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I love to read, my favorite genres are Mystical Realism, Science Fiction, Thriller/Horror, Fantasy, Historical Fiction.

I don't enjoy: Romance, Dense Non-fiction, Mystery, Self-Help

My favorite poet is Adrienne Rich, (obviously I originally got into her because we have the same name, but stayed loyal due to her talent).

I also love to write, but it is a struggle. I tend to overthink the starting process. Instead of just getting my thoughts down, I get upset that it isn't immediately perfect. I usually journal or write poetry. I don't have the visual skills to write stories or dialogue.

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Adrien: Derived from the Latin title "Hadrianus" or "Adrianus". Refers to someone from Hadria, located in Northern Italy.

Adrien is also the french spelling of "Adrian"

Bassett: from Old French "basset" meaning "of low stature", a diminutive of "basse" meaning "low, short". Either a nickname for a short person or a status name for someone of humble origins.

Basically... French and poor

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My favorite areas within History are:

Ancient History

The Role of Religion in History & The World

Mysticism and Spirituality

China

MesoAmerica

Social Norms & Culture

I have always been interested in History, but I realized how deeply the infatuation was when I was in 6th grade. I remember we were learning about Mayan Gods, and the abundance of culture and spirituality blew my 11 year old mind. I was sitting in my desk and I thought "I need to know more".

I want to keep reading and learning. Right now I am reading "Caste: The Origins of our Discontent" by Isabel Wilkerson.

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Strengths:

Personable, get along with children well

Reflective, willing to do self-reflection to continue growing

Passionate about learning, as well as History and Government

Easy to explain complex ideas by connecting it to student's lives and experiences

Desire to build meaningful relationships with students

Silly!!! (Being silly is important)

Weaknesses:

Rigid with personal routines, may be difficult to quickly adapt

Anxious and an overthinker, I overthink almost every social interaction I have, and sometimes I worry too much if I am doing the right things. (This could make teaching difficult)

Distractible and tend to start a million things at once (I have ADD... need I say more..)

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One of the biggest community initiatives is Boise Kindness!

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The community here in Boise can perpetuate a narrow-minded perspective. As I have grown older, I have had to reevaluate my biased ideas and the privilege that I hold.

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One of my favorite books, by an author I have grown to love. 

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"What is your definition of “disciplinary literacy?"

Disciplinary literacy is the methods that an expert in a discipline uses their specialized knowledge to express their thoughts. Communicating though reading, writing, talking. thinking. In history, disciplinary literacy is thinking like a historian.

This doesn't just mean simple memorization of facts or names, or the ability to read a textbook. Thinking like a historian requires complexity and critical thinking. In order to teach disciplinary literacy, a teacher can use the 5c's of historical thinking.

Complexity

Causation

Cause & Effect

Contingency

Context

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"First, subject-matter instruction that does not focus on the processes and practices

involved in reading and writing disciplinary texts will not go far enough in developing a citizenry that can participate in decision making and in new knowledge production."

(Moje, 33).

Something that I didn't think about before:

"Leadership can facilitate collaborative teacher learning that

will foster incremental improvement in the art and practice of

disciplinary literacy teaching by planning for teacher collab-

oration, possibly by rethinking the master schedule or reallo-

cating staff time."

(7).

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"What are possible areas of resistance to disciplinary literacy that might surface in your practice?"

I think one of the biggest struggles with implementing disciplinary literacy is balancing content with process. As history teachers, we have a responsibility to not only teach factual information, but also the process of learning, dissecting, explaining, of history. This requires using multiple perspectives, historical empathy, teaching historical thinking skills, and having students force their own personal bias. There is only so much time in the school day, and it may be daunting to tackle it all.