Forever curious, always learning, deep thinking teacher.
I am a New Entrant teacher and loving it.
Learning Through Teaching
This site is the personal journey of one teacher, myself, as I have and continue to pursue excellence in my own professional practice. The subject pages highlight classroom activities that were successful, along with student products and downloadable resources. I believe that my personal inquiry into my teaching will never be completed; that it is forever open to exploration and new insight. Early on in my profession, I naively longed for the day when I would have perfected a bank of lessons, to be pulled out each year. Now, seventeen years later, I know that no two students, nor any two classes will ever be totally alike. Every lesson, every year, needs to be reworked to best meet the needs of the current class. Please feel free to borrow activity ideas, and to adapt them to better fit the needs of your own students.
At the foundational root of my philosophy is a belief that teaching is all about relationships. The connection between the teacher and each student, as well as with the collective class. Through sharing my reflective journey of being a teacher, I hope to encourage other educators around the world. In our world of diversity and gloriously messy differences, still we often find that due to our common humanity our experiences resonate. If my own musing and experiences do indeed resonate with you, please feel free to comment or contact me. I welcome the opportunity to build professional connections around the globe with inquiring and open-minded teachers.
Non-violent Crises Intervention I & II * Language Learning Intervention I & II * Yolanda Sorryl Phonics * Assessment for Learning (Clarity in the Classroom) * Feedback for Effective Thinking Conference * TES Math Workshop * Situational Leadership * Differentiation and the Curriculum: Connections between Assessment and Instruction * Curriculum Mapping * Backward by Design * Collaboration using iLife Tools * Learning 2.0 Conference * First Steps Reading * Making the Difference: Differentiation in International Schools * Strategies for Success with English Language Learners * ESL in the Mainstream * Collaboration in the PYP * Inquiry in the PYP * Language Arts in the PYP * PYP Beginning to Make it Happen * The Korean International Student * ACSI: Third Culture Kids in International Schools*
Professional Development Delivered to NIS Teaching Assistants
Daily Five Language Arts Structure
Language Arts Activities from First Steps and CAFE for Teaching Comprehension in Small Groups
Inquiry Learning - Completing a PYP IB Planner for a Professional Inquiry
Fostering Mathematical Inquiry Through Number Talks
Making and Administering an Oral Diagnostic Assessment for the NZ Maths Number Strategies
Observation Skills of Class Teachers
Writing a Philosophy of Education Statement
Pedagogical Foundations - An Introduction to the Theorists
Love Languages of Children (Chapman)
ACSI Teacher Conference, Vilnuis, Lithuania
Using the Facets of Understanding (Wiggins & McTighe) for Lesson and Assessment Design
ACSI Principals Conference, Kiev, Ukraine
Curriculum Design for Multi-Grade Classrooms
Facets of Understanding (Wiggins & McTighe)
Professional Development for TSEC Teachers
What is Corporate Culture?
Orientation to Almaty and TSEC
Being an inclusive faculty in New Zealand schools. New Zealand Journal of Teachers’ Work, 2010
This article looks at the imperative to be an inclusive faculty, particularly where new immigrant teachers are concerned. It reviews the cultural, human, intellectual and social capital of schools and introduces the concept of teachers’ professional capital. The question of its transferability from one school to the next is then raised. In particular, the transferability of an immigrant teacher’s professional capital to the New Zealand context is explored. Teachers are urged to value the professional capital of all new colleagues so that inclusive attitudes and practices among staff will engender stronger professional networks.
Balancing security and the emotional well-being of students. World Report, ACSI, 2003
How do schools balance security needs with the emotional well-being of their communities in the fear-induced atmosphere immediately following 9/11? How do they maintain appropriate vigilance as the immediate concerns ease and yet still keep our students' childhoods free of fear.