Longwood University (Education)
Longwood University (Master's)
William and Mary (Other)
Throughout my long history as a teacher and principal in public school education, I have identified the best instructional practices that maximize student learning. I address all types of learning styles. I ensure that all prerequisite skills are mastered before moving through the next part of the curriculum. I find, particularly in Mathematics, that students who do not have the necessary prerequisite skills will ultimately fail because they simply are not ready to address more complex skills.
I am truly gifted in logic, scoring in the 95th percentile on my GRE. Upper level math courses,if a closer look is taken, are based on logic. I open each learning session with logic problems. As students solve these problems, they have fun and they gain confidence in their cognitive abilities. Confidence is extremely important to math achievement. Sometimes, struggling students believe they cannot understand math. I do not believe in this theory. I believe all students can not only understand math, but they can excel in this subject.
I use engaging activities and humor to make learning fun. If one presents the math curriculum in its basic form, it can be boring to some students. I use many learning activities with concept maps. I expect students to connect new knowledge with prior learning, and to cognitively reflect upon their learning. Then, the students reflect what they have learning, in their own words, to me.
I care for my students and respect them, breaking down the personal barriers to achievement. Students will learn if instructors believe in them and if personal, professional relationships are established with them.
I have been devoted to the educational profession all of my life. I am a worthy educator.
Throughout my long history as a teacher and principal in public school education, I have identified the best instructional practices that maximize student learning. I address all types of learning styles. I ensure that all prerequisite skills are mastered before moving through the next part of the curriculum. I find, particularly in Mathematics,
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Additional Information regarding my Algebra experience:
I taught students in Algebra for many years and they experienced a rise in their test scores and their understanding of Algebra during my tenure. I continued to learn best practices in teaching Algebra as I supervised and evaluated high school Mathematics teachers. I know all of the pedagogical strategies that help students learn the logic of Algebra, that help students see the applicability of Algebra, and that provide students with engaging, fun activities. I ensure that students have all of the prerequisite skills that lead to success.
In order to be admitted into the Ph.D. program at The College of William & Mary, I had to complete the GRE. One of the components of this test is the logic section. I scored at the 95th percentile, as compared to other persons taking the test across the nation. My score was the highest score in the history of William & Mary.
I teach Algebra from the logical point of view. I teach a unit on nothing but logic at the beginning of the semester. Students learn from this. They also have fun.
My experience and expertise in this area should qualify me to teach logic.
As a school administrator, I formulated and implemented a school-wide Algebra program that ensured all students had the necessary prerequisite skills to be successful in Algebra. The program was a great success.