Professional
Teaching is sharing the love of learning while also inspiring students to think for themselves. As a teacher, I strive to always bring out the best in my students and help them build on their strengths and learn from their mistakes. Each student brings her or his unique background into my classroom and into every learning situation, and thus I must acknowledge that each student will process information differently. Like the constructivists, I believe that we as teachers do not merely impart the pre-determined knowledge upon the empty vessels that are the student minds. Instead, we expose students to new experiences and ideas to which they apply their own perceptions of the world.
Career Goals
After graduating from Western Michigan University in April of 2007, I will obtain a position teaching either Spanish, music, or language arts in an intermediate (3rd- to 5th-grade) setting. In any case, I will incorporate theatre into the classroom. If I do not teach in Michigan, I will move to Southern California and teach in a bilingual (Spanish/English) elementary school.
Education
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Will graduate from Western Michigan University (WMU) with a bachelor's degree in Elementary Music Education and Spanish (education curriculum) in April 2007
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Studied culture and language for 5 1/2 months (January 2nd-June 14th 2005) at the Autonomous University of Querétaro in Querétaro, México
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Graduated from Mattawan High School in 2002
Work Experiences
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Miller Auditorium, WMU (October 2002-current): currently an Area Manager (in charge of volunteer ushers during performances, concession stand/bar, office duties)
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Taught English privately to adults in Querétaro, México (Spring 2005)
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YWCA Children's Center (June-December 2004): childcare provider in the toddler room (worked with students and parents of various socioeconomic and ethnic backgrounds, created/taught lessons about different December holidays, seasons, etc.; higiene and social training/development)
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Eldridge/Fox Residence Hall, WMU (September 2003-April 2004): front desk receptionist (mail/cash box duties, offered basic level of security for halls, etc.)
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Farmland Friends Daycare, owner Danell Disterheft, Mattawan (August 1998-August 2002): daycare helper (children ages 2-10, supervised activities, taught Spanish vocabulary, directed 2 summer plays)
Unique Skills/Talents
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Can speak, read, write, and understand spoken Spanish
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Can sing and act, especially in musical theatre
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Can play piano and guitar
Extra-curricular activities/ Organizations
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Phi Kappa Phi Honor Society, WMU chapter
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WMU Collegiate Singers
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WMU Gold Company II ('02-'03 academic year)
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Paw Paw Village Players community theatre (summers '01-'04), including Mary Magdalene in Jesus Christ Superstar
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Mattawan High School theatre productions (Spring '99-Spring '02), including Maria in The Sound of Music and Helena in A Midsummer Night's Dream
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Big Brothers Big Sisters ('02-'03)
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Mattawan High School Spanish Club, President ('01-'02 academic year)
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National Honor Society, Mattawan High School chapter ('99-'02)
I have met/am able to do the following ISTE Technology Standards for Preservice Teachers:
- Identify the benefits of technology to maximize student learning and facilitate higher order thinking skills.
- Differentiate between appropriate and inappropriate uses of technology for teaching and learning while using electronic resources to design and implement learning activities.
- Identify technology resources available in schools and analyze how accessibility to those resources affects planning for instruction.
- Identify, select and use hardware and software technology resources specifically designed for use by PK-12 students to meet specific teaching and learning objectives.
- Plan for management of electronic instructional resources within a lesson design by identifying potential problems and planning for solutions.
- Identify specific technology applications and resources that maximize student learning, address learner needs and affirm diversity.
- Design and teach technology-enriched learning activities that connect content standards with student technology standards and meet the diverse needs of students.
- Design a lesson that meets content area standards and reflects the current best practices in teaching and learning with technology.
- Plan student-centered learning activities and lessons in which students apply technology tools and resources.
- Research and evaluate the accuracy, relevance, appropriateness, comprehensiveness and bias of electronic information resources to be used by students.
- Discuss technology-based assessment and evaluation strategies.
- Examine multiple strategies for evaluating technology-based student products and the processes used to create those products.
- Identify and engage in technology-based opportunities for professional education and lifelong learning, including the use of distance education.
- Apply online and other technology resources to support problem solving and related decision making for maximizing student learning.
- Participate in online professional collaboration with peers and experts.
- Use technology productivity tools to complete required professional tasks.
- Identify technology-related legal and ethical issues including copyright, privacy, and security of technology systems, data, and information.
- Examine acceptable use policies for the use of technology in schools, including strategies for addressing threats to security of technology systems, data and information.
- Identify issues related to equitable access to technology in school, community, and home environments.
- Identify safety and health issues related to technology use in schools.
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Last updated: April 3, 2006 0:11 AM