As an imaginative ELA teacher, I am committed to staying current with the latest teaching theories and trends, as well as behavioral studies. Strong subject areas include the teaching of composition, both English and American Literature, and theater. Being also a talented teacher, I am passionate about making the high school experience a positive one for all students who works to improve school climate so that all students can learn course materials, as well as the social skills they need to thrive in all aspects of their lives. And I am one who is at this stage seasoned with the experience of teaching nearly all ages, including transitioning adults, of course teens, but also college and elementary age students.
I am still presently employed full time by the high school; however, the summer weeks are open for such opportunities as part time employment affords. Have been department head for the past two years; teach AP Language and Composition, and presently teaching juniors taking Expository Writing I and II.
Over my seven year stint as uncle and counselor in the detention home both lock up and the shelter, I conducted at least two dozen extreme crisis counseling situations; interviewed and assessed hundreds of intakes; selected and compiled relevant information and resources for clients to support them in overcoming mental and emotional problems; completed documentation for all clients attending group sessions; and supported residential clients in mastering responsible life skill tasks, anything from brushing one's teeth to balancing a check book; and of course when necessary I was administered discipline appropriately and set limits for behavior; and led group therapy sessions on a regular rotation focusing on the topics pertaining to at-risk youth situations.
While I was in the direction of going for my Ph.D. in English Literature, I taught mainly English 100, Expository Writing and literature from the 200 undergraduate series, for the most part, Poetry and Drama in which I lectured and communicated effectively with students from diverse backgrounds; initiated thought-provoking classroom discussions to help students develop their critical thinking abilities; kept abreast of developments in the field by reading current literature and attending professional conferences; maintained regularly-scheduled office hours to advise and assist students; and counseled undergraduates in regard to educational and professional goals.
In my eleven years here I used a variety of teaching methods such as student-generated topics, small groups for formal presentations and discussions, demonstrations, experiments, in addition to lectures; met with parents and guardians to discuss students' progress at least once per semester; established positive relationships with students, parents, colleagues and administrators; participated in regular training courses to keep up-to-date with new teaching methods and developments in the field; drafted numerous letters of recommendation for students' college applications; and co-anchored the school's unique grade camp program.
To be board certified, I took on another masters program, and took all the praxis exams receiving highest honors; one of the being on the field test for scoring in the 95th percentile
There is such a thing as going almost the distance, but in this applicant's experience at this point, the more he worked on the dissertation, the more the teaching suffered and the reverse was just as true so that he became disheartened since the goal was to teach at a university as a professor; however, through the long ordeal, this applicant learned a second language, French; joined a select university chorus wherein he was the only male alto; and met, in his moonlighting teaching job at HPU his future wife and mother of their daughter, Skylar.
In these two years I also supplemented my living expenses by taking on a graduate assistantship
Here the applicant broadened and deepened his knowledge of literature and the analysis thereof; came as a college wrestler and midway switched extra-curricular interest to theater - spearheaded mainly by students - this applicant both was cast in leading roles and also directed; developed too here his love for the study of philosophy, especially eastern thought and religion which prepared him for the transition he would make to Hawaii, where interest in Japanese traditional Noh plays would have a central role in a much later dissertation proposal.
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