Section Two: Teacher Candidate Background Experiences

Introduction

American author and professor William Deresiewicz (2008), states, The true purpose of

education is to make minds, not careers. This section is an insight into my philosophy of

education. However, my philosophy could not be developed without my educational

backgrounds and work experiences.

Teacher Candidate Educational Background

At the young age of seven, I was exposed to the meaning of death and how to cope with

losing my cousin suicide. Only a couple years later, I met death again through the loss of

grandma who had cancer. She was buried on my tenth birthday.

It is a heavy topic for any child to understand and cope with. After losing my

grandmother my grief turned into a fear of leaving my mothers side. I withdrew from school and

bagged my mother to let me stay home every day. My fourth-grade teacher did not chastise my

mother and me for the abundance of absences that year. Instead, she reached out to us, and made

sure I succeeded both academically and emotionally. Her ongoing compassion and perseverance

for my family and I made me realize how being a teacher is beyond instruction. Being a teacher

is a that childs emotional mentor and scholastic cheerleader that reaches out beyond the

classroom.

As we fast forward to junior year of high school, I was greeted by many other great

teachers. My passion for history and teaching was ignited by my two social studies teachers.

Their abilities to excite a classroom full of moody teenagers about U.S. history and Sociology

left me in awe. They guided as through though provoking discussions that still resonate with me

today. It was obvious they valued the social sciences, and that they loved to teach.
 In addition, my social studies teacher was my soccer coach. Unfortunately, due to the

economic circumstances at that time, my father lost his job. After much deliberation, I decided it

was better for me to quit soccer and work more. My teacher/coach was understanding and

empathetic to my home situation. He would check-in throughout the year to ensure that things

were okay at home. This resonated with me as a student and former player. Today, I have

implemented his check-ins with my former students at The Summit Center to express to my

students I still remember and care for them.

Last, my history college professor at challenged intellectually. The first day of class he

called on students at random to respond to the reading assigned. It caught me completely off

guard, and it was obvious I skimmed the chapters the night prior. From that class forward I

diligently read and took notes on all reading assignments. It was a gratified feeling to participate

in class on a higher level.

The two classes I took with him at my undergraduate college were World History II and

The History of Russia. These two courses were the two most gratifying college courses Ive

taken. Although his format was mostly lecture I found the literature he chooses for us to read

tantalizing. Some of my current favorite novels are the books he chose for our Russian class such

as, Notes From an Underground Man, An Invitation to a Beheading, and One Day in the

Life of Ivan Denisovich. They were difficult at times, but the amount of information I learned

amazed me. His classes taught me history on a whole another level.

This professor taught me two essential lessons in the field of education. First, he taught

me is to challenge your students. The work would be daunting at times, and it tested my abilities

as a student. However, there was no greater feeling of accomplishment and pride when I finished

writing a paper or reading a difficult novel. Also, I learned how to participate in class even if I
had misconceptions about the text. It was okay to have the wrong answers. He encouraged it

because it leads to greater discussions and clarification.

Second, he taught me how important literature is for our students. The books he exposed

as to are nothing I would have picked off the shelves myself. It uncovered a whole new world to

me that I feel in love with. This taught me to choose books that may be outside of the comforts

for my students. By using literature, reveal the world that they have not yet seen, because they

will most likely fall in love with something new like me.

These three teachers varied in instruction and grade level. However, they each made me

the educator who I am today. If my path had never crossed theirs I wonder if I would have been

lead to this career path. They have taught me essential qualities necessary to become a teacher,

empathy, motivation, determination, and an overall love to teach.

Work Experiences

As I stated earlier, I began working when I was a teenager. On my fifteenth birthday, I

started my first job as a cashier at Wegmans. At that time, I learned how to manage a job, play

sports, homework, friends, and family. It taught me discipline and how to manage my priorities

as a teenager. Often, I would miss out on fun activities with my friends because family, work

and school came first. To this day, not much has changed.

Throughout my working career I have immersed myself into that environment and

company I was a part of. When working in the field of education, I feel this is an absolute. Good

educators do not clock in and clock out, and call it a day. They take their work home with both

literally and metaphorically. I learned this awhile working as a swim coach at the Y.M.C.A. and

as being a teachers assistant.

 My love of being in the classroom began at Erie1BOCES Summer School program. I was

blessed to work a summer semester there with students with disabilities. It was a very

challenging job at times. However, the experiences and relationships I made are irreplaceable.

Awhile working at BOCES, I learned firsthand how to deal with crisis situations such as

aggressive behaviors exhibited from my students. Over those six weeks I saw how influential a

good teacher can be on students and the growth that can occur from students.

Currently, my working experiences at The Summit Center has taught me this. My

position as a classroom aide has made me realize that teaching is a very emotional job at times.

While I do not bring home any assignments to correct, but I bring home my reflections from the

day. I will deliberate how I handled a handled a students meltdown. Often my evening will

consist of me trying to think of a different way to teach a child a concept they are not

understanding. Conversely, before I go to sleep, I think about my students who are having truly

difficult time at home and school due to a various variable. It is my responsibility to figure out a

solution for these kids to better their lives.

Working at Summit comes with different types obstacles a general education classroom

may face. However, my career at Summit has taught me useful classroom management strategies

and other behavior techniques that are useful in all classrooms. At Summit, I have not only built

relationships with my students and staff, but with their families. It is an amazing experience to

volunteer for Summit events because you get to meet more family members of my students. For

instance, when I volunteered for Summits Meeting Santa I met my students grandparents and

siblings. I begin to understand those students on a different level that only helps me as a teacher.

Every job I have held has taught me something that has made me into the person I am

today. However, regarding becoming an educator it has taught me three truisms. One, as an
educator you need to take responsibility and pride in your work. Immersing yourself into your

company or school only betters you as a teacher and the school. Last, building strong and

positive relationships with your coworkers, students, and families is imperative. Our coworkers

are there to help and guide us to becoming the best educator. Our students and families need to

know we care about them and their lives. As a teacher, I am here to empower and teach them

through their educational career.

School Observations and Classroom Application

For my observation hours, I worked at The Summit Center in Getzville, New York. This

is a private non-for-profit school for grades pre-kindergarten to grade 12. Summit only accepts

students who are diagnosed on the Autism Spectrum. Many students have dual diagnoses such as

Attention Deficit Disorder or Oppositional Definite Disorder. Students come from districts all

over Erie and Niagara counties.

Summit is a twelve-month schooling program. All students have IEPs that are developed

by teachers, administrators, parents, and the childs school district. Make up of classes are 6, 8,

or 12 students per class. Staffs trained to work under the guidelines of Applied Behavioral

Analysis. Students also attend adaptive physical education, art, media, and fitness classes.

The special education lead teacher in this classroom is Miss. Annmarie.

Most classrooms at Summit are set up the same way. But, every teacher has their own

preferences for work time, play, and groups. Summit requires that every student complete his or

her lesson plans at least three times a week. This is because Summit is a research-based school.

Every student has his or her own casebook. Within these casebooks are each lesson plans,

behavior evaluations, preferences assessments, IEPs, and other essential information about the

student. The students score tracked daily on graph for each lesson taught.
 I realize that Summit is not like a typical school. However, many aspects that are apart of

Summit are comparable to a typical school. My experiences from Summit relate to all different

types of classroom applications. For example, when we have those scenarios about parents and

teacher interactions I could relate that back. Parents at any school will show and voice concerns

about their child. It is our responsibility to listen to parents and carefully handle whatever

concerns they have. Literature in the educational field has emphasized how important student-

teacher and parent-teacher relationships are. Researcher, Melissa Heatly states how her study

proves that impact the parent-teacher relationships can have on elementary students:

As such, improving our understanding of how both home and school relationships

uniquely and dynamically contribute to childrens engagement throughout elementary

school, as well as how children themselves elicit these relational processes, is a complex

but undoubtedly important next step. (p.1057, 2017)

Therefore, as a future educator, the relationships I create in my classroom can impact my

students and their families schooling experiences for the future. It can be that pivotal factor that

could push a child to successful throughout their educational career.

Many schools are becoming more inclusive classroom and, as a future teacher my

Behavioral and classroom management is an essential part of the classroom. I have come across

over the recent years at Summit, star charts or money charts work well for our students at

Summit. There is some controversy on classroom management systems such as token, but

studies have found it to be beneficial for students who may have behavioral issues. According to

Peter Alter (2012), his study found that students with behavioral disorders work productivity

increased significantly when using a token system for difficult math problems. (p. 62) This study

proves how effective reinforcement board can be for students.

 Another classroom application I have learned from being at Summit and my educational

career at Medaille is the significance of positive learning environments. At Summit, this is taken

very seriously, and teachers are monitored for keep a 4:1 positive to negative comment ratio.

This is especially true for our students with special needs or other behavioral issues. Diperna, J.

C. et. Al. (2016), found that students who were placed in a classroom with a social and emotional

supportive systems that there was an obvious increase in academic success and motivation

(p.201)

The Summit Center has a diverse body of students. Since this is a private school, it

enrolls students from all over the Western New York Area. About 75% or more of the students

receive free lunches. In 2015, Summit decided to allow all students to receive free breakfasts and

lunches as to ensure all students were receiving two healthy meals a day. The staff prides itself

on being mindful to all our students home situations and backgrounds. We also work with social

workers who help are parents find any additional government resources if needed. This is done in

a private and nonbiased manner.

In addition, too, many students at Summit have dietary restriction. Some are religious or

cultural. Other, are mostly due to illness or allergies. Since dietary is such an important aspect of

any persons life we ensure each child is respected with their food choices. All staff is made fully

aware when a student has an allergy or food restriction due to the severity it could cause for that

child.

The demographics of Summit are represented of any school within the United States. It is

important as educators to remember that are students have various backgrounds. With that come,

our responsibilities to be culturally responsive teachers. An issue such as food availability is

important to recognize as a teacher.

 In addition, too, I have had students who are not allowed to expose their legs due to their

religion. One of the first days of school, a young student of mine had an accident, and I changed

him into shorts. My head teacher informed me that he is not allowed to wear shorts due to his

religion. I immediately changed him into a pair of pants. As an educator, it is important that I

respect that childs religion.

Working at Summit and research in the field has also taught me the importance of

technology in the classroom. On a daily basis, staff at Summit use SMARTBoard, and iPads,

iPods. These products excite our students, and allows them to learn materials in a fun and

engaging way.

Also, these technological devices have become excellent accommodations for many of

my students. For instance, for my students who are non-verbal can use their iPads as speaking

devices. In addition to, students who have trouble drawing their letters can use iPads application

that allow them to draw letters out in a fun gaming way.

Philosophy of Education

As a future educator, I have developed a philosophy of education based around specific

teaching theories. Constructivism learning theory has help me develop my views on how to

produce an effective learner, curriculum, classroom management, and teacher. This evidence

based theory will aide me as a future teacher in creating an effective classroom.

Our schooling has developed and changed over the centuries. The Europeans colonization

in the United States is the start of our schooling history. According to Ornsntein et al., (2016),

the colonist brought the dual-tract school system for boys and girls for the primary grades. And,

high class boy attended Latin grammar schools that prepared them for college. (p. 122). We

today continue to emphasize important of reading, writing, and arithmetic.

 However, in the mainstream public schooling systems we have strayed away from

implementing religion in schools. The Christian religion was a big factor in schooling during the

colonial time era. Children were degenerates who contributed little to society. The puritans

perceptive's of the school was a placed to prevent children from becoming evil. Also, since they

feared evil would consume the children, discipline and corporal punishment (Ornstein, Levine,

Gutek, & Vocke, 2016, p. 122). This today would be seen as unethical schooling and going

against the separation of Church and state.

According to Ornstein et., Al (2016), Puritans built this correlation of economics and

schools as a way to construct children into hardworking citizens. (p. 122) Hence, the United

States schools still regard education to make children into successful productive adults who will

contribute to society. This is the school's purpose from a societal standpoint.

Fast forward past the Civil War and the first waves of European immigrants to the turn of

the 20th century. The United States was a melting pot of Western European countries, to name

a few, Ireland, England, Scotland. Dominant religions and schools strayed away from Calvinism

ideals to Catholicism and Protestant practices. However, this changed after the second wave of

immigrants from Eastern European nations.

Schools were learning centers for immigrants to assimilate to American culture and

English language. These ideals are still true today. We push English Language Learners into

learning the English language to become successful citizens in the U.S. All schools driven to

raise children into the employment world. But, over the past decade I would argue we have come

a far way of accepting multiculturalism. Today, we have expanded our view of our schools as

more than breeding grounds for Americanizing immigrants.

 Developing a curriculum for all students is a daunting task. A curriculum needs to touch

the learner in an impactful way he or she can retain and under the information. In New York

State, we develop a curriculum that follows the Common Core and NYS learning standards. It is

difficult yet essential to keep students engaged through their own life experiences and follow

state guidelines.

There is a divide on how to develop the proper curriculum. According to Ornstein et., Al

(2016), the U.S. curriculums fall between student centered and subject centered. However, from

personal experiences curriculum needs to be adapted more towards student centered to produce

the most successful student.

We live in a very different and diverse American from the beginning of the 20th century.

Today, 21st century teachers curriculum will need to reflect the needs of their students. For

instance, we need to direct our attentions towards technology-enhanced learning. Ornstein et.,

Al., (2016) state, technology is used to improve traditional teaching method that is more

appealing to students today. (p. 415) Students, parents, and educators are inundated with

technology. It only makes sense to bring these tools into the classroom to reach all students.

As discussed, the U.S. demographics are changing away from white Anglo Saxon. Our

classrooms are more diverse and curriculum needs to reflect this. To teach math, science,

literature, or history we have to relate it back to learner. We learn by relating to ideas we already

know. We build off the prior knowledge. Thus, curriculum should continue to implement the

Arts. Exposing children to the Arts, creates intelligent and culturally knowledge individuals

(Ornstein, Levine, Gutek, & Vocke, 2016, p. 418)

To support a curriculum more based around the student, my philosophies align as a

constructivist. My belief is that we construct our knowledge from what we know already about
our surroundings. Philosophers such as Jean Piaget and Lev Vygotsky have developed theories

that resonate me.

As a current student, the way I learn and always have is by reflecting and connecting to

what I already know. It is good practice to know what your students' interest are. As educators,

we can develop a curriculum geared towards the student and learning methods that will spark

thought. For example, when teaching literature chose novels that can be relatable to the students.

If they can connect to the characters, they will learn and reflect on what they are learning. It

becomes more meaningful.

Being a constructivist also means setting up learning activities differently from more

traditional methods. Arranging students into groups as opposed to working alone is beneficial to

learning. They will learn more perspectives and ideas from each other. Their cultural and

educational is being broaden outside of their current box of knowledge.

It is important to emphasize the learning in the classroom needs to be interactive. As

discussed earlier that may mean bringing in technological tools such as SMART Board activities.

Or making up rap songs to remember math equations. If instructional methods are taught either

visual, auditory, textile, or observational, students can reflect and make further connections to

materials being taught.

As examined earlier students learn in different ways. However, there is a developmental

process we all go through starting at birth. Theorist such as Piaget developed the four stages of

cognitive development. I believe Piagets developmental theory holds a lot of truth on how we

learn. And, theorist Vygotsky developmental theory. His theory also help a constructivist

approach to learning but without concrete stages set in place.

 At my current school we tested our students and watch how they interact with objects. All

of my students fall on the Autism spectrum. There is a noticeable difference in how to they learn

and interact with objects. For example, a typical developing toddler will most likely take wooden

blocks and build with them. Whereas a child on the spectrum may not be interested in blocks. Or

what I see, children will use toys such as blocks for sensory stimulus. Therefore, it is my job to

teach that child how to use this toy appropriately.

Second, the other important aspect to the learner is the social aspect. Students interacting

with their peers allows them to build upon their knowledge. Social and cultural interactions are

essential for the learner.

As educators, we need to demonstration students our progressing through the year. There

needs to be a variety of assessments to measure their growth. Assessments such as testing can be

stressful for the teacher and students. Therefore, having formal and informal assessments in

place will ease the stress of consistent formal testing assessments.

New York State teachers are required to administer grades 3-8 ELA and Mathematics

state testing. However, students may opt out with the permission of their guardians. People

feel these tests only punish those children who are disabled, English Language Learners, or come

from a lower income status. At the high school level, other standardized testing is given until the

student passes. The New York State Regents tests are essential for students to pass for them to

earn their NYS regents diploma.

Assessment methods I favor in the classroom would be described as informal. For

instance, I believe in implementing open-ended questions that would spark debates and

discussions amongst peers. Also, I feel journals are great for assessing a child by reading their

reflections and understand of materials taught. I understand there cannot only be informal
assessment, but from my experience the informal assessments give the teacher insight on where

children are in comprehension.

From previous experience I have found that being proactive helps with positive

classroom management. If teachers communicate to their students what they expect with

positive and realist expectations, then management should be possible. I think an emphasis on

positive classroom management is important. A negative environment can create more

opposition and stress. Student can partake in making rules for the classroom. This is a great way

to have them think about their own responsibilities and actions within the classroom.

Second, try to understand why a student is having a behavior. If we can discover what is

causing the behavior, then the teacher can work towards decreasing that negative behavior. The

teacher has to be aware that a behavior could be stemming from outside of school such as home.

Last, having a well-organized classroom facilitates a better run classroom. It is good

practice to display the days schedule and other properties for students. There is also a better

chance that with these simple organizational skills transitions between activities or classes are

more efficient.

The role of the teacher has changed over time. Education was looked at as only beneficial

for males due to the belief women were inferior in intelligence. That has changed over time. At

the turn of the century women were regarded as having high moral values which placed them as

valuable to schools. What was once a male dominating profession and place of schooling is now

a prominently female. The gender of teaching has not only changed but the tasks of being an

educator.

Current teachers, including myself are moving away from this idea of teacher-center

philosophies. We now see that student-center ideas are more successful in our multicultural
world. Teachers are no longer enforcers of ideas but rather facilitators of the future minds. Our

job is not only to teach to but a guide student through material from their realm of understanding.

The ignorant phrase I have heard, those who cant teach is only more ammunition to

why teachers are so important to society. It is true, not anybody can be a teacher. There are

personality traits such as being patient and respectful. But being able to self-reflect and put aside

any bias or judgments and treat every student as if they were your own. It takes devotion with an

ongoing passion to be a mentor to hundreds if not thousands of kids.

Constructivism teaching practices are the main drive behind my philosophy of education.

There is a consistent theme of being a student-centered teacher. The students abilities and

interest should be at the core of developing a curriculum or classroom management. My function

as a teacher will be to actively engage my students. Also, to aid them in the development into

thriving adulthood.

Resume
 BRIDGET CONLAN
EDUCATOR

Contact Professional Profile

41 Airview Terrace, Depew, As an educator, I strive to motivate and impart my students in a positive manner.
N.Y. 14043
Over the last ten years I have dedicate my lifes passion to work with children.
Working with children with special needs, those diagnosed on the Autism
716.504.7988
Spectrum has been privilege, and has allowed me to become proficient that field
[email protected] of Education. It is a joy to work with children from various backgrounds.

Education Professional Experience

August 2013- Present Summit Educational Resources
MASTERS OF EDUCATION Getzville, NY
Medaille College, Buffalo NY 1:1 Aide, ABA Technician Autism Clinic
General Education Teacher Work with children clinical diagnosed with Autism and other
developmental disabilities
Follow IEP and FBA
BACHELORS OF ARTS Evaluate and take appropriate action in crisis situations
University At Buffalo, Buffalo NY Collaborate with special educational teachers, speech pathologist,
Social Sciences: Interdisplineary with and occupational therapist
distention in Mental Health Work with students and parents in their homes with a certified
applied behavior psychologist
Record and track data for each student and client to ensure
progress
Certifications
August 2008-February 2009 Ken-Ton YMCA
Kenmore, NY
Lifeguard, Youth Coach, Swimming Instructor
Taught swimming lessons for children from ages 3 to 10
Taught basketball skills and fundamentals for children ages 4 to 10
Provided friendly service and professional assistance to all members
of the YMCA
Consulted with parents and children for placement in swim classes
Generated report cards for each individual student
 Acted as Lifeguard for all swimming classes and programs. CPR, AED,
First Aid, andLifeguard Certified from Red Cross

June 2008-August 2008 Erie 1 BOCES- Summer School Program

Kenmore, NY
Summer School Teachers Aide
Collaborated with specialducation
e teachers and other aides to
implements a safe learning environment
Worked in classroom with children who had behavioral, mental, and
physical disabilitiesaged 4 15

Philosophy of Education

Constructivism teaching practices are the main drive behind my philosophy

of education. There is a consistent theme of being -acentered
student teacher.
The students abilities and interest should be at the core of developing a
curriculum or classroomnagement.
ma My function as a teacher will be to
actively engage my students. Also, to aid them in the development into thriving
adulthood.

References
1.

2.
Conclusion

Throughout this section, my past education and working careers have been outlined in

connection to future as an educator. Luckily, I was taught by those who made me love different

subject matter, and to go into teaching. Also, my working experiences have prepared me to be

the best teacher I can be today. My field experience at The Summit Center has equipped for

various scenarios in the classroom. In addition to, these experiences along with research from

todays experts has allowed me to grow even further as an educator.