Personal Teaching Approach

My personal teaching approach stems off of the idea that in order to successfully learn another language a student must be immersed in it.   From day one, I will introduce the English language by using many different teaching tools. Because each student may learn differently than the next, it is best to use many different learning techniques such as visuals, auditory, kinesthetic/tactile and explanatory lessons.

 I will teach students through experiences, exciting exercises and items that they feel are relevant. It is known that if a person feels connected to a topic, they are able to remember it better than a topic they are not connected to.

My classroom will be colorful, but organized, warm and inviting. Students will have clear expectations of the classroom procedures while also knowing that I care about them and their education. I will also use opportunities to get to know the students and their families.

I will be flexible as a teacher as new situations arise. Using this philosophy I hope to build and learn many new ways to engage my classroom and become a successful teacher.

Resume with organization links in purple and diploma

“The best worker we have had,”

-Renee Park

TEAM Habilitation client

“Very responsible, patient and caring,”

-Ciro Adamo

Danza Latina personal trainer

 

 

Objective

To obtain a position in English teaching where my educational training, leadership experience, competitive nature and love of learning and cultures will be utilized .

Selected Achievements

Ø      Received a certificate as a Highly Qualified English teacher through the Arizona Department of Education

Ø      Writing and in process of publishing a book.

Ø      Master’s of Education graduate with honors.

Ø      B.A. of communication graduate with honors.

Ø      Organizing and teaching a native Italian class in Pilates, in Italy for six weeks.

Ø      Exponential teaching experiences totaling over 2000 hours of in-classroom trainings.

Ø      Page Designer for college newspaper

Education  

2007-2010       M.Ed in Secondary English Education,

Grand Canyon University, Phoenix, AZ USA

3.89/4.0 g.pa.

2003-2006       B.A. in Communications/Public Relations

                  Grand Canyon University, Phoenix AZ, USA

3.45/4.0 g.pa.

1998-2002       Honors Diploma with Medical Magnet emphasis

      Alhambra High School, Phoenix, AZ USA

      4.12/4.0 g.p.a.        

Relevant courses included the following: ESL, English, Grammar, Secondary Education, Educational Psychology, Journalism, Communications, Speech, Business, and Marketing

Experience

2010-curr International “I” School, Japan

                  I am the head teacher to the oldest children in the Kindergarten. I teach with a Japanese co-teacher in the private, English Kindergarten. I have a classroom of 26 students. I also teach in the after school club from ages one-adult.

2010-2010 Eikawa Teacher, ittti Japan

                  Teach in a TEFL environment. I teach ages 4-30+. I follow a curriculum and am able to teach English in my own lesson. I also teach the Japanese teachers in English lessons as well.

            2002-curr   Tutor, Grand Canyon University

I provide tutoring services to college students at Grand Canyon University and in Japan. I implement my own lesson plans as well as tutor students based on assignments given in English.

2008-2009      Respite Provider, TEAM Respite and Habilitation

Provide in- home respite care for children with autism, attend all federal required training programs for persons working with disabilities qualifications, provide activities for clients, acquire a respectful and supporting working relationship with guardians of children.

2008-2008      Behavioral Therapist, Center for Autism and Related Disorders

Provide behavioral therapy for children with autism using Applied Behavioral Analysis Therapy, attend all case meets for clients, provide energetic learning environments for clients in their homes, successfully worked with a team of three or more therapists and case manager.

2007-2008      Alhambra Preschool Center/United Cerebral Palsy Preschool

Head teacher at APC with 20 students using Alhambra Preschool curriculum, lead teacher at UCP using NAEYC curriculum with 40 students, made and implemented weekly lesson plans, worked with students with disabilities and ESL students, worked with three other teachers.

Additional Information

Ø      75 teacher facilitated practicum hours

Ø      Native English speaker.

 

Example Lesson Plan for EFL/ESL classroom

This is a fun plan that will help correct grammatical mistakes that English language learners may make. 

This lesson plan is designed to aide with proper tense usage. To begin, students will be split into two groups. Group A will consist of tense phrases and group B will include action word. The room will also be divided into three time slots representing past, present and future. 

The phrases will include: Is, will be, has been. The actions include (and can be changed): singing, sitting, standing, dancing (it will be funny to watch as the students continue the actions all at the same time). 

To start the lesson, each member from group A will be teamed up with a member from group B. Depending on the number of students, there can be more than one team from each group.

After this is acomplished, students will be set loose into their roles. Students from group B will be performing their actions while students from group A find their designated time slot in the room. Once each team feels they are finished, the will sit down and wait to be called on. Once called on, the students from group A will explain their position. For instance, a present tense (is) student with a singing partner would say: "Lucia is sitting on the chair." 
*Other sentences are possible: She has been sitting there for ten hours. She is sitting there. She will be sitting there next. An example is: 

** Groups will earn points by correctly using their tense and identifying their partners by name and action.  An example sentence is: "Lucia is sitting." If the team is correct, they will earn 4 full points.


***Groups will receive bonus points for creativity in extending sentences. An example of a bonus sentence is: "Lucia is sitting on the chair, waiting for her boyfriend." This results in 11 points.

Teams will be switched, so that each classroom member will have a chance to be a tense phrase and an action.

Students will have fun with this activity and by acting out the tenses, they will have an easier time remembering. The time dividers will stay in the classroom for future visual prompting.