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My name is Francesca C. I attended Davis and Elkins College (DNE) in West Virginia where I pursued an undergraduate degree in Sociology. I moved to Washington, DC in 2003 where I completed my undergraduate degree in Sociology and Anthropology at the University of the District of Columbia (UDC). In 2010, I received a Masters Degree in Educational Leadership from Argosy University in Virginia.
I pursued the field of education with hopes of obtaining knowledge and skills necessary to help others help themselves. My personal educational interests, for now, are focused on community revitalization and various educational projects. Philosophically, I believe in education which calls for and is used to develop the deepest qualities of character and compassion in people. To imagine the perfect experience, the perfect education, I imagine its application. John Dewey, Charles S. Peirce, and William James in the early twentieth century developed the theory called pragmatism in which they explained, “We can act on our best hypotheses or beliefs about something, knowing that even as we act, we can, and probably will, revise these estimates.” Meaning that learning takes place when structured and unstructured sequenced experiences occur; a connection is made between the knowledge and its purpose or usability.
After the January 12th, 2010 unforgettable earthquake I decided to relocate to Haiti in hopes of making a positive impact on the community through education. I taught English as a Second Language to high school and college students. I trained early childhood teachers on the teaching strategies, professional development, major theories, models of significant early childhood programs and the current issues affecting the field in the United States and in Haiti. The experiences that I have had in Haiti over the last two years are comparable to no other professional experience that I have had here in the United States. I love and enjoy teaching.
Each student is different, has his or her own way of learning and applying the material or subject learned. Each students motivation and appreciation for learning is different but my personal satisfaction comes from the students ability to make the connection between the knowledge and its purpose or usability. It's application.
Understanding the basics of the English grammar and its application. All parts of speech and their use in the English language will be covered. Writing and speaking English with proper utilization of grammar.
It is important for our students to understand the overall meaning of the message, whether it is presented orally or in writing, and not all the individual vocabulary words or each grammar structure used is clear.
Reading before reading:
Plan for the reading task
Set a purpose or decide in advance what the students will read for
Decide if more linguistic or background knowledge is needed
Determine whether to enter the text from the top down (attend to overall meaning) or from the bottom up (focus on the words and phrases)
During and after reading:
Verify predictions and check for inaccurate guesses
Decide what is and is not important to understand
Reread to check comprehension
Ask for help
Evaluate comprehension and strategy use
Evaluate comprehension in a particular task or area
Evaluate overall progress in reading and in particular types of reading tasks
Decide if the strategies used were appropriate for the purpose and for the tasks
Modify strategies if necessary.
The goal is the help the student increase in comprehension, speed, and vocabulary development.
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