Biographical Sketch:
A girl sits on a couch holding a doll on her lap. Her feet hardly reach the end of the cushions and her bare toes
are turned in like a pigeon. While pointing to the pictures, she reads an exciting book to the plastic doll. Later, she lines up her two dozen stuffed animals in rows on her bedroom floor. To her, she is no longer in a bedroom but a classroom. She is teaching her class about anything and everything she knows. Walking between the rows of Ty Beanie babies, she whispers encouraging words to each elephant, bunny, kitten and so forth.
That girl is me. I have always loved to teach. I grew up teaching my younger brother and sister and foster siblings. When I was a teenager I assisted at a preschool and daycare and after I graduated high school I taught English in mainland China. When I returned, I started working with children at the South West Behavioral Health center and the Family Support Center. I just can't seem to stay away from what I love doing most...teaching!
I have many attributes that will help me succeed as a teacher. I have been told by many people that I have a great deal of patience when it comes to taking care of children. Growing up in a large family full of foster siblings was never easy, but the experience helped me gain my forbearance. Also, I use my creativity to adapt lesson plans for different ages, abilities, language, interests, etc. I am always excited to learn more about children and the way they
think. I am always willing to try new methods in order to improve the classroom.
Although many goals change throughout time, there are certain ones that will never leave my sight, such as: Graduating with a degree in Elementary Education (Dec 2013), becoming a school teacher, and using my acquired
knowledge to inspire future teachers. I want to further my education in Health Sciences or Physical Fitness. I also look forward to raising intelligent children in my home with my wonderful husband.
are turned in like a pigeon. While pointing to the pictures, she reads an exciting book to the plastic doll. Later, she lines up her two dozen stuffed animals in rows on her bedroom floor. To her, she is no longer in a bedroom but a classroom. She is teaching her class about anything and everything she knows. Walking between the rows of Ty Beanie babies, she whispers encouraging words to each elephant, bunny, kitten and so forth.
That girl is me. I have always loved to teach. I grew up teaching my younger brother and sister and foster siblings. When I was a teenager I assisted at a preschool and daycare and after I graduated high school I taught English in mainland China. When I returned, I started working with children at the South West Behavioral Health center and the Family Support Center. I just can't seem to stay away from what I love doing most...teaching!
I have many attributes that will help me succeed as a teacher. I have been told by many people that I have a great deal of patience when it comes to taking care of children. Growing up in a large family full of foster siblings was never easy, but the experience helped me gain my forbearance. Also, I use my creativity to adapt lesson plans for different ages, abilities, language, interests, etc. I am always excited to learn more about children and the way they
think. I am always willing to try new methods in order to improve the classroom.
Although many goals change throughout time, there are certain ones that will never leave my sight, such as: Graduating with a degree in Elementary Education (Dec 2013), becoming a school teacher, and using my acquired
knowledge to inspire future teachers. I want to further my education in Health Sciences or Physical Fitness. I also look forward to raising intelligent children in my home with my wonderful husband.
The DESERT model
D.E.S.E.R.T. Model
Principles
D-Diversity (DM1):
Teacher candidates understand that diversity differences (i.e., race, gender, ethnicity, culture, exceptionalities, individual differences, etc.) affect learning and know how to provide educational opportunities that meet the needs of all students (TEAC QP1.2, Q. 1.3; Multicultural Perspectives, INTASC 2, 3, 9; UPTS 1, 3, 5).
E-Effective Pedagogy (DM2):
Teacher candidates can create effective and meaningful instruction and assessments for all students based on required subject matter knowledge, state content standards, curriculum goals, and use of technology (TEAC QP1.2, technology; INTASC 4, 6, 7, 8; UPTS 1-4).
S-Subject Matter (DM3):
Teacher candidates have a strong knowledge of the subject matter they will teach and can facilitate the acquisition of that knowledge in their students (TEAC QP1.1; INTASC 1, 6, 7; UPTS 1, 2).
E-Environment (DM4):
Teacher candidates can create physically and emotionally safe classroom environments that encourage active learning, self-motivation, and cooperative interaction among students (TEAC QP1.2, 1.3; INTASC 2, 5, 6, 8; UPTS 1, 2).
R-Reflective (DM5): Teacher candidates will be active learners and reflective practitioners, individually and with their
colleagues (TEAC QP1.3, Learning to Learn; INTASC 9, 10; UPTS 3, 5).
T-Teaching Dispositions (DM6):
Teacher candidates will foster a caring and professional relationship with students that focus on acceptance and their educational needs. (TEAC QP1.2, 1.3, Multicultural Perspectives; INTASC 2-8; UPTS 1-5).
Principles
D-Diversity (DM1):
Teacher candidates understand that diversity differences (i.e., race, gender, ethnicity, culture, exceptionalities, individual differences, etc.) affect learning and know how to provide educational opportunities that meet the needs of all students (TEAC QP1.2, Q. 1.3; Multicultural Perspectives, INTASC 2, 3, 9; UPTS 1, 3, 5).
E-Effective Pedagogy (DM2):
Teacher candidates can create effective and meaningful instruction and assessments for all students based on required subject matter knowledge, state content standards, curriculum goals, and use of technology (TEAC QP1.2, technology; INTASC 4, 6, 7, 8; UPTS 1-4).
S-Subject Matter (DM3):
Teacher candidates have a strong knowledge of the subject matter they will teach and can facilitate the acquisition of that knowledge in their students (TEAC QP1.1; INTASC 1, 6, 7; UPTS 1, 2).
E-Environment (DM4):
Teacher candidates can create physically and emotionally safe classroom environments that encourage active learning, self-motivation, and cooperative interaction among students (TEAC QP1.2, 1.3; INTASC 2, 5, 6, 8; UPTS 1, 2).
R-Reflective (DM5): Teacher candidates will be active learners and reflective practitioners, individually and with their
colleagues (TEAC QP1.3, Learning to Learn; INTASC 9, 10; UPTS 3, 5).
T-Teaching Dispositions (DM6):
Teacher candidates will foster a caring and professional relationship with students that focus on acceptance and their educational needs. (TEAC QP1.2, 1.3, Multicultural Perspectives; INTASC 2-8; UPTS 1-5).