T E A C H I N G
S E C O N D A R Y E D E N G L I S H L A N G U A G E A R T S
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Being an educator, both formal and informal, has pushed me outside of my comfort zone. I find solace in creating a product, yet rely on learned extroverted tendencies to present it. However, the daily reality of an educator tips the scale away from creation and towards presentation. In fact, if the day's events call for responsive action, the product is often abandoned or completely modified.
Over the course of my student teaching experience (outlined below), I became comfortable with public speaking on a quotidian basis. I received feedback that praised both my flexibility and classroom content. I take pride in these comments because I did not walk into the classroom with these skills. Although I have yet to hold a formal teaching job, my four months of student teaching were a time of self-reflection, mentorship, and growth.
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I began my teaching experience at Loyola University in Chicago as double major in English and Education. Through Loyola's program, I observed classrooms in downtown Chicago and worked with educators at the Peggy Notebaert Nature Museum and Chicago History Museum. At the time, I was also a Golden Apple Scholar, so I had the opportunity to volunteer at underfunded Chicago schools and aid in promoting Art In Motion (AIM), a new charter school at the time.
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Following the COVID-19 pandemic, I withdrew my membership as a Golden Apple Scholar and transferred to the University of Illinois at Urbana-Champaign. During my first year at U of I, I volunteered as a reading tutor for the Don Moyer Boys and Girls Club via Zoom.
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In the spring of 2022, I observed 6th and 7th grade English classes at St. Matthew Catholic Grade School for a total of 45 hours. I complied the first few weeks of these observations into a Community Inquiry Project, in which I used detailed notes to track my classroom findings and create insight-based design opportunities.
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In the fall of 2022, I observed junior AP Prep American Studies English and AP Lang classes at Urbana High School for 82 hours total. During this time I co-taught one lesson with a peer and solo taught another.
During the spring of 2023, I student taught three junior American Studies English classes, one freshman AP Prep Comp 9 class, and one junior American Studies English lab for a total of 550+ hours. Two of the three American Studies English classes were co-taught with a SPED teacher, which allowed me to gain experience with a Special Education co-teacher. I was also able to attend and speak at IEP meetings. I was observed six times by a university supervisor who identified my strengths as flexibility, content design, preparation and research, building respect and rapport, and cultivating a calm presence in the classroom.
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