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I have taught second grade for 1 year, fourth grade for 2 years, fifth grade for 2 years, and 6th grade for 1 year. With the variety of age levels, I have been able to use diverse strategies in teaching. These diverse strategies appeal to the learning styles of my students. The various grades form a pool of knowledge and skills for me and allow me to adapt to the level of the student.
Not only have I taught in the city for the Chicago Public Schools in poor performing schools, but I have also taught in a charter school in the city as well where my students were reading and performing math at grade level. Therefore, I can reach students at any level in this way. Additionally, I have taught Pre-Ged Reading, GED Reading and English as a Second Language classes to many different students from a host of countries ranging from Taiwan, China, Poland, Spain, Mexico, Czech Republic, Lithuania, and the Middle East, etc.
I have taught students from many countries including Taiwan, Mexico, China, Japan, Malaysia, the Middle East, Poland, Lithuania, Romania, South America, etc. I started teaching ESL in 1995 at the college level for a suburban and city college and did that for 5 years, including time coordinating an ESL program at a city college.
Currently, I am teaching the same types of students at a suburban college and have been since 2007. I teach all levels of ESL from beginning to advanced. I also teach international students who are seeking a degree in an Intensive English Language Program. The subjects I teach in this program are Speech, Grammar, Writing, and Reading.
As a second grade teacher, a specialist for reading in my school, and a graduate student who learned about phonemic awareness, I have a good handle on phonics. I also use phonemic awareness with my ESL students to help them sound out words. We used DIBELS in both CPS and the charter schools to determine a student's phonemic and reading potential.
I was taught by Catholic school nuns when phonics was the way you learned how to read rather than using holistic methods of reading. However, I am an advocate of both knowing that stopping to sound out the syllables, vowels, consonants can detract from comprehension and fluency for some students. I do believe that each student brings his or her own background of reading to the text whether it is through phonics or holistic means. I like to use both.