About Me
I am a Hoosier who has been transported to the heart of Texas. I didn't grow up dreaming of being a teacher; it was always the last potential career on my ever-changing "when I grow up" list. I attended Harding University with every intention to study political science and attend law school. But God had other plans, and I couldn't be happier with them.After working with impoverished teens and counseling at summer camps, I came to realize that helping young people was my passion and teaching would be my avenue.
Besides teaching, I love reading and running and spending time with my wife. We run together almost every day and can be seen early in the morning along the bayou. Every summer I have a goal of reading 20 new books. Non-fiction--history, sociology, and science--are my favorite topics, but I've been known to crack open a pop fiction novel now and again.
This fall I will begin the Master of Education program at Houston Baptist University. I’ve had the opportunity to experience the classroom, collaborate with teachers, and guide students. Now, I’m ready to begin improving myself--to develop my teaching skills, to improve my students, to lead my colleagues.
Besides teaching, I love reading and running and spending time with my wife. We run together almost every day and can be seen early in the morning along the bayou. Every summer I have a goal of reading 20 new books. Non-fiction--history, sociology, and science--are my favorite topics, but I've been known to crack open a pop fiction novel now and again.
This fall I will begin the Master of Education program at Houston Baptist University. I’ve had the opportunity to experience the classroom, collaborate with teachers, and guide students. Now, I’m ready to begin improving myself--to develop my teaching skills, to improve my students, to lead my colleagues.
Teaching for Life: A Philosophy
I want to be a teacher that students look forward to having and remember long after, not because of the English lessons learned, but because of the Christian example that was set. One of my students recently applied to my alma mater because of my integrity, character, and faith. She wanted to go where I went to college because of my example as a Christian man. I teach at a private Christian school because I get to intentionally lead students one step closer to Christ.
Teaching is serving. The best teachers are servants. My faith is closely tied to my work because teaching is my talent--my service to God. My best days as a teacher are the ones where I remember to serve my students and parents; my most trying days are the ones I selfishly desire respect and authority. Jesus Christ was a teacher, and he set the best example for us when he washed the feet of his disciples, his students. I strive daily to do the same. It’s a rush every day to know that my occupation matches my vocation, my job matches my calling. This match gives me a confidence and joy about my situation. In my experience, if I daily pour myself out for my students and I stay connected to the source, then the Lord of renewal and rejuvenation will refill me each day.
Teaching is collaborative.Teaching is a team effort with many different players who must work together to reach the goals they have set out to accomplish. Administrators, colleagues, parents, and students are all part of the team, and each must play their role to find success.
Teaching requires respect. If teachers expect to be respected by their students, then they must first show respect to their students. Even if the student doesn't respect the teacher, the teacher must still show respect to the students. Respect is show to others not because of what they have done but because of who made them. When both parties show respect, a lot of meaningful learning can occur.
Teachers are professionals. I believe teachers should act, speak, dress, and behave like professionals. If teachers hold themselves to high standards, it will be much easier to hold students to high standards. Beyond curricular instruction, teachers must MODEL other important aspects of life to their students. We are always under the microscope and should live our lives beyond reproach.
Teaching is serving. The best teachers are servants. My faith is closely tied to my work because teaching is my talent--my service to God. My best days as a teacher are the ones where I remember to serve my students and parents; my most trying days are the ones I selfishly desire respect and authority. Jesus Christ was a teacher, and he set the best example for us when he washed the feet of his disciples, his students. I strive daily to do the same. It’s a rush every day to know that my occupation matches my vocation, my job matches my calling. This match gives me a confidence and joy about my situation. In my experience, if I daily pour myself out for my students and I stay connected to the source, then the Lord of renewal and rejuvenation will refill me each day.
Teaching is collaborative.Teaching is a team effort with many different players who must work together to reach the goals they have set out to accomplish. Administrators, colleagues, parents, and students are all part of the team, and each must play their role to find success.
Teaching requires respect. If teachers expect to be respected by their students, then they must first show respect to their students. Even if the student doesn't respect the teacher, the teacher must still show respect to the students. Respect is show to others not because of what they have done but because of who made them. When both parties show respect, a lot of meaningful learning can occur.
Teachers are professionals. I believe teachers should act, speak, dress, and behave like professionals. If teachers hold themselves to high standards, it will be much easier to hold students to high standards. Beyond curricular instruction, teachers must MODEL other important aspects of life to their students. We are always under the microscope and should live our lives beyond reproach.
Master Technology Teacher Standards
Standard I: The Master Technology Teacher effectively models and applies classroom teaching methodology and curriculum models that promote active student learning through the integration of technology and addresses the varied learning needs of all students.
Standard II: The Master Technology Teacher selects and administers appropriate technology-related assessments on an ongoing basis and uses the results to design and improve instruction.
Standard III: The Master Technology Teacher applies knowledge of digital learning competencies including Internet research, graphics, animation, website mastering and video technology.
Standard IV: The Master Technology Teacher serves as a resource regarding the integration of assistive technologies and accessible design concepts to meet the needs of all students.
Standard V: The Master Technology Teacher facilitates appropriate, research-based technology instruction by communicating and collaborating with educational stakeholders; mentoring, coaching and consulting with colleagues; providing professional development opportunities for faculty; and making decisions based on converging evidence from research.
Standard II: The Master Technology Teacher selects and administers appropriate technology-related assessments on an ongoing basis and uses the results to design and improve instruction.
Standard III: The Master Technology Teacher applies knowledge of digital learning competencies including Internet research, graphics, animation, website mastering and video technology.
Standard IV: The Master Technology Teacher serves as a resource regarding the integration of assistive technologies and accessible design concepts to meet the needs of all students.
Standard V: The Master Technology Teacher facilitates appropriate, research-based technology instruction by communicating and collaborating with educational stakeholders; mentoring, coaching and consulting with colleagues; providing professional development opportunities for faculty; and making decisions based on converging evidence from research.
Standard I |
Artifact |
ReflectionTechnology provides efficient ways to analyze data and present that data in visually stimulating ways. Analyzing verbal information, like word origins, in a visual and quantitative way can help visual students better grasp knowledge and understanding.
A technology rich unit utilizes a number of appropriate tools to reach all students in different ways. The unit I've planned will help both verbal and visual learners through technology. Students can use the same tools to demonstrate mastery of content and skills. A wide range of activities better reflects their true understanding and ability. Bloom's highest levels of understanding require students to synthesize, apply, and create products that portray their depth of knowledge. Technology often allows students to meet all three of these levels with the added motivation of producing for an authentic audience. The more that students can explore and sample, the better their learning will be. Subject samplers and treasure hunts are a great way to expose students to new information at their own pace. Students could complete a subject sampler as an introduction to a new unit of study. They could also create subject samplers or treasure hunts as a synthesis of sources and knowledge. The WebQuest presents students with a task-oriented, authentic experience to learn and then apply their learning. A WebQuest requires students to discover, evaluate, and synthesize information from the Internet. This WebQuest asks students to make inferences and draw conclusions about specific areas of their culture. Another adaptation for WebQuests would be to have students find, evaluate, and record the web resources to use on a project. Online and flipped lessons are engaging ways for teachers to work with students outside of the structured class time. Flipped lessons allow teachers to deliver content to students at home in less time than in the classroom. Students are also able to review the content as needed. Then teachers get to spend more intentional time directly working with students on the application of skills or content in the classroom. This opens the door for individualization with each learner. |
Standard II |
Artifact |
ReflectionThere are several interactive tools available online. This is an incredible opportunity for teachers to extend the classroom learning and instruction beyond the walls of the classroom. Whether utilized as flipped lessons or homework practice, online interactive tools provide students with formative feedback--even when the teacher is not present. Ted-Ed is one program that allows teachers to add questions and extensions to any YouTube video. Other interactive tools like StudyBlue or Quizlet let students practice new terms and ideas at home.
|
Standard III
|
Reflection
Blogging allows students--and others--to publish their own writing for a public, authentic audience. Blogging to answer questions, share thoughts, or respond to peers helps students be more reflective about their cognitive processes and personal opinions. Discussing issues with others helps develop individuals as they are required to look at things from multiple perspectives. A range of tools are available for the iPad to use to create stop motion videos. Stop motion videos are becoming a popular way to record short, miniature lessons on specific topics. Traditional PowerPoint or slide presentations can also be used to rapidly transition through pictures. The benefits of iPad apps--like OSnap! or iMotion--combine the camera and editing program. Students learn in different ways: TEASes are great ways to engage students and activate prior knowledge through pop images, music, and video. Students could use programs like iMovie to create project videos. Creating projects like this require content mastery as well as media and technology literacy. iMovie provides students the opportunity to edit videos, utilizing graphics, pictures, text, music, and video. Many platform-based programs, including MovieMaker, can be quickly implemented in class projects because of their user-friendly features. Students who do not have access to video editing software like iMovie or MovieMaker can still work on video projects using online programs like Creaza Education. Creaza is an online video editing and cartoon creation program with built in images, graphics, layovers, transitions music and video. A drag-and-drop format makes the program easy to figure out. There are many different methods of delivering content to students. The growth of technology and the development of educational applications has greatly increased teachers' ability to reach every students. Teachers can now work with students, regardless of time and distance. The use of video and audio instruction allows students to playback and review instructional information whenever they need, how ever many times they need. This allows teachers to spend more time working with students. Online and flipped lessons are engaging ways for teachers to work with students outside of the structured class time. Online lessons allow teachers to extend or enrich the learning experiences outside the class. This extra knowledge helps students grow and make connections at all levels of their learning. Adobe Photoshop allows teacher-creators to manipulate, modify, and adapt images and originals to fit a variety of classroom needs. Students can learn how to create collages, share stories visually, or apply design principles. Work with images also becomes important for print-based media classes like Yearbook or Journalism. The principles of design, when applied correctly, can make a good creation great. Programs, like Adobe inDesign, allow teachers to create engaging visuals to meet the specific needs of their classroom or role. Industry tools like inDesign also introduce students to the true tools of publishing. This is especially appropriate for the publication classes. Massive, Open Online Courses (MOOCs) loudly entered the education world in 2012. These collegiate courses are available at no-or-low cost to anyone with Internet access. Participants can sample courses from almost any content area and a wide range of universities. While accreditation for most courses has yet to be established, all signs point to a major shift in the distribution of content in education. Before embracing MOOCs, educators will need to weigh the advantages and disadvantages of MOOCs for their specific needs. |
Standard IV
|
Reflection
Technology is not only a great tool to use when developing lessons, but it is also a way to store, organize, and share ideas as a teacher. Students could use programs like Scoop.It or Delicious to collect sources for resources projects. There are several options regarding Web 2.0 tools. The benefit of so many options--and many free--is that the best tool can be used for different situations. First, I have to determine the type of learning I want students to achieve, then I can select the best tool to accomplish this learning. Assistive technology can range from pencil grips to laptop computers--anything that assists students in learning. Integrating assistive technology when necessary can ensure that all students are able to learn together. Students can use the tools that they need to do their best. |
Standard V
|
Reflection
Meaningful learning occurs with technology, not from technology. When developing unit plans and lessons, I need to plan to use tools that will help students increase understanding and mastery through the tools. Technology gives students ways to experiment and design that never existed before. Using technology, students can create their own virtual simulations to test real world problems in contained environments. There are several online tools that students can use to share and create. Glogs are "graphic blogs" that can support the visual learner. This is also an interesting platform to embed video, audio, and useful links. Some students may find this an unique way to demonstrate knowledge. Students may sometimes miss information presented in class. Having the opportunity to review lectures or important information at home at their own pace is a valuable resource more available to students today than every before. Recording videos or screencasts of important information can help students better learn material. They also present options for student-created projects. Best practices should be used in every classroom. These proven, research-based strategies enhance and ensure the learning and understanding all teachers desire in their students. Constructive controversy is one method to help students view issues from multiple perspectives and develop empathy. There are many different methods of delivering content to students. The growth of technology and the development of educational applications has greatly increased teachers' ability to reach every students. Teachers can now work with students, regardless of time and distance. The use of video and audio instruction allows students to playback and review instructional information whenever they need, how ever many times they need. This allows teachers to spend more time working with students. As a teacher, it is important that I practice and model the principles of academic integrity and media stewardship. Students also need to practice following citation and copyright guidelines for their projects. Wikis are great places to store and play with information and resources on the Internet. They allow teachers and students to collaborate and build a network of knowledge about any topic. This collaboration helps everyone involve process their learning at a deeper level. The 8W Inquiry process requires students to intentionally practice and demonstrate the research process. Teachers are researchers, learning how to apply and modify the best practices and instructional methods in their classrooms. Action research projects are a way for teachers to apply, monitor, measure, and evaluate the effectiveness of practice in their classroom. When a nugget strategy is found, teachers should be willing to share and collaborate with others to improve the profession. PowerPoint can be utilized in linear and non-linear design models. Media, whether digital or print-based, is often judged based on visual appeal. To fully engage all learners, teacher-designers should consider the principles of design when creating media for instruction. Communication with education stakeholders, including parents and colleagues, can be greatly increased through the use of technology. Professional grade products can be created with common programs like Adobe inDesign. Information can be shared in a way that is engaging and informative. While there is a time commitment involved to creating detailed products, the investment demonstrates the level of care for students and their success. Students could also use these types of programs for their own creations and publishing. Instructional coaching is a more effective model of professional development. Jim Knight explains that peer coaching through a partnership model empowers teachers and increases the implementation rate of professional development. Through my coaching internship, I learned that consistent mentoring time with participants is the key to coaching success. Teachers want their individual needs to be met. |