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I am a recent graduate of Teachers College, Columbia University with an M.A in Early Childhood and an EdM in Deaf Education. My teaching experience consists of 2 years of teaching 2nd grade, 1 year teaching ESL in Korea, and 6 months working as a preschool floater. In addition, I have 3 years of experience in teaching ESL to international students ranging from elementary to college.
My pedagogy tends to be a blend of different philosophies of progressive, behaviorism, and constructivism as I apply different techniques on a case-by-case basis. Hence, I tailor the lessons according to the perceived needs of the student. In addition, I am always open to new ideas and suggestions and am eager to learn.
As a first generation immigrant, I went through the process of acquiring English as a second language. As a result of my experience, I was able to tutor other Korean students more effectively as I was able to expose differences between the English and Korean syntax. This opportunity came to me as my parents rented out the basement studio of our house for Korean military families. The families requested that I teach their children English to help them adjust to their new environment. My approach was relational in nature as I interacted with my students on peer level, showing them around and assisting them in daily tasks. In terms of formal training, I took courses in linguistics and multicultural education during my graduate program at Teachers College.
My experience with phonics first began in my own childhood as a new immigrant. I learned phonics during my reading period and therefore have some familiarity with this subject. However, my formal training and credentials for teaching phonics come from my previous work experience and graduate program at Teachers College, Columbia University. Having taught second grade phonics for two years, I gained familiarity with bottom-up approach which involves teaching reading from the phonological to textual level. In terms of formal training, my program consisted of courses in language development, linguistics, and visual phonics-an instructional tool used for children with language difficulties. My degrees in Early Childhood and Deaf Education allowed me to learn more about various reading strategies for young children, as well as those with hearing impairments.
I have taken different literacy courses in grad school and at my work; therefore, I am familiar with different approaches to reading - i.e. phonics, whole word, and balanced literacy. Equipped with these strategies, I successfully helped students to develop fluency and comprehension skills.
As a Deaf Ed teacher/Special Ed graduate student, I took courses on language development and speech for the hearing-impaired. I studied the anatomy of the speech organs and had the opportunity to work with students as part of my training. I currently teach 2nd grade at a school where 90% of the population is Hispanic; therefore, I am comfortable with teaching ESOL, which entails teaching correct pronunciation.
My experience in this particular subject was gained as both a student and a teacher. As a student, I had to experiment with different strategies to help me learn the subject matter more efficiently due to my own unique learning styles. For this reason, I decided to learn more about the human mind and intellectual development in college and graduated with a bachelor of science in psychology. My education continued in graduate school as I learned about cognitive development and various learning strategies.
As a teacher, I worked with a diverse set of students from those with ADD to international students. Through this experience, I was also able to discover different approaches to studying and coach the students in better retention of the content. I intend to deliver the same service for my WyzAnt students.
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