I have tutored both elementary students and high school students in this subject. In one setting, I worked with students at-risk of not graduating from high school to come to a better understanding of the subject. I have learned methods to explain concepts in alternative ways, especially for visual learners.
From the Wisconsin Department of Public Instruction, I hold a license to teach birth to age 21 as a reading teacher. I have the 316 reading teacher license. For the past 3 1/2 years I have taught and co-taught subjects at the Wisconsin Center for Gifted Learners, within the Magellan Day School, EPL. This school has programs for children ages 2 1/2 through 8th grade and we create a unique and individualized program for each student. I prepared curriculum for language arts, spelling, math, and art. I co-taught science, physical education, and dance. I was involved with planning of social studies and music.
I have taught math to students in a private elementary school. In this situation, many of my students have been visual learners, so I have practiced the art of employing hands-on activities to teach abstract concepts. I am familiar with teaching students concepts about addition, subtraction, multiplication, and division, time-telling, measuring, fractions, and usage of money.
In a high school setting, I was a team-teacher for biology courses for four years. When I began teaching in an elementary school, I was sometimes paired with the science teacher to plan integrated units connecting language arts and science. This background has deepened my understanding of science concepts and has given me skills to help students learn and make connections with other subjects.
My undergraduate course work included a major in English. For seven years I was directly employed as a teacher of English literature, composition, and grammar. In other teaching positions, I continued to use my background in English to work with students who struggled to write or make sense of both fiction and nonfiction texts. Most recently, I have gone back to school to get my reading teacher's degree. This has helped me to learn more about the manner in which students learn to read, which has been important in understanding how to help students who struggle with English as a subject.
From the Wisconsin Department of Public Instruction, I hold the 395 license (English as a second language) for grades 9-12. I both managed the ESL program and taught ESL courses at Lincoln High School for 4 years. In this setting, I taught sheltered classes in math, science, social studies, study skills, and language arts. I also team-taught biology and social studies to students with higher language skills. I tutored students individually who needed extra instruction. Moreover, for four years, I also taught college-age students from Dokkyo University in a summer program for 3 weeks. This consisted of teaching reading, writing, speaking, listening, and research skills. In addition, I taught an English and citizenship class to adults. These experiences have enabled me to work with both Hispanic and Asian students of varying ages who were learning English and find ways to help them understand a content area and to gain skills in reading, writing, speaking and listening to English.
Always a lover of literature myself, I majored in English in my undergraduate studies. I remain an active reader to this day. I have taught many works of literature in both high school and elementary classrooms. I have created my own materials for helping students better understand literature and have many resources to draw upon. In teaching literature, it is not just my goal to have students understand the plot, but to find personal connections to the characters and events that can help them grow and expand their own worlds.
As a teacher of English, I often teach students how to proofread. I enjoy explaining the relationships between parts of speech and rules of punctuation. Knowing this, recently a friend who was writing a novel also employed me to proofread her work. This was my first editing experience outside of a classroom setting, but years of teaching prepared me to do a thorough and accurate job.
As a language arts teacher both at the elementary and secondary levels, I have needed to incorporate public speaking into the classroom activities. Students of mine have had practice reading prose and poetry selections using expressive techniques. They have gained fluency reading through reader's theater activities, and have gained confidence in their own abilities by writing and then presenting their own speeches. In addition, I have almost 10 years of experience in either judging or coaching forensics.
After a ten-year hiatus from teaching Spanish, I have found myself again teaching and loving the language, the culture, and the chance to share my travel experiences, inspiring young people to see more of the world. Currently, I am teaching small groups of students who range from beginning their Spanish studies to having studied Spanish for the past eight years. I have prepared lessons focusing on grammar, vocabulary, and culture. I vary the lessons to involve speaking, reading, writing, and listening and use a great deal of songs, games, hands-on activities, TPR (total physical response), and art to enhance the language learning experience.
During my teaching career, I have had the opportunity to guide students in acquiring study skills. For some students, I worked on specific subject areas, including reading, and emphasized how to use text features, such as captions, bold print, headings, and illustrations. For other students, I needed to take a broader approach and worked on skills such as organization, time management, prioritizing, making lists, creating timelines and planning for deadlines, and finding the resources needed to gain knowledge in a subject area. I acquainted students with library resources and online resources available within the school setting.