An Outstanding teacher
There are many skills and attributes required for a teacher to be
successful. A teacher plays many roles in the classroom. S/he is at times a
therapist, a nurse, a student, a parent, a friend, a performer but always an
instructor. An outstanding teacher willingly accepts all these roles and
demands of the job with a compassionate and enthusiastic spirit. An outstanding
teacher must also be passionate, patient and persistent. Aside from having the
right attitude, a teacher must also be organized, punctual, professional,
hardworking and observant. An outstanding teacher not only wants to make a
difference but knows how to make a difference by positively impacting the lives
of his/her students. An outstanding teacher must not only have this knowledge
and possess these skills but also know how to put these ideas and theories into
practice. My opinion on what skills and attributes are necessary to be an
outstanding teacher has come from my observation and collaboration with three
amazing teachers, Jonelle Semancik (Grade 3, Crim Elementary), Suzana Weber
(Grade 1, Our Lady of Mercy), and Sharon Duffner (Title I, Ely Elementary).
Although these teachers have very different styles, I have learned through observation
and experience under the guidance of my mentor teachers exactly what it means to be an
outstanding teacher. They have helped me develop the skills and attributes necessary to
follow in their ways and become the outstanding teacher I have always aspired
to be.
successful. A teacher plays many roles in the classroom. S/he is at times a
therapist, a nurse, a student, a parent, a friend, a performer but always an
instructor. An outstanding teacher willingly accepts all these roles and
demands of the job with a compassionate and enthusiastic spirit. An outstanding
teacher must also be passionate, patient and persistent. Aside from having the
right attitude, a teacher must also be organized, punctual, professional,
hardworking and observant. An outstanding teacher not only wants to make a
difference but knows how to make a difference by positively impacting the lives
of his/her students. An outstanding teacher must not only have this knowledge
and possess these skills but also know how to put these ideas and theories into
practice. My opinion on what skills and attributes are necessary to be an
outstanding teacher has come from my observation and collaboration with three
amazing teachers, Jonelle Semancik (Grade 3, Crim Elementary), Suzana Weber
(Grade 1, Our Lady of Mercy), and Sharon Duffner (Title I, Ely Elementary).
Although these teachers have very different styles, I have learned through observation
and experience under the guidance of my mentor teachers exactly what it means to be an
outstanding teacher. They have helped me develop the skills and attributes necessary to
follow in their ways and become the outstanding teacher I have always aspired
to be.
The importance of differentiation
Throughout my years of study and past two years working in an urban district,
I have learned the true importance and necessity of differentiation. Each student brings a
variety ofskills, beliefs, knowledge and culture into the classroom. The challenge for
educators is to determine how to best meet the various needs of all students. I
have had the fortunate opportunity to work with several groups of extremely
diverse students. In my first practicum in the summer of 2013, I taught
preschoolers at the Jordan Child Development Center. Of the fifteen students
enrolled at the center, seven were bilingual. This allowed me to focus on
incorporating studies on different cultures. Also, the students ranged in age
from 3-5 years. Because this is a rapid time for development and change, each
lesson planned had to be scaffolded to challenge higher level thinkers and
assist developing minds.
I also interned in a third grade classroom in
Bowling Green from August 2013-February 2014. During this time, I was required
to create differentiated lessons because there was a wide variety of reading and
thinking skills in this classroom. There were four ESL students, seven
struggling readers and one gifted student. I accommodated these differences by
working to lessen the gap between learners. I typically created differentiated
centers in which the students would be performing similar tasks but at different
levels. I found one of the key aspects of mastering differentiation to be
constantly assessing, both formally and informally. This helps to meet each
student where they are for each specific lesson.
For my second student teacher internship, I was selected among
my peers in the college of education at Bowling Green State University to
complete the final 2.5 months of my experience in Rio de Janeiro, Brazil. Here I
taught first grade at Our Lady of Mercy American School. All twenty of my
students were at least bilingual. Most were native Brazilian Portuguese speakers
with developing English language speaking skills. Being in a different country,
with a different language and different culture forced me to strongly consider
how to address the wide range of skills in my classroom. The diversity in this
classroom taught me many things about how to be an exceptional educator and I am
confident that the skills I have developed as a result of these experiences have
prepared me to constantly consider how to differentiate each lesson to
appropriately challenge each student.
For the past two years, I have taught second grade in an urban district. My students have
a wide range of skills and abilities across subject areas. I have found one of the most
beneficial ways to reach all levels of learners is through small group instruction.
By planning differentiated reading and math centers, I have been able to appropriately
challenge all levels of learners. During small group instruction, I am able to tailor lessons
to their specific needs. Working with students in small groups allows me to better individualize
instruction and build strong relationships with my students as I come to know them not only as
students but also as individuals. As I tell my students, my job as their teacher is to ensure everyone
gets what they need to be successful and I have found the most effective way to insure this is
through data-driven, differentiated, small group instruction .
I have learned the true importance and necessity of differentiation. Each student brings a
variety ofskills, beliefs, knowledge and culture into the classroom. The challenge for
educators is to determine how to best meet the various needs of all students. I
have had the fortunate opportunity to work with several groups of extremely
diverse students. In my first practicum in the summer of 2013, I taught
preschoolers at the Jordan Child Development Center. Of the fifteen students
enrolled at the center, seven were bilingual. This allowed me to focus on
incorporating studies on different cultures. Also, the students ranged in age
from 3-5 years. Because this is a rapid time for development and change, each
lesson planned had to be scaffolded to challenge higher level thinkers and
assist developing minds.
I also interned in a third grade classroom in
Bowling Green from August 2013-February 2014. During this time, I was required
to create differentiated lessons because there was a wide variety of reading and
thinking skills in this classroom. There were four ESL students, seven
struggling readers and one gifted student. I accommodated these differences by
working to lessen the gap between learners. I typically created differentiated
centers in which the students would be performing similar tasks but at different
levels. I found one of the key aspects of mastering differentiation to be
constantly assessing, both formally and informally. This helps to meet each
student where they are for each specific lesson.
For my second student teacher internship, I was selected among
my peers in the college of education at Bowling Green State University to
complete the final 2.5 months of my experience in Rio de Janeiro, Brazil. Here I
taught first grade at Our Lady of Mercy American School. All twenty of my
students were at least bilingual. Most were native Brazilian Portuguese speakers
with developing English language speaking skills. Being in a different country,
with a different language and different culture forced me to strongly consider
how to address the wide range of skills in my classroom. The diversity in this
classroom taught me many things about how to be an exceptional educator and I am
confident that the skills I have developed as a result of these experiences have
prepared me to constantly consider how to differentiate each lesson to
appropriately challenge each student.
For the past two years, I have taught second grade in an urban district. My students have
a wide range of skills and abilities across subject areas. I have found one of the most
beneficial ways to reach all levels of learners is through small group instruction.
By planning differentiated reading and math centers, I have been able to appropriately
challenge all levels of learners. During small group instruction, I am able to tailor lessons
to their specific needs. Working with students in small groups allows me to better individualize
instruction and build strong relationships with my students as I come to know them not only as
students but also as individuals. As I tell my students, my job as their teacher is to ensure everyone
gets what they need to be successful and I have found the most effective way to insure this is
through data-driven, differentiated, small group instruction .
More About me
I originally began my college career as a dance major at The
University of Akron. Although I no longer perform, I still enjoy taking various
types of dance classes including Zumba, ballet, and Samba. I also enjoy pilates and yoga and have
been able to incorporate my love for dance, yoga and movement into my lessons
as morning exercises, brain breaks, stress relievers and for educational
purposes (for example, the continent dance to teach the 7 continents). In order
to further strengthen my teacher education, I decided to transfer to Bowling
Green State University in the Fall of 2012. I was immediately impressed by the
knowledgeable staff and took full advantage of all field experience
opportunities. In the Fall of 2013, two other students and I were selected
amongst 15 of our peers to complete part of our student teaching experience in
Rio de Janeiro, Brazil. I have experience, therefore, in a third grade at Crim
Elementary in Bowling Green, Ohio as well as at Our Lady of Mercy American
School in a first grade in Rio de Janeiro. While teaching in Rio, I learned so
much about the culture, myself as an individual and a teacher as well as how to
be a more effective teacher to young, bilingual students. In the summer of 2015, I obtained
my reading endorsement and am currently working towards my masters in reading with a projected
completion of December 2017.
University of Akron. Although I no longer perform, I still enjoy taking various
types of dance classes including Zumba, ballet, and Samba. I also enjoy pilates and yoga and have
been able to incorporate my love for dance, yoga and movement into my lessons
as morning exercises, brain breaks, stress relievers and for educational
purposes (for example, the continent dance to teach the 7 continents). In order
to further strengthen my teacher education, I decided to transfer to Bowling
Green State University in the Fall of 2012. I was immediately impressed by the
knowledgeable staff and took full advantage of all field experience
opportunities. In the Fall of 2013, two other students and I were selected
amongst 15 of our peers to complete part of our student teaching experience in
Rio de Janeiro, Brazil. I have experience, therefore, in a third grade at Crim
Elementary in Bowling Green, Ohio as well as at Our Lady of Mercy American
School in a first grade in Rio de Janeiro. While teaching in Rio, I learned so
much about the culture, myself as an individual and a teacher as well as how to
be a more effective teacher to young, bilingual students. In the summer of 2015, I obtained
my reading endorsement and am currently working towards my masters in reading with a projected
completion of December 2017.