Created by Kimberly Flathers

Last updated: April 14, 2008

Email me: kimberly.f.flathers@wmich.edu

I believe that people that truly love children and strickly only mean well should be teachers. Teachers are what they are because they want to make a difference. All teachers need to remember this: no matter how hard the circumstance do not teach,show or promote evil and love no matter what.

After I get my masters I hope to teach in Spain. I think it would be wonderful to teach children from another culture and background. I would be able to show them a part of my culture and they would be able to show me part of theirs.

Education:

I went to Portage Central High School and I did a teacher cadet program there. I then atended Kalamazoo Valley Community College and continued my education at Western Michigan University.

Work experience:

I have worked since I was sixteen years old. I first worked at a grocery store bagging groceries. AFter that I worked in retail for several years. I am currently working at the Root Beer Stand. I have been working there for three seasons, while going to school full time.

Skills:

I work well with children and I have a lot of patience. I love to organize and clean, which I think is going to come in handy when I do become a teacher. I enjoy listening to people when they have an issue or problem and I always hope to be able to give advice and/or help when needed.

Hobbies/ volunteer activities:

As I said before I did a teacher cadet program back in high school, which I really enjoyed. It helped me get a feel of what it would be like to be in an elementary classroom and be a teacher. I feel that the actual experience of being in the classroom is very important.

In my spare time I enjoy running and spending time with my family. And when I'm not working or going to school, I will more than likely be doing one of these things! :)

ISTE Technology Standards for Preservice Teacher... I have met these ones:

• 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.
• 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.
• examine technology tools used to collect, analyze, interpret, rep;resent, and communicate student performance data.
• integrate technology-based assessment strategies and tools into plans for evaluating specific learning goals.
• develop a portfolio of technlogy-based products from coursework, including the related assessment tools.
• 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.
• identify and use assistive technologies to meet the special physical needs of students

http://www.wmich.edu/edtech/edt3470/isteprofiles.htm