Genelynn Pugliese Final Portfolio English A 108W ...€¦ · Genelynn Pugliese Final Portfolio...
Transcript of Genelynn Pugliese Final Portfolio English A 108W ...€¦ · Genelynn Pugliese Final Portfolio...
Genelynn Pugliese
Final Portfolio
English A 108W Professional Writing
November 16, 2017
Professor Anne Walker
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Contents
Personal Statement………………………………………………………………3-4
(What is the biggest challenge I’ve had to overcome?)
Teaching Philosophy…………………………………………………………….5-6
(Overview of my teaching style and what I hope to achieve as an
educator)
Anecdotal Notes………………………………………………………………......7-9
(Run on notes on a child I observed in a classroom setting)
Child Observation Analysis……………………………………………….10-11
(Observation of pervious anecdotal notes)
Sample Newsletter…………………………………………………………………12
(An example of a newsletter I may handout to parents as a
Kindergarten Teacher)
Sample Curriculum…………………………………………………………13-14
(A sample of what we are learning in class and overview of what
students may take from the lesson)
Art Review……………………………………………………………………….......15
(Review on the mixed media art event)
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Personal Statement
Journey of a Lifelong Learner to a Lifelong Teacher
I was in 5th grade the first time my world got turned completely upside down. My
childhood leading up to the 5th grade was definitely not the easiest, but the news that
came my last year at Woodrow Wilson Elementary School was the hardest thing I have
had to overcome in my life. My parents decided that we were going to move to a different
country.
I was born and raised in America. At a very young age, I knew I wanted to be
American. I never really identified with my Filipino heritage even though I was born to
two Filipino parents. I have memories of confidently stating that I was “Filipino by
blood, American by heart.” I made posters and cards of this just to prove how much it
was true. I will never truly understand where my disdain for my own race came from, but
it is what I felt to be true.
We were driving home from the dental office that my mother worked at in
Berkeley when they first entertained the idea. “We’re thinking about moving to the
Philippines” is what they said. And then a week later their idea turned into a statement,
“We are moving to the Philippines.” At 11, I wasn’t completely sure of what the
Philippines was let alone where it was. I was horrified. Moving to another country meant
leaving all my friends and family behind. But it happened.
After my 5th grade promotion, we spent the summer packing and selling our
home. We tried to spend as much of the warm summer days with friends and family.
Then the fateful day came and we moved to the Philippines in September of 2011, three
months before my 12th birthday.
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In addition to the mixed hormones from puberty, I was told I had to learn a whole
new language. I had to learn how to live with less and adjust to two seasons: wet and dry.
Stores, parks, libraries and even malls were a rare commodity in my new country. But as
the days turned into months, and the months turned into years I began to learn my place
in this new country. I took a lot of Filipino courses and Tagalog language courses and
was able to learn about my roots. I saw the house my mom grew up in when she was born
and their family business in the Philippines. I made new friends and they taught me a kot
about myself.
This 5-year move to Philippines happened at my prime. Although it wasn’t my
favorite experience in life, I do believe that I gained a lot out of it. If anything at all, I was
able to overcome such a drastic change in my life and come out unscathed. In the end, I
was given a rare opportunity to not only live in another country, but also experience
education in another country and for that I am grateful. It taught me how to persevere and
to be flexible. It also reminds me of how fortunate I am to be living in one of the greatest
countries in the world, the United States of America.
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Teaching Philosophy
Myteachingphilosophyconsistsofmultiplethings:
• Creatingafunandwelcomingenvironment
• AppreciatingDiversityand
• Fosteringasafespaceforchildren
Itisinmyexperiencethatchildren,especiallythoseintheearlystagesof
learningsuchaspreschoolthroughelementaryschool,learnbestwhentheyare
havingfun.MygoalistogetmystudentstobeasenthusiasticaboutlearningasIam
aboutteaching.Iplantodosobyimplementingacurriculumthatwillappealtothe
5senses.Mylessonswillincludeart,music,andphysicalactivities.
Sincechildrenspendcloseto40hoursinaclassroom,Iwillcreateaspacethatis
occupiedbyfunandbrightcolors.Itwillbemygoaltokeepmyshelvesstockedwith
appropriatebooksfortheagegroupinmyclassroom.Iwillprovidea“quiet”areain
whichchildrencanopttoreadorusethisspacetocalmonesmind.Creatingafun
andwelcomingenvironmentwillrequiremyselftoalsopresentafunand
welcomingattitude.IfIputoutthevibesthatIhopetoreceivefrommystudents,I
willhavetoactivelyworkonbeingthepositiveinfluenceonthechildren.I
Mypersonalexperienceswithcomingfromablendedfamilythatalsohomes
gayandlesbians,Iamusedtomyfairshareofcriticismfornothavingtheideal
“AmericanFamily.”ItismyhopethatIwillcreateaspacewhereallchildrenofall
backgroundswillfeelsafe.Iwillmakeitmypersonalgoaltoincludebooksthat
coveralltypesoffamilies,personalorientationsandwillcelebrateourdifferences.I
believethatchildrencanbenefitsomuchbylearningfromothercultures.By
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introducingallofthesedifferentaspectsofmystudents’life,Ihopethatthechildren
willlearntobecomedecentmembersofsocietiesandallowthemselvestoaccept
thediversityofourworld.
Ibelievethatchildrenlearnbestwhentheirbasicneedshavebeenmet.
Unfortunately,wedonotliveinaperfectsocietywhereallchildrencometoschool
fedandreadytolearn.Notallchildrenhavetheoptiontobuynewshoes,clothes
andschoolsuppliesatthebeginningoftheyear.IunderstandthatIwillnotbeable
toprovideforeachchildandtheirfamilies,butIwilldomybesttoactivelytry.If
childrenhavethefreedomtonothavetoworryaboutthehardshipsofthereal
world,theywillbeabletoopentheirmindstoacademics.
Ultimately,myphilosophyisthatourchildrenareourfuturedoctors,
lawyers,presidentsandteachers;thereforeitismyresponsibilitytoteachthemto
thebestofmyabilities.
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Anecdotal Notes
Child Observation (3-5 Years Old)
1. The child I observed was a 3-year old boy. I arrived for my observation just a
little before 10 in the morning. There were 4 girls and 5 boys eating breakfast at
the tables in their kitchen/cafeteria area when I arrived. Halfway through my
observation, one more girl arrived. All the children were between the ages 2-5 at
this location. There were 3 teachers walking around, pouring cereal and
interacting with the children. In the first room where I started my observation,
they had two long tables with 8 chairs around each table. All of the furniture was
appropriate for the age group at this location. The kitchen/cafeteria area was
nicely lit with a lot of natural lighting shining through the glass sliding doors that
were decorated in stickers. To the left, the wall was made of chalkboard that
exhibited children’s drawings.
After breakfast the children were directed outside for play. Outside, they were
welcomed by artificial grass, a jungle gym with a slide, a swing set, a pyramid
and a seesaw disguised as an airplane. There were also a lot of small battery
operated cars; bikes and balls open to them.
2. The child I observed seemed to have functional motor skills. His ability to run
around and chase the children shows good hand/eye coordination. He also seemed
to exhibit good cognitive/language development for his age. I believe this because
when the teacher approached him about why he was on a time-out approached
him he seemed to understand why and promised the teacher that he would model
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better behavior in return for getting out of time-out. He told her that he would be
nicer to his friends if he could go outside too.
3. A. The first interaction I witnessed was between the teacher and student. The
student was sitting in the hallway on a time out. The teacher sat down next to him
and asked if he was ready to join the others. The child nodded yes. In my opinion,
this was a good interaction between the student and teacher. From what I was
told, he was on a time out after multiple reminders to keep his hands to himself.
By the teacher sitting down next to him and not leaning over/towering over him
she is able to connect with him in a way where he shouldn’t feel ashamed for
making a mistake. The teacher also made sure he understood why he was sitting
in the corner instead of enjoying breakfast with the others to remind him of the
consequences of not following directions.
B. Another interaction he had was between his self and two other girls. By the
time he was excused outside, two of the girls immediately approached him and
told him he was a monster. I assume he took this as his cue to start chasing them
while roaring. This interaction shows that he is a good sport and knows how to get
along with others. However, the fact that the girls immediately deemed him a
monster can have a negative effect as well. Unless, of course, they take turns
playing monster. Then it could just be a game.
C. The last interaction I was able to witness was between him and a different
teacher. This interaction stemmed from him falling off of the seesaw. He started
to wail (no tears) and the teacher approached him. I couldn’t really hear the whole
conversation, but a few minutes after he was approached he got up and started
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running again. I saw this as a positive interaction as well, because it was obvious
that he showed trust in the teachers because he knew that if he were to cry they
would respond. And by the teacher being attentive and responding, she justifies
his response.
4. Starting at age 3, children begin to develop empathy. I believe that the student I
observed showed this when he took it upon himself to play monster after he was
approached. Instead of being offended or hurt that he was titled a monster, he ran with it.
At 3 years old, I believe that the child was where he needed to be developmentally.
Although he was placed in a time out, it may not have necessarily been a knock on the
child, but the teacher instead. This is more of a tricky subject and can be seen differently
by many different age groups and cultures.
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Child Observation Analysis
ChildObservation
A. BasedonPiaget’sstagesofdevelopment,thechildIobservedseemedtobein
betweenthesensorimotorstageandpreoperationalstagesofdevelopment.
Onhisown,hewasabletoseekstimulationbypickingupagreencupthat
hadaballinitandthrowingtheballoutofthecup,thenchasingitanddoing
italloveragain.Hewaspasttheobjectpermanencestagebecausehewas
abletounderstandthattheballstillexistedafteritfelloutofthecup.He
wouldthenlookforthecupbywalkingaroundtheroomuntilhefoundit.He
wasalsocapableofthoughtandlanguage.Thiswasdisplayedwhenhe
communicatedthathewashungrywiththeteacher,orwhenheshowed
frustrationwhentheotherkidwouldtakehisballandrun.
B. BasedonGardner’smultipleintelligencetheory,Liamexhibited“Linguistic
Intelligence”becausehewouldyellouttheotherkid’snameandaskfor
“ball”back.Hewouldalsoexclaimthattheballwashis.Ialsoobservedthat
Liamexhibitedspecialintelligencesincethedaycarehadnewlybeen
renovatedbuthewasstillveryawareofhissurroundings.Hewasabletorun
totheslidesandchaseaftertheotherchildwithoutbumpingintothings.
C. PhysicalDomainsofIntelligence:
a. Physical–Liammasteredwalkingandwasshowingsignsofstarting
torun/walkinincreasedspeeds.Liamwasabletoclimbupanddown
theplayslidewithoutanyhelp.Hewouldalsopickupandthrowthe
ballinandoutofthegreencup.
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b. CognitiveDevelopment–Heusedsensorytrialanderrortosolve
problemswhenhewouldlookfortheballafterit’sbeenthrownoutof
thecuporevenwhenhewouldchasehisclassmatedownfortheball
back.Hedidfollowdirectionswhenthedaycareteacherswouldtell
himtoplaywithanothertoyortohelptidysomeofthetoys.
c. Heexhibitedparallelplayandevensomecooperativeplay.Attimes
hewouldplayalone,butwiththeotherchildrenorteachersrightnext
tohimwithnointeraction.Butatothertimeshewouldinteractwith
theotherchildrenaswell.Hetriedtotakeownershipofthegreenball
sincehewasthefirsttoplaywiththeball.
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Welcome to Kindergarten! My name is Mrs. Genelynn Pugliese. In class you can call me Mrs. Pugliese (Pull-yay-see). I am so excited to start this year with you!
About me: I graduated from Holy Names University, which is also where I received my California Teaching Credentials and Masters in Education! I’ve always wanted to be a teacher and before I became a Kindergarten teacher I was a Pre-Kindergarten Teacher! I believe that early childhood education is essential in creating life-long learners. What to expect: We are going to have so much fun this year! This year we are going to learn the alphabet with the help from our friends at Zoophonics! An example would be “Allie Alligator” who likes to go “Aa.” In addition to learning to write our letters, we will practice reading high frequency words such as “it”, “at,” “we” and more! We are also going to learn to count to the number 100 and we will learn how to add and subtract with those numbers too! When I am not teaching: When I am not in the classroom I like to spend time with my husband and our daughter, Madelynn. One of our favorite things to do is go to Disneyland!
Mrs. Genelynn Pugliese Roosevelt Kindergarten [email protected]
nu.edu
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Sample Curriculum
Month: December
Theme: What the Holidays means to me!
Handwriting Developmental Goals:
• Letter recognition
• Sequence Alphabet
• Fine Motor skills
• Following directions (Step by step
process)
• Self-awareness of self and others
• Practice left-right progression
Social Awareness Developmental Goal:
• Recognize own uniqueness
• Engage in social interaction with peers
• Foster self-esteem
• Use a variety of words to express feelings
and ideas
• Begin to understand kindness and respect
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For the Month of December we will concentrate on what the “holidays mean to
us.” During in the month of December, we celebrate many different holidays
such as Christmas, Hanukkah, and Kwanzaa. This month we will take a look each
of these holidays by reading stories such as How the Grinch Stole Christmas by
Dr. Seuss, The Story of Hanukkah by David A. Adler and The Seven Days of
Kwanzaa by Angela Shelf Medearis.
We will discuss in class what we love about the holidays and use this time to
remind them that the holidays are meant for spending time with family and
being grateful for what we have. We will take a look at how Christmas is
celebrated around the world. By doing so we are broadening the children’s
horizons about holidays and what they truly are about.
This month our project will be to create our own books and stories about what
the holidays mean to us. To create these book, each student will write three
ideas about what Christmas meanst to them. Then they will draw pictures to go
along with their ideas. Lastly, we will come together as a group to share our
stories.
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Art Review
Inlieuofclassoneweek,wemetattheBayVistaHallatHolyNames
University.Therewewerewitnessestoaneventcalled,“Mixed-MediaArtEvent.”
Therewasakeyboardplayer,apainter,aperformanceartistsandourEnglish
ProfessorwhoreadherownPoetry.
Thiseventwasveryintimidatinguponwalkingin.Therewerechairscircled
aroundemptybowls,waterjugs,roses,blocks,mudandotherthings.Beforethe
eventstartedwewereeachgivenstripsofpaperthatcontainedalinefromthe
poemsthatweregoingtoberead.Theperformanceartistthenorchestratedusto
readourlinesasifwewereperformingasong.Atfirstitwasweird,butthenitwas
beautiful.
Theeventfinallybeganandallartistsworkedsimultaneously.Professor
Walkerreadingherpoem,theperformanceartistcreatingthevisuals,whilethe
painterpaintedapictureofthebayandthemanonkeyboardsprovidedsound.
Therewerealotofmomentsofuncertaintyforme.Iwasn’tsurethatItruly
comprehendedwhatwashappenedbeforeme.
Whentheeventwasoverweweregivetheopportunitytoaskquestionsand
itwasprettycooltryingtounderstandwhateachartistwasthinkingasthey
performed.
Finally,Ileftwithanewappreciationforart.Iknowthatittookalotof
courageforthemtoputthemselvesoutthere,especiallyinfrontofabunchof
collegestudents.Buttheydidabeautifuljob.ItisdefinitelyaneventthatIwould
liketoattendagaininthefuture.
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