lisa hubright education portfolio

Portfolio of Lisa Hubright

LISA A. HUBRIGHT 1000 Dewey Ave * Alpha, NJ 08865 * [email protected] * Cell (908)763-5334

SEEKING TEACHING POSITION Self-directed, enthusiastic educator with a passionate commitment to student development and the learning experience. Skilled in the design of challenging, enriching, and innovative activities that address the diverse interests and needs of students. Possess outstanding communication skills, present information in a variety of ways, emphasizing relevance of class material to the world beyond the classroom. Active team member who effectively collaborates with all levels of staff members and establishes quality relationships with students. Experience in:

Curriculum Design & Development

Differentiated Instruction

Cooperative Learning

Student Motivation

Interactive Learning

Classroom Management

Student-Centered Learning

Multicultural Awareness

Student Assessment

Whole Group Learning

Education

Bachelor of Arts, Major: History – Cedar Crest College, Allentown, PA (2004)

18 hours towards Masters - East Stroudsburg University, East Stroudsburg, PA

Certifications & Awards

Received the 2007-2008 Texas ASPIRE bonus for excellence in teaching

Secondary Education Certification- History and English- Texas

Certified to teach advanced classes –Laying the Foundations Training

NJ and PA certifications pending

Teaching Experience

Sylvan Learning Center, Clinton NJ, 2009-present Teach and Tutor K-12 focusing on Beginning Reading, Academic Reading, Academic Writing and Math

Westside High School, Houston TX, 2007 - 2009 English Teacher Manage classroom coverage of 9th grade AP and Prep/Spec Education classes; assume all responsibilities of regular classroom teacher, including professional development, communications with parents, assessments of students, preparation of Semester Final Exams and staff meetings. Held meetings to develop effective writing and editing techniques and inspire creativity, allowing students to perform their written pieces for the enjoyment of others.

Incorporate constructive philosophy of teaching into classroom by implementing various student-centered learning methodologies, significantly enhanced the class environment by acting a facilitator to promote student leadership in initiating and creative positive learning opportunities.

Integrate technology into curriculum, supplementing class lectures and developing students’ word processing and researching skills. Utilize Internet for resources on current events, history and literature to complement learning activities.

Establish and maintain positive relationships with students, parents, and colleagues, fostering an environment of open communication and support.

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Philosophy of Teaching

High school for me was a blur. I do not revel in fond memories, think longingly of school dances, nor of football games, but there was one person my senior year that touched my heart. I was required to take an art class to graduate, and cringed at the prospect of feeling even more mediocre than I already did, I had no other choice. Walking into the art room, smelling the paint, clay, and various other mysterious odors, and looking at past classes chalk, paint, and pen drawings, I shrank further within myself. Our teacher introduced herself as Ms. Robinson, and began the class by explaining that art was not so much what you could produce, as it was the effort you put into it. Well, that perked me up considerably, as I put immense amounts of effort into any art and usually produced nothing recognizable.

As the year progressed, she continued to praise all of us, no matter what level of art we managed to produce, and I found my confidence rising as a result. She was funny, warm, and I found a place in school where I felt safe and calm. A student could talk to Ms. Robinson and she treated you like and equal…she listened. I noticed that this class was the only one that had few discipline issues, and where the students listened to her, and she listened to us.

Years later, after I made the decision to become a teacher, I was told that I was there to teach the students, not to be their friend, and I gave that idea a go during my first year teaching. It failed miserably. Halfway through my first year, I took a long look at my teaching style and decided it was not really me in the class. I was struggling to be something I was not. After Christmas break, I started to relax in the classroom, began class with an easy comfortable smile on my face, and for once really listened what my students were saying, both verbally and nonlinguistically. The transformation was almost immediate. My discipline problems almost disappeared, and the tension that I used to feel in the class vanished.

My second year of teaching was wonderful. I could honestly say that I loved every one of my kids…even though some of them made it difficult at times. They felt comfortable in my class, and in turn I discovered things about their individual situations, which helped me understand some of their issues with class work. I felt that during my second year I actually got across to them that they do not exist in a vacuum. That the things they learned in class were all interconnected.

English and History can be tough subjects to teach; they tend to lean to the dry side. Studying the subjects involves both student and instructor in interactive conversations about events created by the actions (or inactions) taken by people, in the course of their

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daily lives. My role as the teacher is to enable students to obtain a context through which they can understand the motivations behind the decisions made by historical figures and authors, critically evaluate those motivations, and assess the significance of the actions taken as they analyze the events themselves. More importantly, I want my students to understand, intellectually and emotionally, that their present lives are the result of these historical events, essays, short stories, novels and poems; created by imperfect beings very much like themselves who often did not completely understand the implications of, nor foresaw the consequences which resulted from the actions they undertook. I want all my students to understand that their present life is the consequence of these events.

Great writing leads to historical events as great history leads to amazing writing…they are all intertwined.

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Philosophy of Discipline

To sum up my philosophy of discipline in a paragraph or two is impossible, as it is an evolution that will continue to grow in tandem with my years of teaching experience.

I have approximately five core rules that I institute regardless of grade level, or learning level:

1. Do not speak when someone else is speaking.

2. Work to the bell.

3. I dismiss the class…not the bell.

4. Please pick up all trash and push in chairs before leaving.

5. I respect you…in return please respect* your teacher and your classmates.

*Respect covers all bases: swearing, throwing paper, interrupting the teacher, another student, or other inappropriate behavior.

Ramifications for minor infractions are on a sliding scale. The first occurrence is a quiet warning and a stare. The second occurrence leads to a teacher student discussion (you never know if the student is just having a bad day or if it’s something worse). The third occurrence leads to detention either at lunch or after school, depending on the policy of the school. I try my best to deal with minor infractions in class, rather than sending a student to the dean or principal for major issues. I also try to call as little attention as possible to the student in question, as not to interrupt class. I find that a quiet reprimand and a sticky note to see me after class works much better than disrupting class time to reprimand the student in front of his peers.

I don’t require my classes to be “morgue quiet”. I like my classes to buzz with activity. There are times when they know to be quiet, such as during tests, quizzes and during timed writings, and when I stress independent work. The rest of the time I find that students work best when they can bounce ideas off each other and work in a relaxed setting. I wander around, check work and redirect if I notice the conversation is off task. Otherwise, I feel that most of today’s students work well with background conversation. A product I believe of listening to the IPod, watching TV and text messaging all at the same time. We have a generation of multi-taskers.

I have found thus far into my teaching career, that with a relaxed atmosphere based on routine and mutual respect, I have students who feel safe and are less inclined to misbehave.

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