Spanish in Kindergarten

Throughout the year, I have exposed the Kindergarten students to a variety of Spanish. We have been engaged through songs and activities to bring Hispanic culture to life. Parents have been contacted throughout the year regarding happenings in the classroom.

The students have celebrated Mexican culture through the cooperative lesson of mixing ingredients to make a layered dip. We enjoyed traditional Mexican music while we dined and made a tribal art project called “The God’s Eye.”


As the year progressed, the students’ curiosity for Spanish has grown exponentially. They’ve used the language in every day conversations, asked for new vocabulary, and documented what they’ve learned.

Despite the fact that language is not offered at the elementary level until 2nd grade, my students have already begun an extraordinarily important journey of learning a World Language.

Students' demonstration of Spanish awareness through journal writing:

"Cabeza, hombros means head and shoulder. I love Spanish so much. I learned 3 songs."

"Gracias means thank you and I say adios amigos. That means goodbye."

"I know lots of Spanish songs."

"Arbol is a tree."

Magnetism Unit including Objectives, Outcomes, Assessments, and Reflections

LET'S EXPLORE WITH MAGNETS!

Unit by: Candice Groves
Cooperating Teacher: Jenifer Mihalik
April 11, 2005-April 29, 2005
Washington Elementary School
Bristol Township, PA

Overview:

In this unit, I plan to engage the students in an in-depth, science and mathematics exploration. We will be exploring magnetism as we experiment with the different properties of magnets and their many uses. I plan to give the students the opportunity to predict the outcome of an experiment, as well as reflect upon the day’s activities with a personal science journal.
The unit on magnetism will span three weeks of instruction, with three days of exploration per week. The students will work in small groups and individually in order to benefit from different types of instruction. Nine lessons will cover a basic discovery session with a magnet as an introduction and will conclude with a culminating activity involving a group discussion of the concepts learned. A Power point presentation will be used as a visual aid in order to highlight these concepts.


Investigative Areas Covered:

-How can a magnet be made?
-What will it attract and/or repel?
-How do they attract/repel?
-What are they used for?
-What different kinds are there?
-Will they attract through something?

Teacher’s Objectives:

When students have completed the unit, they will be able to recognize and explain basic properties of magnetism as a result of their observations and experimentations. They will be able to explain attraction and repulsion, the qualities of a magnetic object, the strength of a magnetic force, how a temporary magnet works, and how a compass works.

I want the students to have the confidence to take risks while practicing and fine-tuning the skills of prediction and hypothesizing. They have the opportunity to correct any misconceptions through investigation. I’d like the children to have an appreciation for science experiments and making discoveries on their own. While realizing that magnets and magnetism is a large part of our everyday lives, the students will gain a deeper appreciation for the investigation behind why magnetism works the way in which it does.

I will be asking many high and low level questions about why magnets work in which the way they do, why they interact with other materials, and how the phenomenon of magnetism can be explained at a second grade level. The nine lessons I have planned will aid in their learning experience by prompting them and driving the investigative process.


Objectives for Students:

The major objective for this unit is for students to be able to explain magnetism using key concepts learned throughout the study. Written in student language, this question may be phrased, “How do magnets work?” This essential question drives the study of the unit. Some other areas of study might be: How do magnets react with other magnets? What are magnets used for? How can magnets be made? What makes something magnetic? These and other questions will be addressed and reviewed throughout the investigations.

Observation/Assessment/Evaluation:

I plan to assess and evaluate the students both formally and informally. At the very beginning of the unit, the students will complete a KWL with me. I will be able to familiarize myself with concepts some students already understand and that which they would like to learn. At the end of the unit, revisiting this chart will serve as an informal assessment of their understanding of magnetism.

Throughout each of the nine lessons, I will observe the behaviors I anticipate the students to exhibit. I hope to see the students using appropriate vocabulary that they will copy into a science glossary which will serve as a reference. I will document these behaviors using a facilitation grid.

By asking prompting questions and listening for appropriate responses during lessons, I will be able to note if the children are exhibiting an understanding of the concepts integrated into each lesson. When appropriate, the students will use a worksheet that will assess their understanding of that particular activity.

At the end of the last lesson, I will give a mini-quiz of about six questions that asks the students to explain the concepts they’ve learned and tell about their favorite part of the unit.

As an on-going assessment, each of the students will keep a science journal that they helped design. At the end of each lesson, the students will start their dated entry with “Today I learned…” and write a minimum of two to three sentences about that day’s lesson. I plan to collect the journals in order to read their entries that day. I will be able to explain or reinforce any concepts that require clarification.

Post-Assessment:

What I Know About Magnets

Directions: Answer each question in complete sentences.

1. What can a magnet do?

2. How many poles does a magnet have? What are they called?

3. What would happen if you put two magnets together?

4. What would happen if you put a crayon near a magnet? Why do you think so?

5. What if you put a paper clip near a magnet? Why do you think so?

6. What was your favorite part of the magnet unit?

Draw your favorite part of the magnet unit here:


Reflection:

This unit has been an absolute success. The students have shown a complete understanding of magnetism throughout the nine day study. I’ve heard vocabulary being used freely and correctly both formally and informally. Their journals have been detailed, though some have needed encouragement to do so. Many students have drawn cards or written me letters to say how much they loved the study of magnets. I am so pleased with their love for investigative science!


**Note: Pictures of the unit can be seen in the slideshow on the homepage.

Letter of Recommendation

March, 2008

To Whom It May Concern:

I am pleased to write this letter on behalf of Ms. Candice Groves. I have the pleasure of working with Candice, my classroom assistant, in our kindergarten classroom this year.

Candice is such a valuable part of our class. Not only is she loved by all the students, but she brings professionalism and a caring attitude to everything she does. She is able to reach every student through differentiation and various approaches every time she teaches. Candice is well-prepared every day, so asking her to jump in on a moments notice is never a problem.

Candice has such a wonderful style with the children. She has great classroom management techniques and is able to facilitate a wonderful learning environment. You can tell that she invests herself into everything she does.

In addition to Ms. Groves’ professional skills, she is warm, empathetic, generous, and authentic with students, staff, and parents. She is always willing to take on additional responsibilities and duties in order to support her colleagues and administrators.

It has been a wonderful experience to work with Ms. Groves this year. I respect her as a professional and as a colleague.

I would be honored to recommend Candice Groves for any position in the educational field.

Sincerely,


Marianne Bloom
Kindergarten Teacher

Letter of Recommendation

April 18, 2005

To Whom It May Concern:

It gives me great pleasure to recommend Ms. Candice Groves to you. Ms. Groves was a student in both my Child Development class and in my Observation and Participation seminar that was a major course in the Junior Professional Experience (JPE).

Ms. Groves was a conscientious student who was always well prepared for class and completed all assignments in a thoughtful and thorough manner. Through her coursework and discussions, Ms. Groves demonstrated her ability to critically analyze, synthesize and evaluate information. In the Observation and Participation seminar, Ms. Groves incorporated her knowledge of how children learn and develop into her lesson plans and her unit on the community. Ms. Groves’ field placement was in an inclusive 2nd grade. In order to meet the diverse needs of her students, she learned how to differentiate instruction to meet the particular needs of all of the students. What stands out most in my mind was Ms. Groves’ obvious enjoyment in teaching. She was always an enthusiastic teaching, expressing a genuine love of children and teaching through her smiles and laughter. She established a warm rapport with the children right from the beginning.

In addition to a strong focus on her academics, Ms. Groves is an active member on campus. She is a board member of Kappa Delta Pi, a national honor society in education. In this role, Ms. Groves assisted in the planning and coordination of the Kappa Delta Pi conference on campus.

I very highly recommend Ms. Groves to you. Should you have questions, I can be reached at (609)771-2727 or jeberly@tcnj.edu.

Sincerely,


Jody L. Eberly
Assistant Professor
Elementary and Early Childhood Education

Sample Language Arts Lesson Plan and Scaffold

Candice Groves
Sample Lesson Plan
Language Arts: Short Vowel Sounds 25-30 minutes

-Objectives: Students will be able to identify short vowel sounds and understand the importance of vowels.

-Standard: 3.1 (Reading) All students will understand and apply the knowledge of sounds, letters, and words in written English to become independent and fluent readers, and will read a variety of materials and texts with fluency and comprehension.

-Materials: Chart paper, markers, baskets, picture cards, dice with vowels, white boards, worksheet to record words.

-Hook (5 minutes): Typical Morning Message written without vowels on chart paper.
Who can read my message? What do you notice about the way it’s written?

Same Morning Message with vowels written in a different color ink.
Who can read my message now? Which one is easier to read? Why? Do you see any words that do not have a vowel?

-Benchmark (5 minutes): Make list of vowels and why they are important. Review short vowel sounds.
I want to make a list to see what we know about vowels. Who can tell me something that they know about vowels? What sound does the short _ make?

-Student-directed small-group activities in Leveled groups (at tables, 10-15 minutes):
Red and Blue groups: Sort pictures into Short Vowel baskets.
Orange and Green groups: Roll die, create a word with that short vowel sound, and write on chart.

-Teacher-directed mini-lesson (on carpet, 10 minutes):
Yellow group: Identifying and isolating short vowel sounds with white boards. Write a word, find vowel, and identify sound.
I’d like you to write the word _ on your white board. Circle the vowel. What sound does _ make in this word? Can you tell me a rhyming word that has the same vowel sound?


-Closing (5 minutes): Write students’ names on board.
How do I pronounce _’s name? Can you hear a short vowel? What about if I made that vowel say itself? Is his/her name still the same? Why do you think the vowels in your name are important? Soon, we will also talk about long vowels that say themselves when you pronounce them.

-Technology: www.teacher.scholastic.com/activities/ - letter recognition www.starfall.com – letter recognition & letter sounds

-Assessment: Facilitation grid to informally assess and write anecdotal records.

-Extension: Create made-up words using short vowel sounds.

New York Birth - 2 Certificate

Classroom Management Plan

Of all the accomplishments I've had in my short educational career, one of the most prized is my classroom management skills. A former superintendent, Dr. Loretta Bellina, had written the following on an observation report, “Ms. Groves’ classroom management skills are excellent. She gains the attention of the group by her tone of voice. She is consistent and even tempered in her delivery. It was evident that the routines and procedures were established in her classroom.” Without classroom management, learning cannot be effective. If too much time is wasted on avoidable behavior issues or lengthy transitions, less time can be devoted to crucial instruction.

Speaking in a clear, loud voice can decrease unnecessary repetitions. Students feel more comfortable if they are aware of any important announcements or directions. This is something I am responsible for and can control. Children should be able to hear my voice being projected from all areas of the classroom.

In the elementary years, walking in the hallway is an inevitable part of the school day. Throughout the year, hours are spent transitioning from one part of the school to the other. From the beginning of the year, I have students practice appropriate ways to behave in the hallway. Poems and songs can be useful to serve as reminders, but encouraging and verbally rewarding good behavior is essential.

An expected, easy to follow routine is crucial for students' comfort. It should be posted in an accessible place and referred to often in order to encourage the class to do so as well. Although flexibility is necessary at times, predictability is important. Routines can be seen in regard to the order of class periods, certain activities throughout a lesson, transitions, specials, etc. The first weeks of school are spent discussing and practicing these routines until they become second nature. Revisiting various aspects of routines or altering them may be needed to keep them fresh and effective.

Wall space should used to hang up reminders such as class contracts, rules, and expectations. They are mere decorations if the students' attention is not drawn to them at certain times. The more student-created and drawn posters, the better. If the class feels as if they've taken a part of the rules, the more likely they are to follow and own them. It is much more meaningful (and cost effective!) if they've penned and drawn a classroom tool rather than using a store-bought or teacher-made one.

In the event that students need a more individualized behavior plan, I would set one in place as soon as possible. I involve the student and the parent in a meeting regarding the plan and draft a mutually agreed upon contract. If one or both are not followed, specific anticipated consequences will be expected and implemented.

Having a visible reward system helps students stay focused on a goal. Although some teachers do not believe in the "sticker approach," I think positive reinforcement with a visual element is helpful in the elementary years. The idea of having a sports theme for the year, such as football, can lend itself to many self-esteem building activities. Choosing team names throughout the year gives the class a sense of belonging in small groups. Continually referring to the students as "teammates" reaffirms this type of classroom behavior. Teams can advance down the chart of a football field, yard by yard, to score a touchdown. When this small goal is reached, the team can redeem predetermined rewards, such as extra computer time, lunch with me, sitting at the teacher's desk, etc. This theme can include reaching the "Superbowl" in June. I have the same goal in mind for my students as they do--graduating to the next grade level by reaching the "Superbowl."

Every aspect of classroom management matters--whether it involves small glances and gestures or larger more in-depth projects and discussions. I expect my classroom to run like a well-oiled machine with the help of my students. If a piece is in need of repair, it will be addressed and rectified immediately.

Undergraduate & Graduate Transcripts

The College of New Jersey
Undergraduate Transcript
Candice A. Groves
Undergraduate Academic Record

Secondary Schools:
Cresskill High School- NJ Graduated Jun 2001

Test Scores:
10-01-00 SAT VERB=560, MATH=550, TOT=1110
06-01-00 SAT VERB=590, MATH=550, TOT=1140

Degrees Awarded:
BACHELOR OF SCIENCE May 13, 2005
School of Education
Majors: Early Childhood Education
Spanish
Honors: Magna Cum Laude
Cum GPA: 3.683

Transfer Credit Applied to Fall 2001
Fairleigh Dickinson,Williams Jun 2000 - Aug 2000
PHYSICS I B 3.00
Jun 2001 - Aug 2001
HUMANITIES II A- 1.00
School Total: 4.00

----------------------Fall 2001------------------------

Admitted Program:
School of Education
BACHELOR OF SCIENCE
Major: Early Childhood - Spanish

-------------------------------------------------------
ECED-099-01 SCHOOL OF EDUCATION SEMINAR
P (1.00)
Exclude Credit
IDSC-151-21 ATHENS TO NEW YORK A- 3.00 11.01
MATH-105-04 MATH STRUCT & ALGORITHMS FOR ED
A- 3.00 11.01
RHET-101-55 RHETORIC I A- 3.00 11.01
SOCL-101-12 INTRO SOCIOLOGY B+ 3.00 9.99
SPED-101-05 EXC POP IN SOCIETY A- 3.00 11.01
-------------------------------------------------------
Good Standing
Dean's List

AHRS EHRS QHRS QPTS GPA
Current 16.00 15.00 15.00 54.03 3.602
Cumulative 20.00 19.00 15.00 54.03 3.602

---------------------Spring 2002-----------------------
ECED-105-01 INTR EARLY CH ED B+ 1.00 3.33
ENGL-233-06 WOMEN WRITERS A- 3.00 11.01
MATH-106-04 MATH STRUC & ALGORITHMS ED II
A 3.00 12.00
RHET-102-32 RHETORIC II A 3.00 12.00
SPAN-203-02 SPEECH AND GRAMMAR REVIEW A 3.00 12.00
SPAN-211-03 COMPOSITION AND GRAMMAR REVIEW
A 3.00 12.00
-------------------------------------------------------
Good Standing
Dean's List

AHRS EHRS QHRS QPTS GPA
Current 16.00 16.00 16.00 62.34 3.896
Cumulative 36.00 35.00 31.00 116.37 3.754

----------------------Fall 2002------------------------
ART -101-03 FOUNDATIONS OF ART B- 3.00 8.01
ECED-206-01 GUIDING LEARNING/YOUNG CHILDREN
A 2.00 8.00
IDSC-252-19 SOCIETY, ETHICS, TECHNOL A 3.00 12.00
PHIL-200-02 BASIC PHILOSPHCAL ISSUES A- 3.00 11.01
SPAN-215-01 INTRO SPANISH PHONETICS I/ B 3.00 9.00
SPAN-241-02 INTR TO LIT IN SPANISH I B+ 3.00 9.99
-------------------------------------------------------
Good Standing
Dean's List

AHRS EHRS QHRS QPTS GPA
Current 17.00 17.00 17.00 58.01 3.412
Cumulative 53.00 52.00 48.00 174.38 3.633

---------------------Spring 2003-----------------------
ECED-340-01 DEV & LRNG YNG CHILD A- 4.00 14.68
LAWJ-100-04 INTR TO CRIM JUSTICE A- 3.00 11.01
RDLG-205-01 CH LIT/STORY TELLING A- 3.00 11.01
SPAN-216-01 NOTICIAS/CUR EVNTS SPAN SPK WLD
A 3.00 12.00
SPAN-311-01 SURVEY/SPANISH PENINSULAR LIT
B 3.00 9.00
-------------------------------------------------------
Good Standing
Dean's List

AHRS EHRS QHRS QPTS GPA
Current 16.00 16.00 16.00 57.70 3.606
Cumulative 69.00 68.00 64.00 232.08 3.626

Transfer Credit Applied to Fall 2003
Bergen Comm College Jun 2003 - Aug 2003
GENERAL BOTANY A 4.00

----------------------Fall 2003------------------------
ECED-314-03 OBSERVA & PARTICIPATION A 5.00 20.00
ECED-319-03 SOC SCI & SCI ECED A 3.00 12.00
ECED-491-03 CREAT LRN EXP YNG CH A 2.00 8.00
ELEM-484-03 MULTICULTURALISM IN ELEM ED
A- 1.00 3.67
MATH-342-03 TCHG MATH ELEM SCHOOL A 1.00 4.00
PHED-496-03 SURV TCH HPE/SAF ELEM A 1.00 4.00
RDLG-316-03 RDG/LANG EXP YNG CHLDRN A 3.00 12.00
SPAN-301-02 ADVANCED SPANISH GRAMMAR REVIEW
B 3.00 9.00
-------------------------------------------------------
Good Standing
Dean's List
Internal Transfer

AHRS EHRS QHRS QPTS GPA
Current 19.00 19.00 19.00 72.67 3.825
Cumulative 92.00 91.00 83.00 304.75 3.672

---------------------Spring 2004-----------------------

Program Changed To:
Majors: Early Childhood Education
Spanish

-------------------------------------------------------
HIST-221-02 EUROPE IN EARLY MODERN PERIOD
A- 3.00 11.01
INCD-240-02 COMPUTER LITERACY A- 3.00 11.01
MDLA-390-01 2ND LANG ACQUISTION REL METHODS
B+ 3.00 9.99
MUSC-350-81 MUSIC MODRN AMER SOCIETY A 3.00 12.00
-------------------------------------------------------
Good Standing
Dean's List

AHRS EHRS QHRS QPTS GPA
Current 12.00 12.00 12.00 44.01 3.668
Cumulative 104.00 103.00 95.00 348.76 3.671

Transfer Credit Applied to Summer 2004
Bergen Comm College Jun 2004 - Aug 2004
ASTRONOMY A 4.00

---------------------Summer 2004-----------------------
SPAN-303-10 CIVILIZATION OF SPAIN I/ B+ 3.00 9.99
-------------------------------------------------------
Good Standing

AHRS EHRS QHRS QPTS GPA
Current 3.00 3.00 3.00 9.99 3.330
Cumulative 111.00 110.00 98.00 358.75 3.661

----------------------Fall 2004------------------------
ANT -110-01 INTRO TO CULTURAL ANTHROPOLOGY
B+ 4.00 13.32
SPA -304-02 CULTURE & SOCIETY SPANISH AMER
B 4.00 12.00
SPA -312-03 SURVEY OF SPANISH-AMERICAN LIT
A 4.00 16.00
SPA -497-01 POST FRANCO DETECTIVE FICTION
A 4.00 16.00
-------------------------------------------------------
Good Standing
Dean's List

AHRS EHRS QHRS QPTS GPA
Current 16.00 16.00 16.00 57.32 3.583
Cumulative 127.00 126.00 114.00 416.07 3.650

---------------------Spring 2005-----------------------
ECED-489-01 ST TCHG EARLY CHLDHD A 10.00 40.00
RDLG-422-01 DIAGNOSIS RDG DIFF A 2.00 8.00
-------------------------------------------------------
Good Standing
Dean's List

AHRS EHRS QHRS QPTS GPA
Current 12.00 12.00 12.00 48.00 4.000
Cumulative 139.00 138.00 126.00 464.07 3.683

Requirements completed for BACHELOR OF SCIENCE
--------End of Undergraduate Academic Record------------

Display Transcript 855484446 Candice Groves
Jun 01, 2010 06:59 pm


Institution Credit Transcript Totals Courses in Progress
Transcript Data
STUDENT INFORMATION
Curriculum Information
Current Program
Master of Education
Program: MED Reading
College: Education
Major and Department: Reading, Secondary & Mid School Educ
DEGREES AWARDED
Sought: Master of Education Degree Date:
Curriculum Information
Primary Degree
Program: MED Reading
Major: Reading
Attempt Hours Passed Hours Earned Hours GPA Hours Quality Points GPA
Institution: 24.000 24.000 24.000 24.000 96.000 4.000
INSTITUTION CREDIT -Top-

Term : Fall 2008
Major: Reading
Subject Course Level Title Grade Credit Hours Quality Points R
CIRL 601 GR THEOR FOUNDTNS OF LITERACY A 3.000 12.000
CIRL 633 GR SOC/PSYCH LING & RDG A 3.000 12.000
Attempt Hours Passed Hours Earned Hours GPA Hours Quality Points GPA
Current Term: 6.000 6.000 6.000 6.000 24.000 4.000
Cumulative: 6.000 6.000 6.000 6.000 24.000 4.000


Term : Spring 2009
Major: Reading
Subject Course Level Title Grade Credit Hours Quality Points R
CIEC 618 GR LANG DEV&EMERGENT LITRCY A 3.000 12.000
ELRL 617 GR CHILDREN LITERACY 21CENT A 3.000 12.000
Attempt Hours Passed Hours Earned Hours GPA Hours Quality Points GPA
Current Term: 6.000 6.000 6.000 6.000 24.000 4.000
Cumulative: 12.000 12.000 12.000 12.000 48.000 4.000

Term : Summer 2009
Major: Reading
Subject Course Level Title Grade Credit Hours Quality Points R
ELRL 605 GR ADV INQUIRY LIT CHILDREN A 3.000 12.000
Attempt Hours Passed Hours Earned Hours GPA Hours Quality Points GPA
Current Term: 3.000 3.000 3.000 3.000 12.000 4.000
Cumulative: 15.000 15.000 15.000 15.000 60.000 4.000

Term : Fall 2009
Major: Reading
Subject Course Level Title Grade Credit Hours Quality Points R
ELRL 620 GR DIAGNOSIS RDG PROB:PRAC A 3.000 12.000
ELRL 625 GR ADOLESC & ADULT LITERACY A 3.000 12.000
Attempt Hours Passed Hours Earned Hours GPA Hours Quality Points GPA
Current Term: 6.000 6.000 6.000 6.000 24.000 4.000
Cumulative: 21.000 21.000 21.000 21.000 84.000 4.000

Term : Spring 2010
Major: Reading
Subject Course Level Title Grade Credit Hours Quality Points R
ELRL 621 GR REMEDIATN READ PROB:PRAC A 3.000 12.000
Attempt Hours Passed Hours Earned Hours GPA Hours Quality Points GPA
Current Term: 3.000 3.000 3.000 3.000 12.000 4.000
Cumulative: 24.000 24.000 24.000 24.000 96.000 4.000


TRANSCRIPT TOTALS (GRADUATE) -Top-

Attempt Hours Passed Hours Earned Hours GPA Hours Quality Points GPA
Total Institution: 24.000 24.000 24.000 24.000 96.000 4.000
Total Transfer: 0.000 0.000 0.000 0.000 0.000 0.000
Overall: 24.000 24.000 24.000 24.000 96.000 4.000

COURSES IN PROGRESS -Top-

Fall 2010
Major: Reading
Subject Course Level Title Credit Hours
ELRL 623 GR PRACTICUM TEACHING READING 3.000
ELRL 624 GR ADMIN & SUP READ PROGRAMS 3.000

New Jersey Early Childhood Certificate

New Jersey Elementary Certificate

List of References

1. Mr. Brian Gatens, Principal of Harrington Park School, Harrington Park, NJ
(201) 768-5700, gatens@nvnet.org

2. Dr. Loretta Bellina, Former Superintendent of Ho-Ho-Kus Public School, Ho-Ho-Kus, NJ
(201) 227-7791, lbellina@cresskillboe.k12.nj.us

3. Mr. Michael Fox, Principal of Demarest Middle School, Demarest, NJ
(201) 768-6061, foxm@nvnet.org

4. Mrs. Jenifer Mihalik, Cooperating Teacher 2nd grade, Washington Elementary School, Levittown, PA
(215) 945-9482, jmihalik@btsd.us

5. Dr. Jody Eberly, Early Childhood Education Professor, The College of New Jersey, Ewing, NJ
(609) 771-2727, jeberly@tcnj.edu

6. Mrs. Marianne Bloom, Kindergarten Teacher, Ho-Ho-Kus Public School, Ho-Ho-Kus, NJ
(201) 652-4555, mbloom@hohokus.org

7. Mr. Ron Wohlgemuth, Art Teacher, Demarest Middle School, Demarest, NJ
(201) 768-6061, wohlgemuth@nvnet.org

Philosophy of Teaching

From a young age, I never had a doubt I’d one day be a teacher. I have always been fascinated by children and their learning capabilities. Because I am fortunate enough to come from a large family, I have had many informal opportunities to witness the miracle of their discoveries. I want to use my passion for helping others by channeling it into a profession.

I close my eyes and envision my classroom as a place the children love to be. The inviting environment pleases them and their parents. There is no anxiety or fear, no worries or insecurities—just happiness and an eagerness to learn. The parents will feel comfortable communicating with me and I with them. There is nothing more important for children than the love and support of parents and teachers.

The classroom should be alive with colors and decorations that are student-made and student-friendly. The walls are an interactive canvas filled with informal ways to learn and display work. The students’ interactions should be positive and natural, because their expectations will be clear. Those expectations will be put in place from the start, to ensure a constructive beginning to the year.

The time schedule should not be too tedious. A set schedule is necessary because it creates an air of comfort, but needs room for adjustment due to the fact that the teaching profession as a whole is centered on flexibility. A little spontaneity shakes the day up a bit and makes the activity more attention-grabbing.

The activities in which they engage during this schedule will promote their cognitive, social-emotional, language, and physical developments. I will plan for a variety of materials so the children have the ability to make choices. When they are in control of certain aspects of their education, they will become more invested. I do not want them to become bored or disinterested with the choices of activities; they require a proper amount of stimulation to promote development.

I will teach my students in various ways in order to support their different intelligences. Through the use of facilitation grids and informal assessments, I will be able to group them according to their needs to make their learning more effective and meaningful. Although aware of the fact that their abilities will differ greatly, I will find a way to reach each student to avoid frustration.

Class discussions and informal conversations should be common throughout their periods of discovery and amazement. As the year progresses, I hope to see a vast improvement in the way in which each child conveys his or her ideas to the class. In this way, the children are not only learning from my guidance, but also from their fellow classmates. I plan to set aside times in which they can talk with me privately. Since every child will not be comfortable speaking to the entire class, I can reach more students effectively.

My classroom is one in which learning is natural and considered life-long. I strive to be someone who can provide a level of guidance and support, while still being a role model with an insatiable need for knowledge. Exercising my knowledge of children and their development is essential, but I will still be open to new ideas from parents, colleagues, or administrators. Looking toward the future, I see my teaching improving with each and every lesson.