Teaching Portfolio
Jenny Davy B.A Elementary Education at Maharishi University of Management
My Lincoln School Students
Myself with Kate Vetter- My Maharishi School cooperating teacher
Tari Eeling and Friend - my Lincoln School cooperating teacher
Reading in the Maharishi Lower School Library |
Welcome to my
Teaching Portfolio
The theme of my portfolio is "Receptivity." I believe that my classroom goals can be attained more easily by establishing receptive learning relationships with all my students. I have organized my portfolio so that it is easy to navigate, and therefore is a learning tool that is receptive to the wants and needs of its viewer. Simply click on any of the links to the left to explore my portfolio. These pages will lead you to a further explanation of my abilities and successes as a student teacher. Don't worry, you won't get lost in a jungle of pages, you can always find your way back here by clicking on a Home link found on every page. Below is a sneak preview as to what is in my portfolio. My Theory of Education allows a glimpse of what I see as most important in a classroom in order to achieve maximum results in student learning. Reflecting on my Theory, I saw the extent of my growth from a college student into a successful teacher. This most clearly shows itself in my ideas and thinking about education, and my role as a teacher. I believe that to become a master teacher I must first master receptivity in the classroom. I also feel that constant professional development, be it formal or informal, is completely necessary in maintaining mastery of teaching. A Rabbanical saying speaks true to my heart when it says, "Don't limit a child to your own learning, for he was born in another time." Today's world is changing very quickly (be it best practice or technology in the classroom), and I don't want to be a teacher in 20 years time that is no longer qualified to do her job because she doesn't have the required training. Currently, however, I think I am very well prepared to take on my own classroom. This is well evidenced in my Curriculum Samples. In the Curriculum Samples pages you may view some of the lessons and units I developed or modified during student teaching. Examples of Student work is also accessible from this page. For a true glimpse of who I am, check out the edited videos of 2 science lessons I taught. For a biographical glimpse of who I am visit the Who am I? page. This page gives a little overview of why a young woman from New Zealand (me) is interested in teaching in the US. My Resume looks at where I want to go with my Iowa teaching certification, and my major activities and accomplishments during student teaching. Also included are my computer skills and proficiency in a number of educational pieces of computer software, my participation in professional responsibilities, such as in-service meetings and parent teacher conferences. My experience participating in professional responsibilities strengthened my desire to work in team situations. One particular experience I recall, was observing a meeting that my cooperating teacher was attending to create K-12 Social Studies standards and benchmarks for the Fairfield district. The teachers, who varied from first year to master 25 year teachers, worked systematically toward their goal, incorporating all or at least considering various ideas from all teachers present. It confirmed in my mind that teaching isn't a solo job. It is a job with much support from multiple levels of faculty within and outside the district - a relieving thought for a first-year teacher. As a new teacher I feel I have many successes and accomplishments, but there are still areas of growth in achieving my goal of master teacher extraordinaire! I hold many high expectations for my students and for myself. To become the master teacher I want to be I still have things to learn and experiences I need to reflect on. I feel I have two major areas of growth. The first is curriculum preparation and modification. Kate Vetter, my Maharishi School cooperating teacher, repeatedly reassured me that anyone can learn curriculum, but not everyone is a dharmic teacher. With that said, I still think my largest area of concern is experience in preparing a curriculum that will fulfill my needs with that of my individual student's needs. The solution to this is time, patience, and experience. Also, attending future professional development/in-service conferences will be an excellent step in learning teaching/preparing strategies for curriculum design. I also look forward to having a master teacher for a mentor in my first years. My second area of growth is growth into higher states of consciousness. Becoming fully enlivened in Self-referral consciousness, I will become a master teacher. I also want to teach in a Consciousness-Based Education (CBE) school. To do this most successfully I feel I need to become a teacher of Maharishi's Transcendental Meditation. The students in CBE settings are accelerating so fast in their own growth of consciousness that I need to be constantly furthering my own, just to keep up. With my preparation in the Education Program I feel I am well prepared to step up and take on my first classroom I anticipate that with every passing year of experience I will become a more successful teacher through the successes of my students. Please look at my Recommendations page which allows the reader a more objective view as to my successes as a teacher. Recommendations include: both my cooperating teachers and my student teaching supervisor. Please Contact me with further questions, compliments or comments. Any quotes on this site unless otherwise referenced are from Teachers Have Class by BasicBooks |
