Here's me (middle, red) performing a dance with my company at the AS220 Spring Works in Progress Showing. Our dance is about kids in school not wanting to sit down or be quiet. photo credit Nikki Carrera
Welcome to my teaching portfolio! Here I have written about who I am and how I want to teach. I am reflecting on one year's worth of student teaching in an independent summer enrichment program, a dual language charter school and an inner city public school during my time studying for my Masters of Arts in Teachig at Brown University. All three schools were in my hometown of Providence, Rhode Island.
Here is me teaching in the fall at the International Charter School in Pawtucket, Rhode Island. I student taught in third grade. For a full list of the schools I taught at please see my contexts for learning page. In these pages I am reflecting on my growth as a teacher as guided by the Brown Practice Based Standards, a set of guidelines for best practices in the classroom. Each standard delienates various principles of learning and teaching such as Roles and Relationships, Planning and Assessment. I have made a page deomstrating what each standard means to me. I have also included pictures, videos and samples of student work that tell a little about the standards in context. Please feel free to email me if you have any questions regarding these pages. I regularly check the gmail account below:
A Little More About Me
Originally from Rhode Island by way of Northern Vermont, I graduated with a B.A in Spanish and a minor in Dance from Colorado College in 2008. I began teaching for the Migrant Education program in 2009 and continued to work in Adult Education at Dorcas Place, Full Service Community Schools and The Institute for the Study and Practice of Nonviolence. Additionally, I dedicate a lot of my time to practicing and performing Post Modern and Contemporary Dance with Boston based Zoe Dance. I hope you will see my love of the visual and perfoming arts as you look through these pages. Enjoy!
"The teacher once placed a broom on the floor of the classroom. As students entered the class, they all stepped around or over the broom. After all the students were seated, the teacher picked up the broom and began to lecture them. Why didn't any of them pick the broom up? Did they think it belonged on the floor? Who were they waiting for to tell them what was right? The message of the lesson was contained in her repeated words, 'You cannot afford not to think! You have to think! No one will think for you, and if they do, they mean you no good!'" (Delpit p.126)