When in a classroom, I have always worked with the curriculum provided by the educational organization. For example, at The Good Hope School, I designed my lesson plans according to the different topics covered during a grading period like school, colors, shapes, family, house, food, and so on. During my high school instruction, I used Realidades, a program aligned with the National Standards for Foreign Languages. In this case, I emphasized oral practice in the classroom as a way for students to use the Spanish they were learning with each lesson. I think using a variety of posters, charts, books, props, and manipulatives (including as many authentic materials as possible) to introduce new vocabulary and grammar contents helps a lot especially with engaging students, making the classes fun, and consequently, making the learning process effective. I always encouraged students to ask questions, clarify concepts and its applications. When I tutored an IB student, the approach was based on his specific needs plus the reinforcement of the weaknesses I detected, which included pronunciation, lots of grammar, as well as comprehensive reading, listening, and clear speaking and writing. For pronunciation, for instance, I used a reading book for small children (like the one I used to learned how to read), while for new vocabulary, I encourage students to use Quizlet; for grammar, I explained the concept in one or more ways, and brought exercises for the student to practice and eventually master the idea.
I have taught in two private schools and tutored individually and a small group of students. In the first educational organization, The Good Hope School in the U.S. Virgin Islands, I was an Elementary Spanish instructor for 3 years, using a FLEX (Foreign Language Exploratory) curriculum along with a variety of authentic materials. I taught groups from Pre-K through 5th grade; the classes had 10 to 20 students, and the program’s goal was to expose students to the language while providing them with the basics of Spanish and the associated culture. At the second school, Mirus Academy in Katy, Texas, I taught high school Spanish 1 and 2 for 4 years, and an elementary Spanish class for one year. These classes were smaller with sizes from 1 to 8 students. Since a foreign language was a graduation requirement in Texas, grades for Spanish 1 and 2 classes were especially important. Therefore, most students got As and Bs, and some students were able to communicate in Spanish after 2 years of instruction; although not perfect, they were able to convey messages since the use of Spanish was encouraged at all times. Additionally, I acted as an administrator and tutor for Spanish students doing a Guatemala Skype based program called Homeschool Spanish Academy for 4 years, as well as with a computer based Spanish program called Middlebury for one year. Regarding my tutoring, I assisted a student from The British School of Houston for a year in which he progressed from a “D” to an “A” in Spanish as part of his International Baccalaureate (IB) program. Moreover, I tutored a group of 3 students for one summer to review and practice what they learned in school. Prior to my working as a teacher and tutor, in my home country of Venezuela, I developed a career as a scientist and in international technical cooperation (United Nations) in the fields of food and agriculture. For both experiences, I used a high level of the Spanish language, as well as English.
If I have to travel for up to 5 miles, I will add $5.00, while if I must drive between 5 and 10 miles, I will add $10.00.
Cancellation Policy: tutoring sessions must be canceled or rescheduled 24 hours in advance; otherwise the session must be paid.
Experienced Spanish teacher for elementary, junior high and high school levels with 5 years of experience in academic instruction and classroom management. Resourceful, analytical, and detail-driven individual with capabilities in completing projects with deadlines, as well as problem-solving oriented. Excellent leadership, organizational and interpersonal skills. Interact effectively with students, coworkers, parents, and management/administration, which, combined with my education have let me perform high responsibility tasks.
• Design and implementation of engaging lesson plans and thought-provoking projects
• Preparation and guidance of students while doing science labs
• Assertive classroom management
• Technical/Computer Skills: Proficient in Microsoft Office
• Languages: Native Spanish
- Master of Science in Agronomy - Universidad Central de Venezuela (Central University of Venezuela), Venezuela, 1995
- Agronomical Engineer - Universidad Central de Venezuela (Central University of Venezuela), Venezuela, 1989. Prize for the Best Thesis and First Place of the Class of 1989
EDUCATION RELATED COURSEWORK
• Effective Writing for Educators – Texas Region 4 Education Service Center (Region 4), 2020
• U.S. History – Universidad Regiomontana through Region 4, 2020
• English for Science, Technology, Engineering, and Mathematics - University of Pennsylvania through Coursera, 2017
• Texas Foreign Language Association (TFLA) 2016 Fall Conference - 12 hours of professional development - October 14-15, Austin, TX, 2016
• Bajemos La Temperatura: De La Ciencia Climática A La Acción (Let's Lower The Temperature: From Climate Science To Action) - The World Bank Group through Coursera, 2016
• Foundations of Teaching for Learning 1: Introduction - Commonwealth Education Trust through Coursera, 2016
• Introduction to Environmental Science - Dartmouth College through edX, 2015
• American Council on the teaching of Foreign Languages (ACTFL) 2014 Annual Convention and World Languages Expo - November 21 – 23, San Antonio, TX, 2014
• Texas PTA Foundations Leader Orientation – July, Houston, TX, 2014
• Introduction to Psychology – University of Toronto through Coursera, 2013
• Developmental Designs 1 - Origins - The Good Hope School, St. Croix, U.S. Virgin Islands, 2011
Mirus Academy, Katy, TX
Teacher/tutor– High School Spanish 2013-2018
• Taught Spanish 1 and 2 in a traditional classroom
• Effective use of manipulatives and authentic material
• Mentored Spanish 1, 2, and 3 students in Skype based and online programs
• Promoted using the Spanish language in the classroom
Teacher – Science 2015-2017
• Taught a 6th grade, General Science class
• Taught high school Environmental Science to 11 and 12 graders
• Encouraged critical thinking and environmental awareness
The Good Hope School, Frederiksted, U. S. Virgin Islands
Teacher – Elementary Spanish 2009-2012
• Exposed Pre-K through 5th grade students to the Spanish language and culture
• Used authentic materials to teach the language and culture
• Used a proactive and problem-solving approach when facing new challenges and by
bringing solutions to the table, which was very welcomed by my supervisor
Teacher – Health 2010-2011
• Taught 7th and 9th grade health
• Promoted critical thinking and health related issues awareness
• Coordinated six (6) guest speaker activities for the students
Volunteer at the Friends of the Library at Cinco Ranch Public Library, Katy, TX February 2019 - Present
• Processing of donated books to be sold for the benefit of the library
Substitute Teacher at Mirus Academy, Katy, TX February 2019 – February 2020
• All subjects
Field Trip chaperone at Mirus Academy, Katy, TX 2016 - 2017
• 6th grade class, 10 field trips
PTSA (Parent, Teacher, Student Association) at Mirus Academy, Katy, TX 2014 - 2016
Board member, Secretary and Parliamentarian
Substitute Teacher at The Good Hope School, Frederiksted, U.S. Virgin Islands 2009 and 2011
• High School Spanish long-term substitute teacher, May 2009
• 6th grade Science and Spanish long-term substitute teacher, May 2011
Library Volunteer at The Good Hope School November 2007 to April 2009
• Librarian Assistant and Substitute Teacher
• Emphasis on modernization project
• Texas Foreign Language Association, TFLA 2014 - Present
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