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William Jewell College, Liberty, Missouri (Elementary education)
William Woods University (Master's)
Northwest Missouri State University (Other)
For over 30 years, I have served in public education in diverse roles. Experiences range from kindergarten classroom to secondary alternative school settings. I have served as a paraprofessional in an elementary special services classroom, elementary classroom teacher, elementary and secondary computer literacy, secondary social studies, and elementary principal. Serving as a district wide curriculum coordinator, I learned the importance of aligned instruction to insure as few learning gaps as possible for students. As building administrator and school age care administrator, I learned the value of building relationships with all stakeholders. After recently retiring from public education, I am thoroughly enjoying my new role as Title 1 reading teacher in the private sector.
I have a current elementary teaching certificate in the state of Missouri, in addition to an extension in secondary social studies. Post-secondary degrees include: B.S./Elementary Education, William Jewell College (3.46 GPA); Masters/Elementary Education, William Woods University (4.0 GPA); and Ed. Spec./ Superintendency, Northwest Missouri State University (4.0 GPA).
In addition to professional experiences in education, my husband and I raised three children. Family life included Camp Fire Girls, Boy Scouts, Sunday School and VBS, sports and music lessons. As the children grew, we were active spectators at sporting and music performance events and contests. Our family continues to enjoy traveling and fine arts. With learning always being an aspect of our household, this summer I became a blogger, and published my first children's book in late September. The most important aspect I have learned through my experiences in education is that teaching is a two-way street, sometimes I teach students and sometimes they teach me.
For over 30 years, I have served in public education in diverse roles. Experiences range from kindergarten classroom to secondary alternative school settings. I have served as a paraprofessional in an elementary special services classroom, elementary classroom teacher, elementary
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I have a current elementary teaching certificate in the state of Missouri, in addition to an extension in secondary social studies. Post-secondary degrees include: B.S. in Elementary Education, William Jewell College (3.46 GPA); Masters in Elementary Education, William Woods University (4.0 GPA); and Ed. Spec. in Superintendency, Northwest Missouri State University (4.0 GPA). I have served in rural, suburban, and urban school districts.
Effective elementary math instruction has included the use of manipulatives and models to give students a more tangible understanding. Specific instruction, driven by assessment and observation data also promotes student success. Both strategies are more readily accomplished in small group, or one-on-one settings.
Teaching science is so much more fun when students are engaged in hands on activities. Some online activities are effective at simulating an actual experiment. Science is also a great opportunity for determining similarities and differences, and to practice note-taking, while learning about non-fiction text features. Coupling science non-fiction and fiction texts is one way to engage those students who may not be as interested in non-fiction.
Grammar is an essential element of professional writing. (Grammar check can only do so much, and has been known to make mistakes.) Stringent professors in my undergraduate studies held us strictly accountable to A.P.A. writing. I used the same handbook (or updated versions) throughout my graduate and post graduate studies. Publishing my first book last year was the ultimate assessment of my grammatical skills, and I seemed to have passed that hurdle with flying colors.
Effective elementary reading instruction has included the use of leveled texts of various genres, reading, writing and talking about text. Specific instruction, driven by assessment and observation data also promotes student success. Both strategies are more readily accomplished in small group, or one-on-one settings.
For me, teaching students to recognize spelling patterns is the foundation to spelling. Some children learn by rote, saying and writing each word over and over. Others may be top down readers, so top down spellers, seeing each word as a total unit. Still others, spell best when they "chunk" or decode words. Strategies may include using letter tiles to spell, online practice, crossword puzzles, etc.
I am currently tutoring a middle school student in reading based on my administrator's recommendation. In the public school setting, I have tutored intermediate students in reading and test taking strategies. Differentiated instruction provided a "tutor" like setting with the classroom, providing small group instruction, based on data, in reading and math.
Building a robust vocabulary is the keystone of effective reading and writing. Simply put, the more words students recognize, decode, and most importantly understand, the better readers and writers they are likely to be. I have used various strategies, such as word walls, Frayer models, and online activities to help students expand their personal vocabularies.