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University of California, Santa Cruz (Literature)
University of Southern California (Master's)
I attended the University of California, Santa Cruz from 2003 to 2007. I majored in Literature whilst working with CalSOAP, an organization that provided outreach work. The four-year internship allotted opportunity to motivate students to pursue higher education and simultaneously allowed me to incorporate collegiate pedagogy into daily afterschool tutoring sessions (group and one-on-one sessions). The internship inspired me to apply to the University of Southern California’s Master of Arts in Teaching program (M.A.T) and continue growing as an educator. The M.A.T program allotted excellent field-experience– a semester in high school and a semester in middle school – paired with classes that instilled ideas and methods on ways to properly teach one’s subject matter in a class setting. I graduated from this program in 2008 and have been teaching, therefore, since the 2008 - 2009 academic year in charter and private schools.
My most recent job was at STAR Prep Academy, a private school in Culver City, CA. From 2011 to 2014, I served as their English teacher. I taught seventh through tenth-grade English, served as the English Foundations teacher (a class that provides extra English support), and worked with the senior class via Senior Thesis (a class that guides seniors as they work on their culminating research papers).
Additionally, from 2011 to the present, I have served as a private tutor throughout Los Angeles. My lessons pertain to literary analysis, grammar and style, and writing (persuasive, expository, narrative, and descriptive).
Former students, their parents, and administrative supervisors would vouch for the creativity and rigor I bring to a campus. I intertwine old and new-age pedagogy to help harvest the intellect, talent and character of students. I attended the University of California, Santa Cruz from 2003 to 2007. I majored in Literature whilst working with CalSOAP, an organization that provided outreach work. The four-year internship allotted opportunity to
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I have served as an English Language Arts teacher since graduating from my M.A. in Teaching program at the University of Southern California in 2008. Since 2008, I have worked with middle and high school students, combining standards and project-based learning in daily pedagogy.
From 2011 to 2014, I served as the English Foundations teacher at STAR Prep Academy, a private school in Culver City, California. The class provides student support, focusing on concepts the students need to further practice to be on par with grade-level requirements. The younger students, for example, would focus on sentence variety (simple, compound, complex, compound-complex); the older students would focus on punctuation (colon, semicolon, hyphen, etc) and writing style via conjunctive adverbs.
Additionally, since 2011, I have served as a private English tutor and incorporated grammar lessons into my weekly sessions.
I have taught literary analysis since 2008. The students and I focus on the elements of literature (e.g. concepts of a tragedy; character development; theme). However, we also address challenging, thought-provoking ideas that one finds in the subtext of a novel (e.g. existentialism and nihilism; Freudianism; degeneration). In addition to the latter concepts, I also focus on literary terms one sees in the prose. For example, when teaching Toni Morrison's Sula, I introduce juxtaposition: The act of placing nouns together to compare and contrast, allowing the audience to attain a deeper understanding of the nouns and the overall message they convey. Authors often create characters that purposely contrast, revealing a greater truth behind that individual and society. Once the term is learned, I group the students and provide them with visuals (e.g. surrealist paintings; photographs; magazine ads; etc) so they can deconstruct the visuals, identifying the juxtaposition that is present, and deciphering the conveyed message. At this point, my role has changed into a facilitator, allowing the students to socially construct the knowledge in their groups and as a class when we come together to discuss what we have discovered.
I have addressed reading comprehension primarily in my tutoring sessions. With my students, I have chosen books that trigger their interest, are on par with their current grade level, and challenges them, gradually introducing them to a more complex narrative. The students and I decipher passages and stories, focusing on the narrative's subtext and what it reveals about human nature, personal experience, and societal commentary. Additionally, when focusing on passage reading, the students and I compare and contrast the experience of the characters with ours, allotting opportunity for the students to personalize the text.
I have taught writing throughout my tutoring and teaching career, focusing on narrative / creative, analytical, investigative, expository, descriptive, and persuasive / argumentative writing. Writing assignments vary and are presented via a personal connection with the students, ascertaining they are engaged, invested, and take ownership in the assignment at hand. When focusing on narrative / creative writing, for instance, I have used photojournalistic images pertaining to topics that interest the students. The students write a narrative that incorporates the image into the prose via a specific scene, or they find a way to incorporate the picture's essence.
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