Sophia Mendez is a 34 year old married female, born female. She was born in San Antonio, Chile and later migrated to the United States when she was a young girl about the age of 16 with members of her family in order to gain more educational and economic opportunity. Sophia does not currently work, but she is mainly a stay-at-home mom, caring for her and her husband’s three children. Sophia does attend classes at a near-by college. They live in a home that in which Sophia, her husband, and three children reside.
With her drive and tenacity, D’Vonya funneled her desire for educational success down to the students and their families during her junior internship at S.A.N.D. Elementary School, Hartford, CT. She worked directly with the K-4 children and their families who were failing to come to school regularly or not progressing academically. D’Vonya stated, “Morally it bothered me to know many of these students couldn’t read, or write and were simply being ‘passed with exception’ to the next grade”.
Ms. Vasquez was the newest member of the first grade team at Westside Elementary School. She, along with three other teachers, made up the first grade teaching staff. Three years before Sally’s employment began, the first grade staff “adopted academic progress and social development criteria for determining whether students should be retained in grade” (Kowalski, pg. 59). While Sally was uncomfortable with retaining students, she was not yet confident enough in her position to challenge the veteran teachers. During her schooling, “Sally had been told that the negative aspects of retaining students far outweighed the benefits-a contention that was supported by several research articles she was required to read” (Kowalski, pg. 59).
From San Luis Rio Colorado. Manuel 's Perez 's two sisters were born in Mexico, as well as their parents line born in San Luis Rio Colorado. Speaks both Spanish and English. Spanish was Manuel 's his first language, can read and write Spanish. Family moved to the states when he was 6 years old, 14 years ago.
Perla Castaneda, or Miss.Perla as the kids call her, is a youth manager within the Tierney M. Learning Center located in the beacon communities of South Boston. She works in the academic center which is predominantly focused on helping students with homework, being a broker for resources and offering mentorship to students. The mission of the Tierney M. Learning Center closely resembles that of the boys and girls club of Boston which is to give opportunities to those who need it most. Perla strongly believes in this mission and possibly takes it a step further. She wants to help those who want it and don’t want it.
To understand the works of Julia Alvarez, the reader most understand where she comes from and how she became so successful. Julia Alvarez wrote about what she knew best and that is her own life. Julia Alvarez was born on March 27, 1950, in New York City (Schaefer). Julia's family lived in New York for just three weeks, before they returned to the Dominican Republic, where Alvarez lived until she was ten years old (Schaefer). In the Dominican Republic she attended an American school where she first learned English; it was her mother’s idea for Julia to go to an American school (Adams).
Being a kid at High Point is pretty basic, white americans who all speak english and drive BMW’s and Range Rovers. For junior point guard Jorge Perez- Laham, it was different story, he had a rougher transition than most kids going into college. Born in San Juan and raised in Canovanas, Puerto Rico; Perez- Laham Picked up the sport of basketball at a young age by learning from his family. “I was probably 5 when I started playing, my mom was the person who got me into basketball because she used to play in college and professionally, also being able to watch my older brother play while growing up taught me a lot.” Perez-Laham lived in Puerto Rico until 17 then moved to Miami for his senior year of high school for basketball.
Legacy Statement The knowledge and skills that I will obtain from Grand Canyon University College of Education, will enable me to be an effective educator in the classroom. The educational philosophy adopted by GCU will allow me to apply learning, and serving to the educational profession. The legacy I will leave on the field on education is one that focuses on helping each individual child meet their full potential regardless of their learning abilities and circumstances. I believe that each child is a unique individual who needs a secure, caring, and stimulating atmosphere in which they can grow and mature emotionally, intellectually, physically, and socially. It is my desire as a future educator to help students meet their full potential in these areas by providing an environment that is safe,
Dao Tran WR 121 Joshua Fisher May 2, 2017 Public Schools In the essay “The Sanctuary of School,” Lynda Barry narrates about one time she left her home when she was seven. Her home life was unhappy because of her neglectful parents and their financial difficulties. One morning, she woke up early, left the house and walked to her school. It was still dark, and she stood alone at the playground looking at her school.
Everyone told her she was going to end up like her siblings and mother. They thought she would get pregnant and drop out. She wanted to change what they thought and stopped stereotypes, so as her senior project she did a fake pregnancy and gave them what they excepted from her. Rodriguez wanted to make a difference; she didn’t want people to go by statistics or stereotypes. Her story is clearly told with her strong voice and great story.
Linda G. Alvarado and I share many virtues that are alike, but we both have demonstrated great perseverance . We have experienced strikingly similar hardships. We both come from families with critical financial needs and both of us have parents who have high expectations for us. My dad always tells me that I cannot work because he just wants me to focus on my education.
She strives to implement various methods for the teaching and learning of all students. Her dedication to the education world is evident daily! 4f - Miss Hannan demonstrated a high level of professionalism during her practicum experience. She presented strong characteristics of honesty, integrity, and confidentiality in her dealing with others. Miss Hannan has grown as an educator and continued to strengthen her teaching skills during this semester.
Marty Angulo began her career in various teaching positions in the U.S. and South America both at the K-12 and college levels before becoming a principal of a school for handicapped students in inner city Chicago and later superintendent of schools in downstate Illinois and suburban Chicago. She received her Bachelor’s degree in education from San Diego State, her Masters in special education from Governors State and her Ph.D. in educational administration from Illinois State. In 1997, her experience using the Internet was just enough to convince her of the tremendous potential it had for the teaching/learning process. Children no matter where they came from could visit some of the greatest places in the world at the click of a mouse!
DRMLL is three dimensional: “(1) responsiveness to the developmental needs of middle grades students; (2) responsiveness to the developmental needs of faculty who support learning for middle grades students; and (3) responsiveness to the development of the middle school itself as a unique, innovative entity” (Brown & Anfara, 2002, p. 149). Each dimension included structures and practices of exemplary middle grades education, such as building a culture of community and a focus on curriculum, instruction, and assessment. For the “responsiveness to students” dimension, principals must understand the intellectual, physical, psychological, social, moral, and ethical characteristics of young adolescents. Principals must also believe that all students can succeed.
My fifth grade summer started with my mother volunteering me as a tutor twice a week throughout the summer. I visited my neighbor’s house to assist her in tutoring kids with math and reading. I of course protested, but my mom being my mom made me do it anyways. After my first week, I began focusing primarily on tutoring elementary aged kids. It took me a few sessions to acclimate to a teaching role rather than a student.