the idea of a journal possibly being used as a tool for yourself and strangers if the author considers it to be research and publishes it.

Continuing, the article actually relieved some of my fears about becoming a teacher. Mohr says, “The humiliation of not knowing everything catches up with every teacher” (5). This further highlights the saying “we all make mistakes,” and the fact we can never know everything. In Mohr case, the mistake actually did more good than harm. Mohr found a way to make the students recall a word and taught through the mistake. As teachers, you have to sometimes teach creatively to help your students learn and be engaged. Although I am not a teacher, I am sure there are days when nothing goes as planned, and you engage in something out of the usual.

In conclusion, Developing a Definition of Teacher Research and The Teacher as Researcher were more interesting to me than A Teacher-Research Group in Action although I do like the idea of trying to demonstrate a “group in action” (2). I also like the fact the article incorporated different people’s perspectives of the experience and it incorporated techniques that I personally enjoy. The reading also made me think of The Future of Composition Research because it mentioned “the process [being] more important than the product” (5).Although I still focus on the product, what you learn and who you become are important.