I wanted the focus to be on her eye. See the dirt on her hat? That’s because she just loves wearing this yellow hat & I love photographing her in it. Notice the wispy hair in her eyes? She has not yet had her 1st haircut.
While babysitting and playing with my favorite model yesterday, I took advantage of the opportunity to practice with my new 50 mm lens. I’m still struggling with the focus, but I’ll get there eventually (I hope). I wish the sharper focus were more on her eyes and less on the beads.
Lately, she’s been petulant when I’ve taken out the camera, turning her back on me and proclaiming the toddler’s favorite word, “NO!” Yesterday, she was in a playful mood. (I’m serious about the playful part. We played nonstop for nearly five hours until I finally manipulated her into a nap because grandma definitely needed to rest.)
…and developing her independent spirit!
Wednesday (Pi day…get it…3.14?) was my granddaughter’s 2nd birthday. We celebrated with a morning at the zoo and a short visit before nap time at their house. I got few good shots of her with my point-n-shoot because she was everywhere at once. She did slow down long enough to pose before getting into her car with her baby. You can’t see it very well, but she is wearing glass slippers along with the sparkly beads. The princess tiara was discarded 1.5 minutes after she was crowned.
Weekly Photo Challenge: Contrast
The softness of the butterfly contrasts with the strong colors of the yellow daisy and green background.
As an educator, I think that I’ve been looking at this from the wrong side of the lens. For years, I have been soap-boxing that we need to find out what business and college need our students to know and to teach it.
However, after posting and reading the comments here and on my Facebook page, I think we need to also look at the children. What do they already know? What, then, do they need from us to help them go forward?
My state and district have adopted the Common Core Standards which were developed to provide equity for our nation’s students and to prepare them for college and the workforce. http://www.corestandards.org/
There is one standard specifically related to the skill of using technology, and it’s under Writing: Production and Distribution of Writing progressing through each grade level, i.e., W.1.6 = Writing Grade 1; W.11-12.6 = Writing Grades 11-12.
The standard is worded in general terms and teachers can create assessments and activities that specifically meet the needs of the kids, but will they? I do not think so, for a number of reasons, primarily because of assessments.
Teachers are hyper-focused on the skills that are tested on the high stakes assessments because their own evaluations and sometimes pay are linked to increasing students’ test scores, in the name of accountability. There is little time to play with the creative activities that spark enthusiasm and curiosity because they “aren’t on the test.”
This results in tedious lessons that redundantly cover the same skills presented five years before. The students react in boredom and misbehavior, and their skills regress rather than progress.
I wonder if our students might be more successful if we look at where they are now and show them how to move to the next step. While keeping our eyes on the standards, I think we should also look at the student herself.
Of course, that might necessitate a smaller teacher to student ratio, rather than the typical 150 students – 1 teacher. But that is a topic for another day.
Something about this feels odd and I can’t quite put my finger on it. My granddaughter, who will celebrate her 2nd year birthday in a few days, can find things on my phone that I did not know are there. She took some pictures, played Angry Birds, & spent a few minutes playing PacMan before texting one of my friends. She is able to pull up Netflix on her dad’s iPad and choose the program she wants to watch.