High School Teacher
Westview Freedom Academy
Total years of experience :9 years, 4 Months
Developed and applied a variety of lessons and activities, assessments, and evaluations for a diverse set of courses, including grade 11 English, grade 9 Geography, and ESL Geography. Furthermore, I volunteered to develop literacy assignments for ESL/ELL students to help them with their literacy development. In Ontario, grade 10 students are expected to write the Ontario Secondary School Literacy Test (OSSLT) and pass in order to graduate high school. My aim was to develop literary strategies and assignments that help ESL/ELL students become more comfortable with not only basic literacy but the literacy levels needed in order to successfully complete the OSSLT and ultimately graduate high school.
Furthermore, I successfully incorporated assessment for, as, and of learning, and provided extensive, detailed feedback for each and every student in order to maximize student success and learning.
During my time at Westview Freedom Academy I also had the privilege of assistant coaching the Senior Boys Basketball team. I was the assistant coach while the head coach was Rene St. Pierre.
I integrated specific drills for players to improve their fundamental basketball skills. Furthermore, I voluntarily partook in many practice sessions to provide players with a more fast-paced, "real game" environment during practice.
Since I spent many years during school playing many sports, including basketball, american football, and soccer, I decided to utilize my talents in order to ultimately improve my players' basketball knowledge and practice.
Furthermore, I developed and shared numerous basketball plays with the senior boys basketball team in order to strengthen our players' skills.
I had the full responsibility of tutoring and working with students from grades 6-12 to improve reading, writing, and overall comprehension and literacy skills. I also taught students transferable skills such as prioritizing, organizational, and time management skills along with course content. Furthermore, I developed original assignments and lessons to help ensure student success.
What began as a personal tutor to one family grew into becoming a personal tutor for friends of that aforementioned family. I had the responsibility of tutoring a grade 6 and grade 9 student at first, and over the course of the following year, I was tutoring over three students at a time.
I had the full responsibility of teaching Composition 26-100 at the University of Windsor. I single-handedly developed and integrated course content and taught the fundamentals of writing effectively at the university level in various genres to university students across all levels.
Composition 26-100 focuses primarily on an exploration of the fundamentals of effective writing, including attention to rhetorical concepts of audience, purpose, and context; planning, logical development, and organization; and format and style. The course is open to students of all levels (first year and above) and disciplines.
I held daily office hours for student conferencing and course/content assistance. I required a minimum of three one-on-one conferences per student over the course of the semester to assist with student work and the process of writing effectively. I encouraged students to visit me during office hours any time they felt that they needed any additional help or clarification.
Furthermore, I marked 100% of student work over the course of the semester, from editorials, major essays, PSAs, reports, to participation and conference sessions.
Lastly, I achieved the Highest Rated Composition 26-100 Instructor in the Winter 2016 semester at the University of Windsor.
As a graduate assistant, I was responsible for marking 100% of undergraduate students' work, including but not limited to: essays, response papers, reports, tests, and final exams.
Furthermore, I was responsible for holding daily office hours for the entirety of my graduate assistant-ship, where I would meet with undergraduate students to aid in essay writing, studying tips and techniques, re-teaching certain course material(s), and discussing classroom material.
On occasion, I would be responsible for teaching certain units to the undergraduate class in place of the professor. These units consisted of material that I specialized in, for example, children's literature, Victorian/Gothic literature, young adult literature, and Canadian literature.
Bachelor of Education beginning in September 2016 until April 2018 (2 year program).
Master's degree in English Language and Literature beginning in September 2014 until April 2016. Master's degree included 8 course-work courses, 4 Graduate assistant positions (4 GA-ships): 2 as a graduate assistant to full-time tenured professors and 2 as a Composition 26-100 instructor.
Honours degree in English Language and Literature with a minor in Psychology from September 2008 to April 2014. Attaining a minor in Psychology qualified me to teach Social Sciences as my 2nd teachable along with my primary teachable of English.