Raji Suresh has over 15 years of experience as a learning support teacher. She has a strong background in special education and has worked with students with learning disabilities. She is pursuing further education in psychology while continuing her work providing learning support.
This document is a curriculum vitae for Sean K. Sayers Montalvo that outlines his education and professional experience. It details that he received a Ph.D. in Clinical Psychology from Carlos Albizu University in Puerto Rico and completed a postdoctoral fellowship in health services research at UNC-Chapel Hill. It lists his positions including as a senior psychologist at NC DHHS and various clinical roles. It provides a comprehensive record of his qualifications and career accomplishments.
Marni Steinhardt is an experienced educator with a Masters in Education from Mercer University and 7 state certifications in Special Education. She has worked as a teacher in various settings, including the Ronald McDonald House, Purple Hippo Art Studio, Georgia Cyber Academy, and Epstein School, developing individualized lesson plans and therapeutic sessions to meet each student's needs and goals. Her approach focuses on nurturing social, emotional, and personal growth alongside academics to help students achieve an enduring understanding and master their learning styles.
The document discusses the need, significance, objectives, aims, purpose, nature, characteristics, assumptions, and principles of guidance. It states that guidance is a continuous process designed to help individuals develop to their full potential in a way that benefits themselves and society. It aims to help people understand themselves, make adjustments, solve problems, set goals, and make beneficial life decisions. The focus of guidance is individual development rather than direction.
Guidance aims to help individuals discover and develop their potential through personal happiness and social usefulness, according to definitions from Ruth Strang, Crow & Crow, and the US Office of Education. The document outlines the principles, objectives, elements, types, advantages and limitations of guidance, as well as the establishment and processes of counseling.
The document discusses the origin and principles of guidance services. It began in 1905 with Frank Parsons who helped young people find work. Guidance provides assistance to help individuals direct their own views and decisions rather than being directed. It is needed due to changing social factors. Principles include respecting individual dignity and differences, and helping individuals enhance their self-perception through a continuous guidance process. Types of guidance include education, vocation, social, and personal. School guidance programs provide counseling, career information, testing, placement, and follow up support.
Mental health is important for teachers to effectively mold the next generation. The document outlines several programs to improve teacher mental health, including: 1) improving teacher-teacher and teacher-headmaster relations to foster cooperation and avoid blame; 2) arranging in-service courses and seminars for teachers to refresh their knowledge and skills; 3) ensuring job security through regular salary payments; and 4) improving teacher-community relations through common platforms to reduce isolation.
Liaison work with regular teachers, parents, administrators, resource room teachers, Group counselling, psycho education with parents, guidance and counselling programs in regular school
This document discusses the concept and principles of guidance. It defines guidance as assisting individuals, through their own efforts, to discover and develop their potential for personal happiness and social usefulness. The document outlines the need for guidance to help with self-understanding, problem-solving, decision-making, and optimal individual development. It also discusses the nature, scope, and principles of organizing guidance programs at different educational levels from elementary school through university. The goals of guidance include academic and social adjustment, career exploration, and facilitating each student's growth.
This document provides an overview of guidance and counseling. It defines guidance as a process of helping individuals understand themselves and their world to solve problems and pursue suitable paths. Counseling is a specialized service of guidance involving a trained professional helping an individual change attitudes and behaviors through direct contact. The document outlines the purposes, principles, types (educational, vocational, personal), and characteristics of guidance, as well as the definition, needs, and interactive nature of counseling. Overall it presents guidance and counseling as essential educational services focused on student development, problem-solving, and self-understanding.
This document outlines different types of assistance available at a school including health assistance provided by nurses and doctors, educational assistance to help with discipline and attendance, student assistance through guidance services and programs, and resource learning center assistance to help students with research and information gathering. It also discusses areas of guidance like socio-civic and moral guidance, career guidance, and guidance at different educational levels. The document was prepared by Ruben S. Ando using Guidance and Counseling Today by Mendoza as a reference.
This document outlines the key aspects of educational guidance and counseling services. It defines guidance as assisting individuals in developing skills to make plans and interpret life. The main purposes are to help students develop their potential and skills to cope with problems. Guidance services include providing information, counseling, vocational guidance, and follow-up. They aim to support students', families', teachers', and administrators' needs. Benefits include improved student outcomes, empowerment, and stronger communities.
Present Status of Guidance in the Philippinesamberlauren
油
The document discusses the need for guidance and counseling at different educational levels. For pre-school learners, it notes they are in their formative years and guidance can help with values formation, developing readiness for learning, establishing learning habits and attention span, and generating interest in experiential activities. For secondary school learners, it mentions guidance can assist with transition to adulthood, asserting independence, seeking identity acceptance, and decision making. For college students, it outlines guidance can help with total development, proper course and career choices, vocational development, readiness for changes, and dealing with adolescence.
Kari Ingram has worked as a teacher for the Washington County School District in St. George, Utah since 2009. She provides instruction and develops curriculum to meet the needs of her students. Ingram earned a Bachelor's degree in Elementary Education from Dixie State University in 2009 and a Master's in Education from the University of Phoenix in 2013. She is currently pursuing an Administrative Licensure from Southern Utah University with an expected graduation date of December 2016. Ingram believes that educators must value each student, foster their ability to learn, and act as role models to positively influence the community.
PDHPE (Personal Development, Health and Physical Education) is an important subject for primary school students. It aims to help students lead healthy, active, and fulfilling lives by developing knowledge, skills, and attitudes. In Year 2, students learn movement skills, participate in sports and games, and develop social skills like cooperation. They also learn how to make healthy choices, stay safe, and understand their growth and relationships. PDHPE is significant because it supports students' well-being in physical, social, mental, and emotional domains.
This document discusses the concept, meaning, need, importance, principles, and organization of guidance. It defines guidance as the process of helping individuals discover and develop their potential through self-understanding and self-direction. Guidance is needed from elementary school through university to assist with adjustment, career exploration, academic growth, and personal development. The principles of organizing guidance programs include universality, flexibility, and considering the whole individual.
This document discusses educational and vocational guidance. It defines educational guidance as assisting students to understand their potential and abilities, gain awareness of different educational opportunities, and make wise choices regarding their education. It outlines the objectives of educational guidance at different stages from elementary to tertiary levels. Vocational guidance is defined as assisting individuals to choose, prepare for, enter, and progress in an occupation. The document also discusses the skills developed through guidance and the aims of providing guidance to students.
The document discusses guidance and counseling. It provides definitions of guidance from various sources, emphasizing helping individuals discover their potential and make decisions. Counseling is defined as an interactive process between counselor and counselee to facilitate changes. The principles, purposes, types and processes of both guidance and counseling are explained, including establishing relationships with clients, assessment, setting goals, intervention and termination. Directive, non-directive and eclectic counseling approaches are also outlined. Finally, the document discusses organizing guidance and counseling centers in schools/colleges, including purposes and committee membership.
Topic: Objectives of Guidance & Functions and Scope of Guidance
Student Name: Karim
Class: M.Ed
Project Name: Young Teachers' Professional Development (TPD)"
"Project Founder: Prof. Dr. Amjad Ali Arain
Faculty of Education, University of Sindh, Pakistan
The document discusses concepts and types of guidance. It begins by addressing common misconceptions about guidance and counseling. It then defines guidance and discusses its key characteristics. The document outlines the functions of guidance as being adjustive, oriental, and developmental. It identifies the main types of guidance as being educational guidance, vocational guidance, and personal guidance. For each type of guidance, the document discusses aims, services provided, issues addressed, and how guidance is implemented at different educational stages.
This document discusses the nature and meaning of guidance. It defines guidance as helping individuals make choices and adjustments by aiding their independence and responsibility. Counseling is defined as a process that assists individuals interpret facts to make choices and adjustments.
The key differences between guidance and counseling are outlined. Guidance is broader, more preventative, and operates on an intellectual level to help understand alternatives. Counseling is more in-depth, remedial, and operates on an emotional level to propose solutions for personal issues.
Thirteen principles of guidance are listed according to Crow and Crow, including holistic development, uniqueness, adjustment, needs, and evaluation of the individual. The scope of guidance and counseling includes addressing personal, educational
Personal guidance aims to help individuals with problems relating to health, emotional adjustment, social adjustment, and leisure activities. It involves understanding oneself, developing good habits and attitudes, solving life problems, and becoming a well-adjusted member of society. Personal guidance is needed at different stages of education to assist students with developmentally appropriate issues. In primary school, it focuses on social skills and self-expression. In secondary school, it addresses challenges of adolescence like adjustment, self-consciousness, and identity development. At the university level, it promotes social responsibility and independent decision-making. Effective personal guidance involves collecting student information, diagnosing problems, considering remedies, providing assistance, and follow-up support.
Aims and Purposes of Guidance and CounselingJimarYamo
油
The document outlines the aims and purposes of guidance and counseling from two standpoints: the individual and the institution.
From the individual standpoint, guidance counseling aims to help individuals help themselves by assisting them in meeting and solving their own problems, developing healthy habits and attitudes, and living a well-balanced life. The goal is for individuals to increase their independence, self-direction, and ability to take responsibility through wise counsel and information.
From the institutional standpoint, guidance counseling aims to assist teachers by helping them better understand students, offering teachers training to acquire guidance skills, and providing a system for teachers to refer students.
An outline of what Specialized Instructional Support Personnel (SISP) do in North Carolina schools, as well as their required education and credentials. Credit: North Carolina Department of Public Instruction's NC Healthy Schools
This document provides an introduction to guidance written by Dr. Pramod Kumar Yadav. It defines guidance as a process of helping individuals develop to their full potential in a way that benefits themselves and society. Guidance helps with adjustment, orientation, and development. It addresses personal, educational, vocational, social, and political needs. The functions of guidance include helping with adjustment to current situations, providing information for decision making and problem solving, and facilitating self-development and realization.
PDHPE is a key learning area in NSW schools that encourages the physical, social, and emotional growth of students. It promotes valuing oneself and others while also encouraging physical activity. Through PDHPE, students learn lifelong skills like communicating, decision-making, problem-solving, and interacting. Lessons are designed to be fun, engaging, and get all students actively involved in their own learning and development.
Assessment Remedial Counseling the Helikx way ARCpbji
油
The Best way to educate children having learning disabilities. Assessment and creating remedial measures and counseling the entire environment. Helikx have designed a practical and best to adopt methods. Designed tools that help the child. The methods that help the teacher. The counseling method help the parents and others towards making the process speedier stronger and sustainable.
Elizabeth Lowry Adams has a Master's degree in Social Work from the University of Tennessee and a Bachelor's degree in Psychology from Centre College. She has over 5 years of experience working with children and families in educational and therapeutic settings. Her experience includes organizing after-school programs, leading group therapy sessions, and assisting in residential treatment facilities. She is proficient in Spanish and various software programs.
Heidi Reichner is a creative and passionate teacher with over 25 years of experience. She holds a PhD in Industrial Organization and has taught kindergarten, 1st grade, and special education. Currently, she teaches a combined K/1 class and believes in fostering student-centered learning based on mutual respect and collaboration. Her goal is to help students identify their passions and become successful, confident learners.
This document discusses the concept and principles of guidance. It defines guidance as assisting individuals, through their own efforts, to discover and develop their potential for personal happiness and social usefulness. The document outlines the need for guidance to help with self-understanding, problem-solving, decision-making, and optimal individual development. It also discusses the nature, scope, and principles of organizing guidance programs at different educational levels from elementary school through university. The goals of guidance include academic and social adjustment, career exploration, and facilitating each student's growth.
This document provides an overview of guidance and counseling. It defines guidance as a process of helping individuals understand themselves and their world to solve problems and pursue suitable paths. Counseling is a specialized service of guidance involving a trained professional helping an individual change attitudes and behaviors through direct contact. The document outlines the purposes, principles, types (educational, vocational, personal), and characteristics of guidance, as well as the definition, needs, and interactive nature of counseling. Overall it presents guidance and counseling as essential educational services focused on student development, problem-solving, and self-understanding.
This document outlines different types of assistance available at a school including health assistance provided by nurses and doctors, educational assistance to help with discipline and attendance, student assistance through guidance services and programs, and resource learning center assistance to help students with research and information gathering. It also discusses areas of guidance like socio-civic and moral guidance, career guidance, and guidance at different educational levels. The document was prepared by Ruben S. Ando using Guidance and Counseling Today by Mendoza as a reference.
This document outlines the key aspects of educational guidance and counseling services. It defines guidance as assisting individuals in developing skills to make plans and interpret life. The main purposes are to help students develop their potential and skills to cope with problems. Guidance services include providing information, counseling, vocational guidance, and follow-up. They aim to support students', families', teachers', and administrators' needs. Benefits include improved student outcomes, empowerment, and stronger communities.
Present Status of Guidance in the Philippinesamberlauren
油
The document discusses the need for guidance and counseling at different educational levels. For pre-school learners, it notes they are in their formative years and guidance can help with values formation, developing readiness for learning, establishing learning habits and attention span, and generating interest in experiential activities. For secondary school learners, it mentions guidance can assist with transition to adulthood, asserting independence, seeking identity acceptance, and decision making. For college students, it outlines guidance can help with total development, proper course and career choices, vocational development, readiness for changes, and dealing with adolescence.
Kari Ingram has worked as a teacher for the Washington County School District in St. George, Utah since 2009. She provides instruction and develops curriculum to meet the needs of her students. Ingram earned a Bachelor's degree in Elementary Education from Dixie State University in 2009 and a Master's in Education from the University of Phoenix in 2013. She is currently pursuing an Administrative Licensure from Southern Utah University with an expected graduation date of December 2016. Ingram believes that educators must value each student, foster their ability to learn, and act as role models to positively influence the community.
PDHPE (Personal Development, Health and Physical Education) is an important subject for primary school students. It aims to help students lead healthy, active, and fulfilling lives by developing knowledge, skills, and attitudes. In Year 2, students learn movement skills, participate in sports and games, and develop social skills like cooperation. They also learn how to make healthy choices, stay safe, and understand their growth and relationships. PDHPE is significant because it supports students' well-being in physical, social, mental, and emotional domains.
This document discusses the concept, meaning, need, importance, principles, and organization of guidance. It defines guidance as the process of helping individuals discover and develop their potential through self-understanding and self-direction. Guidance is needed from elementary school through university to assist with adjustment, career exploration, academic growth, and personal development. The principles of organizing guidance programs include universality, flexibility, and considering the whole individual.
This document discusses educational and vocational guidance. It defines educational guidance as assisting students to understand their potential and abilities, gain awareness of different educational opportunities, and make wise choices regarding their education. It outlines the objectives of educational guidance at different stages from elementary to tertiary levels. Vocational guidance is defined as assisting individuals to choose, prepare for, enter, and progress in an occupation. The document also discusses the skills developed through guidance and the aims of providing guidance to students.
The document discusses guidance and counseling. It provides definitions of guidance from various sources, emphasizing helping individuals discover their potential and make decisions. Counseling is defined as an interactive process between counselor and counselee to facilitate changes. The principles, purposes, types and processes of both guidance and counseling are explained, including establishing relationships with clients, assessment, setting goals, intervention and termination. Directive, non-directive and eclectic counseling approaches are also outlined. Finally, the document discusses organizing guidance and counseling centers in schools/colleges, including purposes and committee membership.
Topic: Objectives of Guidance & Functions and Scope of Guidance
Student Name: Karim
Class: M.Ed
Project Name: Young Teachers' Professional Development (TPD)"
"Project Founder: Prof. Dr. Amjad Ali Arain
Faculty of Education, University of Sindh, Pakistan
The document discusses concepts and types of guidance. It begins by addressing common misconceptions about guidance and counseling. It then defines guidance and discusses its key characteristics. The document outlines the functions of guidance as being adjustive, oriental, and developmental. It identifies the main types of guidance as being educational guidance, vocational guidance, and personal guidance. For each type of guidance, the document discusses aims, services provided, issues addressed, and how guidance is implemented at different educational stages.
This document discusses the nature and meaning of guidance. It defines guidance as helping individuals make choices and adjustments by aiding their independence and responsibility. Counseling is defined as a process that assists individuals interpret facts to make choices and adjustments.
The key differences between guidance and counseling are outlined. Guidance is broader, more preventative, and operates on an intellectual level to help understand alternatives. Counseling is more in-depth, remedial, and operates on an emotional level to propose solutions for personal issues.
Thirteen principles of guidance are listed according to Crow and Crow, including holistic development, uniqueness, adjustment, needs, and evaluation of the individual. The scope of guidance and counseling includes addressing personal, educational
Personal guidance aims to help individuals with problems relating to health, emotional adjustment, social adjustment, and leisure activities. It involves understanding oneself, developing good habits and attitudes, solving life problems, and becoming a well-adjusted member of society. Personal guidance is needed at different stages of education to assist students with developmentally appropriate issues. In primary school, it focuses on social skills and self-expression. In secondary school, it addresses challenges of adolescence like adjustment, self-consciousness, and identity development. At the university level, it promotes social responsibility and independent decision-making. Effective personal guidance involves collecting student information, diagnosing problems, considering remedies, providing assistance, and follow-up support.
Aims and Purposes of Guidance and CounselingJimarYamo
油
The document outlines the aims and purposes of guidance and counseling from two standpoints: the individual and the institution.
From the individual standpoint, guidance counseling aims to help individuals help themselves by assisting them in meeting and solving their own problems, developing healthy habits and attitudes, and living a well-balanced life. The goal is for individuals to increase their independence, self-direction, and ability to take responsibility through wise counsel and information.
From the institutional standpoint, guidance counseling aims to assist teachers by helping them better understand students, offering teachers training to acquire guidance skills, and providing a system for teachers to refer students.
An outline of what Specialized Instructional Support Personnel (SISP) do in North Carolina schools, as well as their required education and credentials. Credit: North Carolina Department of Public Instruction's NC Healthy Schools
This document provides an introduction to guidance written by Dr. Pramod Kumar Yadav. It defines guidance as a process of helping individuals develop to their full potential in a way that benefits themselves and society. Guidance helps with adjustment, orientation, and development. It addresses personal, educational, vocational, social, and political needs. The functions of guidance include helping with adjustment to current situations, providing information for decision making and problem solving, and facilitating self-development and realization.
PDHPE is a key learning area in NSW schools that encourages the physical, social, and emotional growth of students. It promotes valuing oneself and others while also encouraging physical activity. Through PDHPE, students learn lifelong skills like communicating, decision-making, problem-solving, and interacting. Lessons are designed to be fun, engaging, and get all students actively involved in their own learning and development.
Assessment Remedial Counseling the Helikx way ARCpbji
油
The Best way to educate children having learning disabilities. Assessment and creating remedial measures and counseling the entire environment. Helikx have designed a practical and best to adopt methods. Designed tools that help the child. The methods that help the teacher. The counseling method help the parents and others towards making the process speedier stronger and sustainable.
Elizabeth Lowry Adams has a Master's degree in Social Work from the University of Tennessee and a Bachelor's degree in Psychology from Centre College. She has over 5 years of experience working with children and families in educational and therapeutic settings. Her experience includes organizing after-school programs, leading group therapy sessions, and assisting in residential treatment facilities. She is proficient in Spanish and various software programs.
Heidi Reichner is a creative and passionate teacher with over 25 years of experience. She holds a PhD in Industrial Organization and has taught kindergarten, 1st grade, and special education. Currently, she teaches a combined K/1 class and believes in fostering student-centered learning based on mutual respect and collaboration. Her goal is to help students identify their passions and become successful, confident learners.
Leslee McCaffery has over one year of experience as a second grade teacher and has also worked as a tutor, receptionist, camp counselor, and in production. She has a Bachelor's Degree in Elementary Education and is licensed to teach K-6. She has various certifications in areas such as CPR, suicide prevention, and guided reading. She has volunteered in her community through her church, tutoring, and with organizations that help children and those with special needs.
This document is a resume for Medina Indiana, who has over 10 years of experience working in education and care coordination roles. She has a Master's degree in education and is fluent in Spanish and English. Her experience includes working as a parent coach, lead teacher, assistant teacher, and middle of the day teacher. She is passionate about developing relationships with clients and collaborating with care teams to achieve health outcomes.
This document provides a summary of Meredith Cole's qualifications and experience as a school counselor. It outlines her education, including a master's degree in school counseling from the University of Pennsylvania and a bachelor's degree from Rider University. It also details her professional experience over the past 5 years working as a school counselor and mobile therapist serving K-12 students in Philadelphia and surrounding areas.
This document provides a summary of Brian Long's background and experience as an English Language Arts and Learning Specialist teacher. It highlights his diverse training, proven success teaching grades 6-12, and approach that addresses different learning styles and encourages learning differences through differentiated lessons and formative assessment. He is committed to establishing supportive relationships and consistent innovation to improve instruction.
Bronwyn Thomas is currently pursuing a Masters in Teaching at the University of Washington. She has experience working with children through various roles, including as a lead instructor at The Little Gym, camp counselor, and classroom assistant in Kenya. She is passionate about nurturing children and helping them develop their skills.
CURRICULUM VITAE Edwards 1
CURRICULUM VITAE Edwards 2
Markis Edwards
EDU 695: Supporting Diversity through 21st Century Teaching and Learning
Dr. Sherry Leialoha-Waipa
April 9, 2018
Resume
Personal information
Name: Markis G. Edwards
Gender: Male
Residence: United States of America
Phone: (601) 500- 2537
Email: [email油protected]
Educational background
Ashford University October 2016-May 2018
揃 Major: Higher Education
揃 GPA: 3.9
揃 Honor Society (2017-2019)
揃 Golden Key International Honor Society (2017)
The University of Southern Mississippi August 2010-December 2015
揃 Major:Communication Studies, Fall 2015
揃 GPA: 2.52
Lakeside School, Seattle WA
揃 Certificate of secondary education August 2014- May 2015
Profile
I am a person who is highly responsible for anything that I am doing. Like being punctual both in time and my work, because this is the only way I can meet objectives that I set each day I start work. I am given to changing the education system and in bringing positive changes that can make the system better for both the learners and the teachers. Over the past years, I have been involved in deep research that is aimed at inventing new and better ways of teaching especially to the children with special needs who need special attention. In addition, I am highly disciplined ensuring that I team with the rest of the relevant stakeholders so as to make the system better. In addition, following hierarchy is one thing that I so much observe due to the fact that it can help me to reduce conflicts with both the high and lower administration.
Professional Experience
The Learning Tree, Inc., Mobile, AL Jan.2017-Present
Teacher Assistant
揃 Working one on one with students in the classroom environment
揃 Running teaching trials of educational goals as outlined in each students individual plan
揃 Working cooperatively with other teacher assistants and supervisors during the shift
Greek-life coordinator 2016- 2017
揃 Member of the Greek community
揃 Serving on the National Pan-Hellenic Council (NPHC), and
揃 Taking one-year internship under Southern Miss Greek-Lifes coordinator
The University of Southern Mississippi, Hattiesburg, MS Dec.2012-Nov. 2014
Desk Assistant
揃 Greeted visitors and provided them with required information
揃 Assisted in managing inventory of office supplies
揃 Check students in/out of dorm
Leadership & Volunteer Experience
Phi Beta Sigma Fraternity, Inc. August 2014 May 2015Vice President
揃 Elected by peers to lead the fraternity at the University. Managed a board of 7 and over 31 collegiate members.
Weekl.
The document provides a summary of Alicia Jansen van Nieuwenhuizen's background and qualifications as an ESL teacher. It outlines her experience developing curricula and teaching English in South Korea over the past 3.5 years, including for kindergarten, elementary, middle, and high school students, as well as adult classes. It also lists her education in theology, psychology, and TESOL, and provides references from her past supervisors in Korea.
Chelsea Stenvig seeks a position with a nonprofit organization. She has a bachelor's degree in secondary education and English from Concordia University Wisconsin and a master's degree in leadership and innovation from Wisconsin Lutheran College. She has several years of experience teaching middle and high school English and serving in administrative roles at charter schools in Milwaukee.
Suchi Watagodakumbura has over 15 years of experience working with children and youth with special needs. She has a diploma in Special Education and certificates in Applied Behavior Analysis and Autism Spectrum Disorders. Suchi has worked in various roles including as a Behavior Interventionist, Special Education Assistant, Respite Worker, and Learning Support Tutor. She has experience implementing ABA programs and supporting students in school settings. Suchi is highly committed to helping students achieve educational and life skills goals.
Brendan Hunter has extensive experience in education and social work. He has worked as an English teacher for various schools and language institutes in Madrid, teaching students of all ages. Additionally, he has experience as a social worker and personal tutor. Hunter holds an MA in Mental Philosophy from the University of Aberdeen and has a range of skills that enable him to create a positive learning environment and develop rapport with students. He aims to help students progress through an empathetic and holistic teaching approach.
This document is a resume for Samantha Leitao, who is an aspiring teacher with over two years of experience working with children, including as a teacher aide in a special education classroom and behavioral technician. She has demonstrated skills in individualizing lessons, classroom management, and implementing behavioral support plans. Her education includes a bachelor's degree in psychology and various certifications.
Rachel Kendall is seeking a position that allows her to address educational inequities through social-emotional learning and community engagement. She has over 15 years of experience in special education teaching, social work, and behavioral support programming. She holds masters and bachelor's degrees in social work and education and has developed her own social-emotional learning program called ESTEAM.
Maryam Hafidah has over 10 years of experience working in education as both a teaching assistant and teacher. She has worked in a variety of schools, assisting teachers and students from reception through year 11. Her roles have included supporting students' learning, implementing behavior management, assisting teachers in and out of the classroom, and developing relationships with students, teachers, and parents. She is seeking a new challenge in her career in education.
This document provides a summary of Roel Roberts' experience and qualifications as an elementary school teacher. It outlines his 5 years of teaching experience in Canada, Hong Kong, and China, as well as his certification in the IB Primary Years Program. It also lists his educational background, including a forthcoming Master's degree and previous Bachelor's degrees from the University of Windsor. Key skills highlighted include engaging students, adapting instruction to meet varying needs, collaborating with parents and colleagues, and coordinating extracurricular activities.
The document discusses raising cultural awareness in the EFL classroom. It defines cultural awareness and intercultural awareness. The presentation objectives are to provide theoretical knowledge about multicultural education, develop ideas for integrating migrant students, and highlight teaching practices that encompass innovation. Some challenges for teachers in culturally diverse classrooms include language barriers, different backgrounds, and lack of resources. The role of teachers is to demonstrate respect, collaboration, tolerance and understanding of different cultures. Suggested methods include engaging students, helping set classroom rules, using simplified language, authentic materials, and addressing conflicts wisely.
Elizabeth Smith is an elementary education candidate at Ball State University with experience teaching kindergarten through 5th grade. She has a 3.79 GPA and minors in psychology. Her experience includes student teaching at McClelland Elementary School where she taught kindergarteners. She has also tutored and taught small groups of students in various subjects. Smith has worked as a camp counselor and intern for summer programs. She is involved in her sorority, honor society, and mentoring organization and has volunteer experience tutoring elementary students.
This document provides the resume and teaching philosophy of Heather Wulff, an experienced educator. She has a Master's degree in teaching and multiple subject teaching credentials. Her experience includes teaching various grades from preschool to 4th grade in several schools. She is currently teaching PreK-3 and has a strong record of collaborating with other teachers and developing engaging, standards-aligned curricula. Her teaching philosophy emphasizes meeting the needs of diverse learners through hands-on and project-based lessons that incorporate multiple intelligences. She aims to create a positive learning community and sees the potential to influence students' lives.
The applicant has over 10 years of experience working with students with special needs. She has a passion for experiential and kinesthetic learning and has seen success implementing these techniques. Currently, she is developing a science-based curriculum to support diverse learners through inquiry-based learning across all subjects. She aims to provide the best possible education to students and continuously learns and improves.
1. ,
RESUME
RAJI SURESH
Flat # 404, Maurya Enclave, 1/1, 3rd
Avenue, Ashok Nagar, Chennai 600 083.
Phone: 2474-2910, 91765 71815 E-mail: raji29july@gmail.com
MY PURSUIT AS A LEARNING SUPPORT TEACHER
I am an enthusiastic, caring mentor who believes that all students can learn and thrive in a
learning environment that is stimulating, comforting and appropriate to their ability. Proven
ability to work in chaotic situations and still maintain a sense of calm. Persevere for excellence
through innovation, creativity and encouraging proactive talents. Exceptional ability to establish
instant rapport with students and parents based on warm and friendly disposition and good
communication.
RELEVANT EXPERIENCE AND ACCOMPLISHMENTS
Work Ethics/Planning and Organizing Skills/Parent Contact and Team Work
Provided a full range of age appropriate activities, to encourage students in advancing
their academic and social development.
Created instructional material and procedures consistent with individual learning needs
and behaviors.
Implemented new activities from reading resource books/websites.
Maintained childrens attention during group time by presenting material in a fun and
exciting way.
Fostered effective, ongoing communication with parents by providing verbal reports and
written notes of childrens daily activities.
Collaborated with co-workers, supervisors and parents to maintain a partnership
environment.
Embraced feedback in the spirit of constant improvement
Demonstrated maturity, humility, professionalism, confidence, and a strong work ethic
inside and outside the classroom
Relentlessly focused on student success
2. EDUCATION
Passed ICSE (X Grade) as Class Topper and ISC (XII Grade) as Subject Topper in
Economics from CALCUTTA GIRLSHIGH SCHOOL, KOLKATA.
Graduated in Economics (I Class) from ETHIRAJ COLLEGE (Affiliated to University of
Madras). Merit Scholarship holder for all three years at Undergraduate level.
Post Graduate in English Literature (MA English) with I Class from Annamalai
University.
Took a Test of Proficiency in English conducted by CENTRAL INSTITUTE OF
ENGLISH AND FOREIGN LANGUAGES, HYDERABAD and was awarded O Grade
(Outstanding in Reading, Vocabulary, and Grammar).
B. Ed (I Class) degree from IGNOU with English and Social Science as subjects.
M. Ed degree with an I Class from Lucknow University.
Pursued Remedial Teacher Training and Instrumental Enrichment Level I to cater to
children with learning difficulties.
Completed Foundation Course on Education of Children with Disabilities a
collaborative national program of RCI and MPBOU. Passed with Distinction.
Undertook course on Teaching ESL in the Mainstream Classes (TESMC) that was
offered in our school
Attended workshops/ certificate courses/conferences in multi-modal teaching
strategies (Orton Gillingham Atlanta), Leveled Reading (Fountas and Pinnel
Washington DC), and NESA Bangkok and Dubai
Undertook the Teaching for Understanding offered at WIDE WORLD, Harvard
Graduate School of Education nominated for Coach Development as a result of
outstanding performance
Attended all of Gini Rojass workshops offered at our school.
Trained the The SIOP Model The SIOP Model offers an empirically validated
approach to teaching that helps all students especially English learners-to become
college and career ready.
Participated in ESL Workshop series offered at AISC
Presently pursuing M. Sc in Psychology and attending Basic Skills in Counseling
Level 1 workshop offered at the University of Madras.
EMPLOYMENT HISTORY
Presently, I provide remedial intervention based on Orton-Gillingham strategies and
Fountas and Pinnel reading intervention strategies to children with Learning Disabilities and
attention issues, and English Language enhancement support based on SIOP Model to
3. children with Language Acquisition issues. Also, volunteering at local schools as a Learning
Support Teacher for ESL students and students identified with learning difficulties. I conduct
workshops in schools titled Learning Disabilities Identification to Intervention.
Alongside, I also provide support to HS students who have opted for AP Economics, IB
Economics (SL and HL) and IB Business and Management.
August 2008 to December 2015
Learning Support Teacher at the American International School, Chennai. I provided
academic support, both in skills and in content, to students identified with learning difficulties. I
was also the coordinator for National Honor Society. I organized Food drives and beach cleanup
campaigns. In my capacity, I -
Provided case management for students in the Middle and High School programs with
specific learning disabilities and those who have been identified as struggling
Supported teachers in designing and implementing creative, thematic, experiential, as
well as proficiency-based units of study based on Learning Outcomes so that the
lessons are accessible to all students
Inspired a love of learning and a sense of confidence in students
Delivered small group and individualized differentiated instruction as needed, providing
support for all students on the skills spectrum
An active participant in the Middle and High School Learning Support team, to
strengthen the academic, social, and emotional situation of all students
Maintained clear, accurate, and accessible assessment records
Maintained regular and strong communication with parents
Provided Professional Development opportunities to help teachers strengthen their
abilities to meet the needs of struggling learners within their classrooms
Assisted MS Homework Club as part of after-school activity
Served as National Honor Society Coordinator. I was instrumental in initiating the NHS
Scholarship at AISC.
Served on the team to develop AISCs Strategic Plan 2013-2018
Designed and implemented IEPs and differentiated goals to suit individual needs based
on psych evaluations and unique learning profiles
Conducted IEP Meetings
Provided direct support through one-on-one, small group instruction using both push-in
and pull-out model
4. Assisted teachers with tracking data to determine the effectiveness of interventions
November 2007- July 2008
Established Remedial Intervention Center - PRERNA, 4th
Sector, KK Nagar. Catered to
children with Learning Difficulties, Attention Disorders, Mild autism and Downs Syndrome.
Helped improve their language skills.
Online Tutor with Tutor Vista, Bangalore as well
June 2005 September 2007
Special Educator for children with Learning Difficulties, Autism and Cerebral Palsy. Worked
with children at Srishti, Prayatna and Vidyasagar (volunteer)
Online Tutor/Special Educator for Tutor Vista, Bangalore. Provided Special Ed services to
a student with Specific Learning Disability in Reading, Writing and Comprehension, based in
North Carolina, USA. My student and I were featured in Wall Street Journal.
http://www.wsj.com/articles/SB118073815238422013
Conducted Workshops on Children with Specific Learning Difficulties Identification
and Remediation at several branches of Kendriya Vidyalaya, a few Private Schools, Dept.
of Psychology, Womens Christian College and Ethiraj College.
Counselor and Mentor to children at the Juvenile Home for Girls, Purasaiwalkam and also for
a group of Trans genders. Volunteer at a Suicide Prevention Center, Chennai.
Faculty member at VETA for their English Training Program. I have handled assignments for
Corporates and social service organizations.
Documentation work for Tamilnadu AIDS Initiative (TAI-VHS) funded by the Bill Gates
Foundation and Futures Group International on a freelance basis.
Jan 2004 April 2005
Worked as an English Teacher for Standard VII and VIII at Sankalp-The Open School,
Annanagar. Taught communicative skills, language skills and grammar skills to children with
learning disabilities.
Part-time instructor at Sai International Studies Inc., Annanagar to coach students for IELTS
and TOEFL. Freelance writer of web content and company profiles.
June 2000 to November 2003
Teacher at Padma Seshadri Bala Bhavan, KK Nagar, Chennai.
5. June 1997 May 2000
KG/ Primary Teacher at Shishya Nursery and Primary School, Kodambakkam, Chennai
PAPERS AND PUBLICATIONS
Presented Paper at the International Conference on Psychology in Mental Health
conducted by NIMHANS. My paper was published in the proceedings of the Conference
Presented Paper at the International Conference conducted by Sampurna Montfort College,
Bangalore called Building Bridges for Wellness through Counselling and Psychotherapy.
Paper published by University of Toronto, Canada.
Participated in the International Symposium on Obsessive Compulsive Disorder
conducted by NIMHANS, Pediatric Neurology A Clinical Appraisal, The Interface Between
Epilepsy and Behavior A National Workshop; both conducted by Voluntary Health Services,
Chennai
Featured in Wall Street Journal (June 2 3, 2007 issue), The HINDU Metroplus (September
27, 2007), DinaMani Kadir (28 10 2007 issue) and Arcot Road Times (a neighborhood
newspaper Feb2- Feb 8, 2008 issue) and Aftenposten, a leading Norwegian newspaper.
PERSONAL DETAILS
Date of birth : 29th
July 1968
Languages known : Hindi, English, Tamil, Telugu and Bengali
6. June 1997 May 2000
KG/ Primary Teacher at Shishya Nursery and Primary School, Kodambakkam, Chennai
PAPERS AND PUBLICATIONS
Presented Paper at the International Conference on Psychology in Mental Health
conducted by NIMHANS. My paper was published in the proceedings of the Conference
Presented Paper at the International Conference conducted by Sampurna Montfort College,
Bangalore called Building Bridges for Wellness through Counselling and Psychotherapy.
Paper published by University of Toronto, Canada.
Participated in the International Symposium on Obsessive Compulsive Disorder
conducted by NIMHANS, Pediatric Neurology A Clinical Appraisal, The Interface Between
Epilepsy and Behavior A National Workshop; both conducted by Voluntary Health Services,
Chennai
Featured in Wall Street Journal (June 2 3, 2007 issue), The HINDU Metroplus (September
27, 2007), DinaMani Kadir (28 10 2007 issue) and Arcot Road Times (a neighborhood
newspaper Feb2- Feb 8, 2008 issue) and Aftenposten, a leading Norwegian newspaper.
PERSONAL DETAILS
Date of birth : 29th
July 1968
Languages known : Hindi, English, Tamil, Telugu and Bengali