I am a Drummer. I have been playing percussion and drums since the fourth grade, and have played in concert bands, orchestras, marching bands, and rock/pop bands. I have marched in countless parades and halftime shows, including three times in the Tournament of Roses Parade!
I have recorded, played live in clubs and public venues, and put myself through college playing private parties.
Oh...and I have taught beginning drums to several young men (and women) through my church and at their request.
The ESL/ESOL learner’s greatest need is to develop skills in understanding and using English. First and foremost, students need to acquire functional structure in everyday conversation in order to make statements and ask questions. Although my credential and certification is in general education at the elementary level, my background is one of theatrical performance, coaching and direction. I have dealt with language on many levels –enunciation, dialects, accents, and elocution. English as a Second Language not only involves translating and understanding English, but contextualized learning for specific areas and everyday usage. Everyday communication (as well as specific functional usage) can be augmented with various techniques like gestures, expressions, emphasis and identification with objects, and pantomiming.
I order to gain formal English language proficiency, students need regular practice and examples in oral-language skills that will support their reading and writing and reading and writing that will reinforce and build oral-language skills. Therefore, situations and practical applications of a variety of communication purposes must be recognized and taken advantage of for added practice and experience, and help stretch one’s awareness idioms, colloquialisms, and phrasing at every opportunity. Special language-development activities and individual adjustments can be mutually planned and regularly practiced in an environment of immediate drills, theoretic conversations, and questions.
Proper grammar usage is a combination of rules, syntax, and listening recognition. Sentence construction includes correct word usage, tenses, and order. All this comes from vocabulary knowledge, reading, and writing.
I have been applying these skills in L.A.U.S.D. for over 5 years through their "Open Court" reading program, which includes phonics, phonemes, phonetics, and blending of all the sounds and combinations of letters in the english language.
Literacy in Reading involves phonic awareness, word recognition, structural analysis, semantics and syntax. Vocabulary development, comprehension, and reading aloud with fluency are areas that must be emphasized in order to be able to read well. These are the key areas of instruction that I will model, guide, and help students gain understanding to encourage success.
As an actor and a teacher born and raised in America - first on the East Coast, and then most of my life on the West Coast - the English language has been and will continue to be my first mode of communication. Having worked with actors as a script supervisor and dialogue coach and acted myself, creating characters and dialects from all genres and from all over the world, my experience and ear for sounds, accents, and diction has been well tuned and is quite versatile. Can we talk...?
My work with elementary students regarding study skills not only includes reading for fluency and comprehension, re-reading, analyzing, and repetitive drilling and practice. Further skills (based on my credential/certification course with WGU) include: note-taking, underlining or highlighting important information, summarizing, outlining and mapping. Writing to learn takes these skills and applies them through journal writing, short response and often includes illustrating. The PQ4R method (preview, question, read, reflect, recite, and review) is also very effective in helping students understand and remember what they read.