My Philosophy
I was drawn to the teaching profession because I enjoy working with children. I view teaching as a constant challenge that is seldom, if ever, boring. The realization that a teacher can introduce children to new worlds of information and open up new possibilities daily was motivation in itself for me to select teaching as a profession many years ago.
What I try to do every day in my class is be a good listener, to guide instruction rather than lecture, and be willing to use varied methodologies to foster learning. I also strongly believe in establishing and maintaining good communication with parents. This can foster a positive learning atmosphere in the classroom and can only enhance instruction.
Teaching to me is not a nine to five occupation. It is a privilege and a tremendous responsibility. I believe in placing my students as a priority during the school year and have a very supportive family who accepts the fact that my teaching is important. I would be a fool to say that I know everything there is about teaching. I am a life-long learner and want my students to become the same as well.
I do set high standards in my classroom and will not accept minimal effort from anyone including myself. If I am to expect a one hundred percent effort from my students, then it is also fair to say that my students can expect the same from their teacher. I really try to make teaching an interesting and personally rewarding experience for my students while at the same time trying to have fun with what we are doing.
Education
Master of Science
Illinois State University, Normal, Illinois
Major: Elementary Education
January 1983
Bachelor of Science
Northern Illinois University, DeKalb, Illinois
Major: Elementary Education
Emphasis: Social Science
January 1973
Associate of Arts Degree
Illinois Valley Community College, Oglesby, Illinois
June 1971
Professional Experience
September 2002 to the present First Grade Teacher Divernon, Illinois
September 2000 - June 2002 Computer Teacher K-8 Divernon, Illinois
September 1999 Special Education Aide Divernon, Illinois
1990-1999 Stay at home mom for Rachel and Logan
September 1989-1990 Substitute and Homebound Teaching
January 1973-1989 K-5 Teacher Marseilles, Illinois
1986-1989 Second Grade
1982-1986 Third Grade Teacher
1980-1982 First Grade Teacher
1978-1980 Second Grade Teacher
1974-1978 Third Grade Teacher
January 1973-1974 Fifth Grade Teacher
Honors and Accomplishments
2001 Co-authored manual for Divernon teachers to use to teach school to work skills
1989 Educator Award for Accomplishments and Dedication
La Salle County
1986 Co-authored K-12 manual for teaching critical thinking skills, rational decision making and problem solving. The manual identified skill strands common to all curricular areas with activities developed to allow students to transfer the process of learning from one subject to another and thus learn content more effectively.
Education
Master of Science
Illinois State University, Normal, Illinois
Major: Elementary Education
January 1983
Bachelor of Science
Northern Illinois University, DeKalb, Illinois
Major: Elementary Education Emphasis: Social Science
January 1973
Associate of Arts Degree
Illinois Valley Community College, Oglesby, Illinois
June 1971
Professional Experience
September 2002 to the present First Grade Teacher Divernon, Illinois
September 2000 - June 2002 Computer Teacher K-8 Divernon, Illinois
September 1999 Special Education Aide Divernon, Illinois
1990-1999 Stay at home mom for Rachel and Logan
September 1989-1990 Substitute and Homebound Teaching
January 1973-1989 K-5 Teacher Marseilles, Illinois
1986-1989 Second Grade
1982-1986 Third Grade Teacher
1980-1982 First Grade Teacher
1978-1980 Second Grade Teacher
1974-1978 Third Grade Teacher
January 1973-1974 Fifth Grade Teacher
Honors and Accomplishments
2001 Co-authored manual for Divernon teachers to use to teach school to work skills
1989 Educator Award for Accomplishments and Dedication La Salle County
1986 Co-authored K-12 manual for teaching critical thinking skills, rational decision making and problem solving. The manual identified skill strands common to all curricular areas with activities developed to allow students to transfer the process of learning from one subject to another and thus learn content more effectively.
