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I have received one year of teacher training in UCLA's Graduate School of Education and Information Studies Teacher Education Program (TEP). Through TEP, I have had the opportunity to teach mathematics in an LAUSD high school. My student teaching assignment happened to be for an Algebra 2 class. I have used manipulatives (tangible objects used as teaching tools) to teach students arithmetic and geometric series, and I even had a lesson plan employing earthquakes and their Richter scale magnitudes in order to teach and show a real-life application of logarithms. My goal was and still is to make math meaningful to students.
I specialize in teaching English to those whose mother tongue is not English. I have an upper-grade elementary school student from Korea right now who was learned to read, say simple sentences, build basic reading comprehension in 9 months. She started out very shy and with zero knowledge of English. I have many other young students and also have experience teaching adults conversational skills.
I began taking flute lessons at the age of 8. I was a flutist in my elementary school band from fourth to sixth grade. I was first chair flute in my middle school concert band as an eighth grader. I was a member of the Glendale Unified School District concert band both years of middle school and was principal flutist of the Glendale Unified School District symphony orchestra as an eighth grader. I also competed in solo competitions as a middle school student.
In sophomore year of high school, my primary instrument changed to being trombone, but I continued to play flute recreationally.
I spent a year in South Korea teaching phonics to students in grades 1, 4, and 5 of elementary school.
When I first started teaching these students, the majority of them could not sing the alphabet song. I started at ground zero with them, and the upper grade children were able to phonetically sound out the words in simplified versions of Rumpelstiltskin and The Little Red Hen on their own within 10 months of receiving hour-long lessons twice a week.
I would first teach them the letters of the alphabet and the sound that each letter makes. For letters like c and g, we'd stick with the 'hard' sounds (e.g. cat, goat) initially. With the vowels, I would teach them the name of the vowel and its corresponding 'short' sound.
Then I would teach them consonant combinations such as bl, cl, sh, ph, ck. These would be followed by vowel combinations. I assigned students homework from workbooks.
I took four years of Spanish in middle and high school and scored an 800 on the Spanish SAT II. I'm by no means a native speaker, but spending one whole year in Mexico has given me much insight into colloquial expressions, and I can now freely apply many grammar concepts that had always given me a hard time in high school.
I began swimming competitively with a club team from the age of 9 and swam competitively all through high school. I was in varsity swim all four years of high school and was co-team captain my junior and senior years. My events were the 200 yd I.M. and 100 yd breaststroke.
A general idea of some of my personal best times are listed below:
50 yd free - high 27 seconds
100 yd breast - 1:15
100 yd back - 1:07
100 yd free - 1:00
200 yd i.m. - 2:35