Southern Methodist University (Physical Education)
UNC-Charlotte (Graduate Coursework)
I have been a teacher for 27 years and nowhere near ready to retire. I have a plethora of teaching experiences from being a snow ski instructor in Vail, Colorado to teaching physical education in CA and then in Charlotte, NC. I moved to Asheville where I went back to school to get a teaching certificate in Elementary Education. I taught in the male Juvenile detention facility in Black Mountain. I returned to Charlotte for a more permanent teaching position and have taught mostly in Title 1 schools ever since, which is where I find children who are really frustrated, but don't know how to fix themselves. It isn't a student problem, but a teaching problem. I teach the way you learn.
To be honest, I was an athlete, and school was not fun for me. I feel like this has helped me be a better teacher to students who struggle, because I have been there. My students have been highly successful in all end-of-grade tests. I have been able to motivate all of my students, especially the children in grades 4 thru 6. I know what it is like going to school everyday and feel like a failure. I was not the round peg to fit into their round hole. I did what I had to do to graduate from college, and I'm glad I did. I want all of the children I tutor to know that YES, they can. There is no, I can't, because I know there are other ways to learn without sitting and staring at pages in a book wondering, why I have to learn this.
Children learn from an adult they trust. I have always been able to build a trusting relationship with all of my students each year.
I hope you will see my passion and dedication to a career I have been working on for 27 years.
I have found that there are very few children who have actually taught how to read or comprehend what they are reading using the comprehension strategies, like making connections and visualizing, my two favorites. These are my favorite strategies to teach, because they work every time, the way I teach them. If students know how to use these strategies, they will almost instantly improve their reading ability.
I wrote a 20-page research paper on grammar in elementary school. Teaching grammar is something our students are not taught. I teach more during a discussion than sitting at a desk. I do however believe that diagramming sentences is the fastest and best way to include everything necessary to be able speak and write formally.
I have studied the Common Core and use many resources to find differentiated lessons that actually teach what the standards are asking students to be able to do. I have spent the last four summers studying and unravelling these standards in 4th and 5th grades mostly.
I love teaching, and I didn't get into this career path to work at it for a couple of years. This has been a lifetime of true dedication. And I have outlasted many of my peers, my age. I guess the best way to explain my teaching is to say, that teaching isn't what I do, a teacher is who I am. This is all I do.
I am excited to meet and learn about children, who are tired of struggling and want to find someone who understands what it is like to not feel really successful most of the time.
I am also able to fill in those academic holes that maybe you missed during an absence, or need to be taught more than one time to learn the material and are sick of going on to the next unit, when you need more help with the one your class was just working on. I have been a teacher for 27 years and nowhere near ready to retire. I have a plethora of teaching experiences from being a snow ski instructor in Vail, Colorado to teaching physical education in CA and then in Charlotte, NC. I moved to Asheville where I went back to school to get a teaching certificate in Elementary Education. I taught in the
I have been teaching the Common Core curriculum for the past 4 years in the 4th and 5th grades and have been highly successful.
I love to watch my children collaborate in small groups while putting together a digital representation of their understanding of a concept in either Math, Reading, Social Studies and/or Science. My students have some of the greatest conversations. I have explained how to form a consensus instead of a majority rules model. Children take ownership of a project when they know they have had a say in how it will be developed and presented.
I also find my children's thoughts intriguing. I sometimes have a discussion of a problem I have asked them to solve, not a Math problem, but a societal problem.
Although the Common Core has only been in our schools for 3-4 years, I have been a teacher for 25 years. I have learned how to reach the various developmental and academic skills of many children. To explain the types of children I have been fortunate enough to teach would take much more paper.
I have found my place in teaching grades 3,4, 5 and 6. I have taught all of these grades and have been able to form close relationships with the students in order for them to be able to trust me and want to work hard for me.
I had the opportunity to attend the UNCC to study and become an educational administrator. However, after about 21 hours, I knew that my true calling was to be a teacher of children, not a teacher of teachers.
I have taught using many different kinds of materials, which have provided me with enough information to understand what each child needs to thrive in an educational environment. Students have different learning styles and need different learning environments. They also excel at different times of the day.
In closing, I just need to say that I have been around long enough to know what works in the former Standard Course of Study and what works in the Common Core, and I am able to use both curriculums to meet the academic needs of my students.