My teaching method is rather eclectic because each student learns very differently. I focus on a discussion method to talk with a student about what they are struggling to understand. Discussion and problem solving are part of applying and learning the material along with a strong emphasis on the writing process with a focus on revision.
I have been teaching and tutoring students since 1994 at a variety of levels. I have taught GED, junior high and high school English classes. I worked for a few years preparing students for the TOEFL, SAT, and ACT exams. I have spent the last thirteen years teaching college level English (from remedial writing and freshman composition to fiction and advanced rhetoric.
EL CAMINO COMMUNITY COLLEGE – El Camino Community College District, CA Aug 2006 – Present
Instructed English A – Writing the College Essay, which provided an introduction to essay writing based on selected prose readings while reviewing sentence skills and paragraph structure. Taught English 1A – Reading Composition, to strengthen students’ ability to read with understanding and discernment, to discuss readings intelligently, and to write clearly. Emphasized writing essays in which each paragraph relates to a controlling idea, has an introduction and conclusion, and contains primary and secondary support. Facilitated ENGL 44 – Literature of American Ethnic Groups, offering a thematic survey of American ethnic literature which focused on representative works by contemporary African Americans, Asian Pacific Americans, Chicano/Latino Americans, Jewish Americans and Native Americans. The classes ranged in size from 20-35 students.
AXIA COLLEGE – University of Phoenix Oct 2005 – Aug 2006
Facilitated Communications 210 – Written Communication ten-week online courses which focused on effective written business communication for both internal and external audiences. Classes were online only and ranged from 15-22 students. Helped students to create a variety of job-related communiqués, including letters, resumes, memos and presentations to improve their business acumen. Prepared and taught grammar and college entry level writing skills while teaching proper web etiquette, online threaded discussions and software usage.
L.A. HARBOR COMMUNITY COLLEGE – Los Angeles Community College District, CA Sept 2005 – Present
Taught English 21 – English Fundamentals, which emphasized improvement in the basics of writing paragraphs, short essays, grammar and mechanics. Instructed English 28 – Intermediate Reading and Composition, reviewed grammar, mechanics and essays of various rhetorical patters with an emphasis on preparation for transfer level courses. Taught English 101 – College Reading and Composition emphasized critical thinking and further development of effective writing while guiding the students in the careful process of finding, researching and writing an analysis of a specific topic relevant to the individual student and his or her interest in society.
CERRITOS COMMUNITY COLLEGE – Cerritos Community College District, CA Aug 2005 – Present
Instructed English 52 – Introduction to College Communication and English 20 – Basic Writing, which ranged in size from 18-35 students. Responsible for improving students’ ability to write clearly, effectively and correctly, by guiding students through the writing process. Facilitated English 103 – Critical/Argumentative Writing working to further refine students’ writing ability beyond the freshman composition level with a focus on the development of logical reasoning and analytical and argumentative writing skills. Taught English 107 and 108 – Vocabulary Building courses which focused on the structural approach to vocabulary study which emphasized learning Latin and Greek prefixes, roots, and suffixes as they combine to form words, and on the meanings and patterns of meanings formed by words in context.
ARROYO HIGH SCHOOL – El Monte Unified School District, CA Nov 2003 – Jun 2005
Instructed four 10th grade English classes and one 11th grade English class. Classes ranged in size from 20-39 students of ESL, Special Education, Basic (remedial English skills) to college bound ability levels. Responsible for creating a standards based curriculum and individual lesson plans for all teaching. Interacted with department chair and other English teachers for increased knowledge of possible lesson plan ideas and alignment to school curriculum.
• Instituted a required independent reading program that doubled student reading participation.
• Changed vocabulary requirements to emphasize Latin and Greek root words while using spelling to emphasize prefixes and suffixes, teaching students how to decipher vocabulary by taking words apart.
• Developed and instituted online grading system allowing students and parents access to grades and due dates of up-coming assignments.
• Prepared 11th Graders for Essay portions of the SAT exam through daily exercises in reading prompts (SAT based) and written responses to the prompts in a limited time setting.
POLYMATH ACADEMY August 2003 – February 2004
Taught Grades 8 through 10 in a variety of subjects including Accelerated English, IB Prep, and SAT Prep.
• Improved student performance for 9th and 10th graders in Accelerated English.
• Prepared 10th and 11th Graders for Language and Essay portions of the SAT Prep exam.
• Prepared 8th graders to successfully pass an entrance exam for an elite high school.
GODDARD MIDDLE SCHOOL – Glendora Unified School District, CA Oct 2002 – Jun 2003
Taught 8th grade English classes to 28-34 students with learning levels ranging from Special Education to GATE needs, utilized district approved curriculum aligned with state standards. Developed lesson plans and instructional aids, incorporating all modalities of learning to enhance student understanding.
• Developed and instituted online grading system allowing students and parents access to grades and due dates of up-coming assignments, resulting in increased scores and doubling homework completion. Several low-performing students improved two grade levels through improved parental communication.
• Increased student independent reading requirements by approximately 50%. Changed vocabulary requirements to emphasize Latin and Greek root words while using spelling to emphasize prefixes and suffixes, teaching students how to decipher vocabulary by taking words apart.
• Introduced color mapping to improve writing skills; made process visually color-coded and utilized the kinetics of coloring, enabling each student to become more competent in identifying problem areas in their writing.
• Served as active participant in district adoption of new Language Arts books; read through, met with representatives, and sampled various online services to determine which textbooks best met students needs.
WORKMAN HIGH SCHOOL – Hacienda La Puente Unified School District, CA Aug 2000 – Jul 2002
Instructed four classes of English, one class each of Yearbook, girls tennis, Academic Decathlon and Teen Mother Independent Study program, to 9-11th grade students in classes with 33-38 students. Integrated various subjects into curriculum including basic computer skills, advanced desktop publishing, basic computer repair, Algebra, Civics/Economics, History, Science, Math, Language, Literature, Art, Music, Philosophy, Interview Techniques and Speech.
• Motivated students to join/participate in the Academic Decathlon Team by providing lunches and interest based assignments as a guide that students found easier to follow rather than teacher directed studies. Resulted in improved attendance and better material comprehension, which improved performance by over 3,000 points earning team ‘LA Most Improved School’ award for 2002 competition.
• Reorganized yearbook staff and developed motivational opportunities and grades based on deadlines; immediately improved deadlines being met which reduced overall cost of publication, increased sales of advertisements and books, and better prepared students to market product resulting in sales over the minimum each year, enabling school to earn more money to pay publishing costs.
• Implemented accelerated reader program and improved reading for students who actively participated in accelerated reading/independent reading program an average of 2.4 reading grade levels.
ABILENE CHRISTIAN UNIVERSITY – Abilene, TX Aug 1999 – May 2000
Followed university curriculum for freshman English coursed, introducing students to English literature and when possible literature of faith. Taught classes with 25 students; emphasized writing skills to increase performance in all other classes.
• Restructured classroom policy to a respect-based environment, which allowed maximum participation and created stronger classroom environment.
Instructed 5-one hour meetings weekly for class of 17 international students ranging in English speaking ability from low to advanced. Created effective opportunities for students to use speaking and interaction skills each class period. Interacted with students from various cultures including Romanian, Middle Eastern, Chinese, Vietnamese, Korean, and Brazilian.
• Learned ingenuity and resourcefulness to find activities to use daily; researched ESL websites and interviewed ESL professors to gather information to improve student’s oral communications and performance.
Bachelor of Arts (1997) Major: English – Abilene Christian University, Abilene, TX
Master of Arts (1999) Major: English - Abilene Christian University, Abilene, TX
Texas Lifetime Single Subject Credential in English
California Clear Single Subject Credential in English
TEAMatrix (Technology Integration & Standards Based Education) 2001
TechEd Conference 2006/2007
OnCourse Workshop 2007
Searching for a Sense of Home, SCTE Conference 2007
Reading the Water, Writing the Wind, CATE Conference 2008
Member, American Federation of Teachers (AFT)
Member, Phi Delta Kappa, Honors Society for Educators
Member, National Council of Teacher of English (NCTE/TYCA)
Member, College Composition and Communication (CCC)
Member, California Association of Teachers of English (CATE)
Member, International Association for the Fantastic in the Arts (IAFA)
Past Member, California Teachers Association (CTA/NEA)
Fate’s Place, Shinnery Review, 1999
Lexicon, Shinnery Review, 1999
Ulterior Motives, Shinnery Review, 1999
Sometimes it is Symbolic, Shinnery Review, 1999
The Map, Shinnery Review, 1998
Emma Jean, Shinnery Review, 1998
A Court Ordered First Impression, Shinnery Review, 1998
Therapeutic Revelations, Shinnery Review, 1997
I Believe, Help Me in My Unbelief, Shinnery Review, 1996
La Leche, Shinnery Review, 1996
Renaissance Academy of Performing Arts 2007-2019
Advisory Editor, Prowler (Yearbook) 2000-2002
Editor-in-Chief, Shinnery Review 1999
Design Editor, Shinnery Review 1997-1999
Editor, Shinnery Review 1996-1999
Section Editor, Prickly Pear 1993-1994
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