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Future Elementary Educator Portfolio
Transcript of Future Elementary Educator Portfolio
* Aveda Institute Des Moines alumni panelist 2010 - present
* Aveda Spa Mentor for Art of Life Salon & Spa 2009 - present
* PEO Chapter CU 2001 - present
* Aveda Institute Des Moines Accreditation Committee 2010-2012
* Domestic Violence Awareness guest speaker for Children & Families of Iowa shelter 2010, 2011
* Multicultural Vision Program Scholar 2001 - 2005
* Iowa State University’s nationally recognized & awarded Cantamus Women’s Choir 2002 - 2005
* Morris Scholar 2001 - 2003
* Iowa State University’s Lyrica Women’s Choir 2001 - 2002 Education Des Moines Area Community College Introduction to Education Future Elementary Educator Erin M. Parks Strengths * Exceptional written and verbal communication skills, with an eye for detail
* Excellent interpersonal skills, phone manner, and office etiquette
* Extremely productive in a high-volume professional environment
* Over 10 years of experience using Microsoft Office
* Quick-learner & self-starter with a positive attitude and a desire to teach and nurture others
* Life-long experience of caring for and enjoying children
* Great listener with a high level of approachability and empathy
* A collaborator who believes that "teamwork makes the dream work" Aveda Institute Des Moines Iowa State University of Science & Technology Bedford Community High School email@example.com January 2013 - present May 2010 - November 2010 October 2008 - February 2009 August 2001 - December 2006 August 1997 - May 2001 * Completed 12 credit hours towards a bachelor's degree in Elementary Education *Attained Iowa License of Massage Therapy & Bodyworks *Attained Iowa License of Esthetics *Multicultural Vision Program scholar
*Completed 109 credits towards a bachelor's degree in Liberal Arts & Sciences *Attained high school diploma PORTFOLIO To obtain a position among education that allows me to share and enhance my passion for learning, children, and teens, as well as help students seek their whole potential by guiding them through their personal, social, and cognitive development. Honors Shelly Bettis, owner of Art of Life Salon & Spa (515)201-7549
David VanGinkel, former owner of Art of Life Salon & Spa (515)771-3674
Penny Schemppe, career counselor (712)251-1440
Rick Carter, Pharmacist & owner of Carter’s Pharmacy (660)582-5475
Deb Garrett, store manager of Carter’s Pharmacy (816)271-3297
Claudia Lemper, Senior Sales Director for Mary Kay Cosmetics (515)291-3341 Educational Psychology Exceptional Learners Elementary Educators Math I Spring 2013 Spring 2013 spring 2013 Spring 2013 What's next? PSY 281: Educational Psychology Spring 2013 A reflection of my journey... Key Concepts & Theories Peer Reviewed Research Sociocultural Diversity EDU 213: Introduction to Education Spring 2013 EDU 245: Exceptional Learners Spring 2013 MAT 114: Elementary Educators Math I Spring 2013 12 Credits DMACC Summer 2013
18 Credits ISU Fall 2013
15 Credits ISU Spring 2014
12 Credits ISU Summer 2014
15 Credits ISU Fall 2014
Student Teach Spring 2015
Iowa State University Graduation Spring 2014
Obtain Des Moines area school district teaching position
Begin Master's program in Counseling Fall 2017 We could learn a lot from crayons. Some are sharp; some are pretty; some are dull, while others bright; some have weird names, but they have all learned to live together in the same box.
-Robert Fulghum http://www.cnn.com/2013/04/30/living/wilcox-integrated-prom/index.html Segregated Prom Tradition Yields to Unity http://www.edchange.org/multicultural/papers/edchange_10things.html http://www.psychologytoday.com/blog/snow-white-doesnt-live-here-anymore/201304/learning-name-and-see-all-lifes-colors Socioeconomic Status & Education http://www.education.com/reference/article/socioeconomic-status/ Educational Psychology: A Tool for Effective Teaching Educational Psychology - a branch of psychology that specializes in understanding teaching and learning in educational settings. Teaching is linked to both the science and the art of skillful, experienced practice for success (Bonney & Sternberg, 2011; Danielson, 2010).
Effective teachers are knowledgeable, possess good classroom management skills, are diverse thinkers and culturally well-rounded, guide students to become life-long learners, are goal-setters & -planners, and are committed to giving students the best educational environment and learning experience possible. Social Contexts & Socioemotional Development Contemporary Theories Bronfenbrenner's Ecological Theory (Bronfenbrenner & Morris, 2006) consists of five environmental systems that range from close interpersonal interactions to broad-based influences of culture. Erikson's Life-Span Development Theory consists of eight stages of development that unfold as people go through the human life span. Individual Variations What is Intelligence? Intelligence consists of problem-solving skills and the ability to adapt to and learn from experiences. Gardner's Eight Frames of Mind (Campbell, Campbell, & Dickenson, 2004)
Verbal skills: The ability to think in words and to use language to express meaning (ex. authors, journalists, speakers)
Mathematical Skills: The ability to carry out mathematical operations (ex. scientists, engineers, accountants)
Spatial Skills: The ability to think in 3-D (architects, artists, sailors)
Bodily-kinesthetic Skills: The ability to manipulate objects and be physically adept (surgeons, dancers, athletes)
Musical Skills: A sensitivity to pitch, melody, rhythm, and tone (composers, musicians, and music therapists)
Intrapersonal Skills: The ability to understand oneself and effectively direct one's life (theologians, psychologists)
Interpersonal Skills: The ability to understand and effectively interact with others (successful teachers, mental health professionals, customer service technicians)
naturalist Skills: The ability to observe patterns in nature and understand natural and human-made systems (farmers, botanists, ecologists, landscapers) Sociocultural Diversity Culture refers to the behavior patterns, beliefs, and all other products of a particular group of people that are passed on from generation to generation (Kitayama, 2011; Shiraev & Levy, 2010) Socioeconomic Status (SES) refers to the grouping of people with similar occupational, educational, and economic characteristics. individualistic:
collectivistic: having a set of values that give priority to personal goals rather than group goals (Western cultures)
having a set of values that support the group (Eastern cultures) Low SES: less education, less power to influence schools, fewer resources than higher SES
Children in poverty face problems at home & at school (Huston & Bentley, 2010).
Schools in low-income neighborhoods often have fewer resources & less-experienced teachers. Students experience more family conflict, violence, chaos, & family separation. There is less intellectual stimulation, more tv viewing, inferior deteriorating schools & childcare facilities, more pollution & crowded, noisy homes, & parents who are less involved (Evans, 2004). Ethnicity Multicultural Education "ethnic" = "nation" refers to a shared pattern of characteristics such as cultural heritage, nationality, race, religion, and language. is education that values diversity and includes the perspective of a variety of cultural groups on a regular basis. Empowering Students: consists of providing people with the intellectual and coping skills to succeed and make this a more just world.
involves giving students the opportunity to learn about the experiences, struggles, and visions of many different ethnic and cultural groups.
objective is to raise minority students' self-esteem, reduce prejudice, and provide more equal educational opportunities Learners Who Are Exceptional Inclusion refers to the idea of placing students with special education needs in the general education classroom and other school activities full-time. Inclusion is a legal right. The Education for All Handicap Children Act was enacted in 1975, and was replaced by the Individuals with Disabilities Education Act (IDEA) in 1990 to be reauthorized in 1997 & 2004. The goal of any classroom management program is to minimize the amount of time you spend addressing behavior issues and maximize the time you spend on what’s most important – educating your students! Classroom Management in Special Education Organizing students to make the most of the time you have with them
Using incentive programs and meaningful consequences to achieve desired behaviors
Coordinating with co-teachers, general education teachers, and staff to maximize your efforts ... a legal document that IDEA requires the educational team to write for each exceptional child. IEP must include:
statement of present educational performance
educational services to be provided
criteria and procedures for determining that the instructional objectives are being met What is Special Education? Special education is classroom or private instruction involving techniques, exercises, and subject matter designed for students whose learning needs cannot be met by a standard school curriculum. "... only the brave dare look upon difference without flinching."
- Richard H. Hungerford from "On Locusts"
Autism Spectrum Disorders According to the Iowa Administrative Rules of Special Education, the following disabilities make a child eligible for Special Education: Behavior Disorder Hearing Impairment Intellectual Disability Multiple Disabilities Physical Disorders Learning Disabilities Speech & Language Disorders Traumatic Brain Injury Visual Impairment Children Who Are Gifted Characteristics: above average intelligence (IQ 130+)
superior talent in some domain such as art, music or math
Precocity, march to their own beat, & a passion for mastery Individualized Education Plan (IEP) Attention Deficit Hyperactivity Disorder (ADHD) Emotional Disorders by Adia & Erin Managing the Classroom Classrooms need to be managed effectively... "The Crowded, Complex, and Potentially Chaotic Classroom" (Walter Doyle 1986, 2006) Getting off to the right start... Make careful use of the first few days and weeks of school
Engage in advanced planning
Communicate your rules and procedures
Get students engaged Management & Strategies: Help students spend more time on learning and less time on non-goal-directed activity.
Prevent students from developing problems Principles of Classroom Arrangement Reduce congestion in high-traffic areas.
Make sure all students are visible.
Make materials and supplies accessible.
Make sure all presentations are visible to students. Please turn to page 486 in your textbook . . . Personalizing your classroom Minimalist Creating a Positive Environment Authoritative Permissive
Authoritarian Classrooms are multidimensional. Activities occur simultaneously. Things happen quickly. Events are often unpredictable. There is little privacy. Classrooms have histories. Do you think it is more effective to guide and structure classroom activities or emphasize a disciplinary role? Seating Arrangement Styles Rules and Procedures What are some effective ways to get students to abide by classroom rules?
How would you develop a positive relationship with students?
What are some good ways to get students to share and assume responsibility?
How do you reward appropriate behavior? Good Strategies Nonverbal Communication Reading your students Giving students enough time to reflect The Importance Of . . . "No matter how well you have planned and created a positive classroom environment, problem behaviors will emerge." (Santrock) Minor
keep activity moving
move closer to student
provide needed instruction
directly and assertively tell the student to stop. Moderate
isolate or remove student
impose a penalty Interventions Outside Resources
principal or counselor
find a mentor Bullying . . . Unorganized http://www.pacer.org/bullying/?gclid=CLK2oLLRy7YCFegWMgodomIA8A http://www.apa.org/pubs/journals/releases/spq-25-2-65.pdf
Bullying has been conceptualized as a distinct type of aggression characterized by a repeated and systematic abuse of power (Olweus, 1999; P. K. Smith & Sharp, 1994). In addition to acts of deliberate physical aggression, bullying also includes verbal aggression (e.g., name calling and threats), relational aggression (e.g., social isolation and rumor spreading), and cyber-aggression (e.g., text messaging and e-mailing hurtful messages or images), a new venue for inflicting harm in an increasingly electronic youth culture (Williams & Guerra, 2007). Because bullying involves a bully and a victim, early research tended to dichotomous children into one of these two mutually exclusive groups. However, there also appears to be a third group of bully victims who both bully and are bullied by others. Erin's mom, Dr. Linda Gray Smith, provided us with some tips about creating, teaching, & maintaining rules. Homey I began the semester lacking knowledge and experience in psychology, not knowing even simple things like properly phrasing sentences to correlate with the research of concepts and theories. As the semester went on, I improved in this area, and also learned more about myself and my relationships with others than I ever could have imagined. I was able to heal some past emotional scars, enhance a couple of strained relationships, and enrich the way I interact with my son by learning how to better understand, manage, and relate to him. I also discovered what I am most passionate about for my future career in education. Closing the gap of educational fairness in diversity as well as for low-socioeconomic status is something that I am anxious to focus on by raising awareness and involvement. Being raised in a family of mid- to high-socioeconomic status and now raising my son as a single parent, I am well-rounded in my experiences of understanding and possessing empathy for both ends of the spectrum. Being biracial and adopted into a Caucasian family and transplanted into a small, rural Iowa town, as well as having culturally diverse experiences allows me to relate to people of various backgrounds. This Educational Psychology course has enhanced interpersonal skills as well as intrapersonal skills within me that I am excited to utilize in my future classroom.
- Erin * This article combines humor, cultural diversity, and literary history in relation to Sociocultural Diversity. * Great change can start first within yourself. This article focuses on empowering students by being a better multicultural educator in reference to Sociocultural Diversity. * By understanding the correlations of SES, families, & schools, I will be better at finding promising solutions to the problems related to Sociocultural Diversity. * This article reminds all of us that prejudice and racist beliefs still exist in our nation, & that it is worth fighting for change and equality for Sociocultural Diversity. This will help improve relationships among children from different ethnic groups. Education is the most powerful weapon you can use to change the world.
-Nelson Mandela Socioeconomic Status in Education Home Environment of students of low socioeconomic status School Environment of Low Socioeconomic Communities LONG journey to school Freedom Writers (2007) The Vicious Cycle low socioeconomic status illiteracy poverty low access to education ...and it keeps going and going and going until a link of the cycle breaks. This is often a generational cycle. domestic crowding undrinkable water poor health lack of education facilities workplace is insufficient low salaries conflict violence lack of experience People living in these conditions tend to endure higher levels of depression anxiety aggression ADD Alzheimer's Disease effect family stability malnutrition poor brain functions unsafe lack of financial resources available to school school facilities falling apart lack of experienced teachers rote learning equipment outdated hunger teenage pregnancy delinquency It's a slippery slope... 2x more likely to drop out of school What do we do??? EMPATHETIC teachers Get INVOLVED Make a DIFFERENCE Mentor Programs academic-related activities outside school hours community service projects cultural enrichment and personal development activities Quantum Opportunities Program Strategies for Working with Children in Poverty Improve thinking and language skills. low interest in school Understand that students from impoverished families are not likely to have access to the same resources as those from middle-income families. Don't over discipline. Make student motivation a high priority. Think about ways to support and collaborate with parents. Look for ways to involve talented people from impoverished communities. Observe the strengths of children from low-income backgrounds.