Section Two: Teacher Candidate Background Experiences

Introduction

In this section of my portfolio I have included information pertaining to my background

experiences as an educator. By reading through this section, I hope you get a sense of

understanding as too why I choose this profession. This section reflects my experiences until

now, and how I have taken these learning experiences to shape myself into the best educator I

can possibly be. I hope by reading this section, my passion to become an educator will shine

through.

Educational Experience

I can remember dating back to my childhood, playing school was all that I wanted to do. I would

come home from school to do my homework and then I would turn my bedroom into my pretend

classroom for the rest of the night. This was only the beginning of my journey. But along the

way I have met some inspirational teachers that really influenced me into being just like them, a

teacher.

Mrs. White was a substitute teacher that I had the pleasure to meet in grade four. Mrs. White was

not your average substitute. Mrs. White took education seriously, she made sure there was

always intentional learning taking place in the classroom. Mrs. White would make assignments

on the spot if nothing was left by the classroom teacher. Mrs. White was stern with a no-

nonsense policy. Throughout my elementary school years, I have encountered Mrs. White quite

often. I loved how she never changed and was always herself. I had the pleasure of running into

Mrs. White and she is now in administration in one of Buffalo Public Schools.
Ms. Jackson was my sixth-grade teacher. Just the thought of thinking about this phenomenal

woman, warms my heart. I remember going into 6th grade and I was super excited because this

year was going to be my first year having a male teacher. I remember the first class back,

walking into class and seeing Ms. Jackson instead of the regular homeroom teacher for this

classroom. Now Ms. Jackson was no stranger to us. She worked in the building, but she was

known for working in a more one on one basis with students in need. Everyone loved Ms.

Jackson, she was warm, kind-hearted and you could just tell when she said “we’re her favorites”

she meant it. I remember looking at her with a confused look in my face. Ms. Jackson informed

us that the previous teacher Mr. Holt would not be returning and that “She’s it”. Everyone was

quiet at first, then everyone became happy, we were her first homeroom class. Ms. Jackson had

the same qualities as Mrs. White, the only thing was that Ms. Jackson was a bit more

approachable. She always encouraged us to do our best and to never let anything hinder that. Ms.

Jackson just like a mom could tell when something was bothering her students. If we came to

school upset or just a tad uneasy, she would get the class settled with whatever assignment we’re

doing, then she would pull you out the classroom and have a one on one conversation with you.

Ms. Jackson was so easy to talk too. I remember seven months into the school year, everyone

was coming to class, and Ms. Jackson was sitting at her desk with tears in her eyes. Now usually

its us with the problem, but this time we had to help her. She expressed to us that her position

was only temporary, and that administration had found a teacher for the classroom. You could

hear a pin drop and then nothing, but silent cries filled the room. Ms. Jackson had decided to

make it easier for us to leave that day instead of finishing out the whole week. The was Ms.

Jackson handled herself and cared for our classroom always stayed with me. It was hard to see
her go, but her words we shared in our private conversations remain with me to this day. Proud

to say that four months ago, thanks to social media. I was able to be reunited with Ms. Jackson.

She now runs her own girl’s empowerment program called Unique Sisters. Ms. Jackson and I

had a long conversation and I thanked her for everything she had done for me in grade 6. Just

like old times, our conversation included lots of tears, hugs and laughs. I even thanked her for

inspiring me to become an educator, so I can have the same interactions with my students. Some

students just need someone to talk too outside of family.

Ms. Jakubowicz (Ms. J), was another teacher that I hold a special place in my heart for. The high

school I attended was a magnet school that had 5 magnet programs that you had to be accepted

into to attend this school. I was accepted into the health magnet program because I had a

fascination learning about how the human body works and maintains. Ms. J was a teacher in this

program. Ms. J had a teaching style like no other. She reminded me of Madonna with the hair

and face. Ms. J knew science / biology inside out, with her eyes closed. With this school being a

magnet program, I struggled at first. I was so determined to get it down to a T, that I would stress

myself. I remember getting an 80mon my first marking period report card and being super upset

with myself. I remember Ms. J said to me “What are you…. Crazy?” I looked at her in disbelief,

and she looked at me, then out of nowhere we both busted out in laughter. From that moment on

we formed a friendship that was unbreakable. I respected her as my teacher and she respected me

as her student. Over the next 2 years, high school was a breeze. Whatever subject (if any) I

needed help with, Ms. J would help me until I understood it. She encouraged me to stand out

amongst the crowd and run for senior class office. Which I did and won the position I ran for

which was senior class treasure. I even ran for senior prom queen, but I lost by 3 votes. I have
always been quiet growing up. Ms. J just helped me awaken another side of me. When high

school was over and done, it was awesome to finally be done, but then I had to say goodbye. I

am a firm believer that everything in life comes back around full circle. Almost 18 years later,

taking my own child to visit high school open houses. Who do I run into teaching biology at

Hutch Teach High School…. Ms. J! We exchanged emails and have been in contact ever since.

Teacher Candidate Educational Background and Work Experiences

I have been dealing with children since a very young age. Being the youngest sibling, I

never had any children to watch or under me. I will never forget becoming an aunty at the age of

nine. I absolutely loved it! As my nephew got older, I no longer had to have a classroom of

pretend students because he was now it!

One of my early jobs when I first dabbled into the real world, was at a childcare center. I

worked as a one on one teacher assistant. I worked one on one with a three-year-old girl with

down syndrome. I believe the classroom consisted of about 14 children, but she was the only one

to require special assistance. I absolutely loved being in the classroom. I loved trying and

introducing my student to new things, as well as being surrounded by teachers who did a great

job teaching three-year old’s. Being surrounded around all this awesomeness, I knew teaching

was my destiny. I would also volunteer at my church during the summers teaching vacation bible

school. I would have a classroom of 6 and 7-year old’s, about 10-15 in total from the

surrounding neighborhoods and I would come up with fun ways to teach them the bible and the

importance of how we treat others. I would always get nothing but positive feedback from

everyone regarding my classroom that I finally decided to stop playing and enroll in college.

While enrolled in Villa Maria College of Buffalo, Early Childhood Program. I was required to do
two student placements. My first placement was in the inner city of Buffalo. This school was a

public school that held grades K-8 in there building. I was placed in a kindergarten classroom. I

remember being so nervous my first day of school. I was so timid and unsure of myself that I

know to this day the students were able to sense it. After that first day, I sat down with the

associate teacher and we had a long discussion. She gave me so many encouraging words and

ideas. She told me that she saw in me what I didn’t see in myself, which was confidence and

passion. She told me that I need to dig deep and pull it out. I remember driving home in silence

that day thinking about her every word. I drove to the nearest Dollar Tree and loaded up on

materials that went perfect with my lesson. I purchased kites, flower pots, soil, gardening tools.

The next morning, I walked into that classroom with a whole new attitude and spirit. The school

I was interning at had a garden, so we went and we planted an abundance of flower seed for

upcoming spring. The students had a ball! We got messy playing in the dirt, we found worms

and I discussed with them why worms are important and how they break down organic matter

and how they increase the amount of air and water that gets into the soil. The students were

actually surprised; most of them thought worms were just food for the birds to eat. We had a lot

of fun which turned into a great learning experience. From that day on I knew I would be good. I

did my second placement in the town of Cheektowaga. This placement was kindergarten as well.

But this school’s program was a tad different. The kindergarten classes were half day. One

morning session and one afternoon session. I loved this idea because it gave me the opportunity

to teach my lessons twice a day, which also strengthened myself as a teacher. My associate

teacher was so proud of me and my lessons. Every time we would meet in between classes and

after class, she would never know what to say to me as far as a critique. Being that this was a

half day, two session programs. It allowed me to critique myself based on whatever didn’t go
well doing the first class, I would change it up for my second class. My associate teacher

absolutely loved that I was able to adjust and keep going.

Once I became employed by the CAO Head Start of WNY about seven years ago. I knew

this was the perfect job for me. Being hired right after I received my degree in Early Childhood

Education, I was eager and ready to go! The only difference was this class belongs to me. My

first classroom consisted of 17 students and 2 teacher assistants. I used the strategies that I

observed at my two placements to help me set the tone of my classroom. I can say my first year

was little rocky, due to behaviors. But with proper strategies my team and I put in place, we had

a successful school year. I began to look at each year as being a learning experience. I would

reflect on my lessons and teaching styles from the previous years and I would see what worked

and what didn’t, then I would re-strategize my plan.

School Observations and Classroom Application

During my experience as an educator, I have learned that observations are a very

important asset to the teacher and classroom. These observations and reflections have been

important to my growth as an educator because without doing observations, I would not have

been able to grow and become a better teacher for my students. Being a Head Start teacher, you

really must learn how to think quick and, on your toes, along with adapting to the classroom (as

any teacher does on the regular, I can imagine). Things in your room could have worked great

for two years in a row, but that third year could be the total opposite. Teachers must be able to

think fast and maneuver quickly. I know from personal experiences that I would sit at home for

hours trying to put together a “Perfect Lesson” and when I would use it in the classroom,

everything but “perfect “would happen. Just how we learned that every child is not the same, that

applies to the learning as well. I had my shares of teaching lessons and noticing that it wasn’t
going as planned, just by doing a quick observation of the class, I switched things up and

modified them based on my students and their needs. I found it to be very important as the

teacher to observe my students regularly to determine their strengths and weaknesses and build

from there. Once I did that the children were more engaged. I would also incorporate their

interest into my lesson plan. This was our classroom and I wanted them to feel that their voice

mattered as well.

Philosophy of Education

My philosophy of education is that I am very passionate in my belief that quality

education is of great value. Children need to be taught proper education to instill problem solving

skills that can be applied to their everyday life. It will be a major focus point to concentrate on

every child’s strengths and weaknesses. I believe that everyone is born with a special gift or

talent, and I feel that it’s up to us as educators to encourage each child and build up their self-

esteem by letting them know that any dream is possible, no matter what obstacle comes our way.

Overall as a role model and a mentor, it is my dream that I can help educate others to have a

positive outlook on their lives and futures. Then one day, one of my successful students will

come back to find me, just to say thank you.

Society has changed; our curriculum for education has not. Education is the backbone of

society and our society faces hardships that can be aided by education reform. We need to reform

our society starting with a proper and equal education for all. This will affect the ability to break

away from a cycle of poverty and allow for a more modern way of thinking, and to provide a

brighter future for individuals.

 We need a curriculum that doesn’t instill fear and panic into children to memorize and

perfect. Our world has changed, and the educations children are receiving aren’t preparing them

for the modern world. However, the education system doesn’t have to be re-created. It needs to

be adapted, which will still supply the basic, core materials that our children need today.\

The School

Education is about what was (the past), what is (the present), and what might be (the

future). In meeting their immediate daily classroom challenges, teachers understandably tend to

focus on the present. Philosophers such as Aristotle, Plato, Rousseau, Locke, and Confucius

wrote extensively on the purpose and role of education and schooling in their respective

societies. These early thinkers shared many common ideas about what it is that schools should

exist to do, but each of them also had their own unique perspectives on the role of schooling

within a given culture and civilization.

In more modern times, Dewey proposed systematic and detailed arguments regarding the

purpose of schooling in American society. Dewey argued that the primary purpose of schooling

is not so much to prepare students to live a useful life, but teach them how to live pragmatically

and immediately in their current environment. Comparing schooling to the past times, children

learned and used tools beneficial to their era and to adapt into their society. The school was

respected in those times, just because of the resources the children needed. Children had to learn

how to adapt fast, so they could begin helping within their families. Schools today have lost their

ability to educate the proper way. Based on social status, the education you receive is primarily

based on the income within the family. Private schools have excelled by giving their students

grade A education along with numerous opportunities for them to join extra- curricular activities.
Meanwhile public schools are being closed, due to lack of maintenance. Schools are

overcrowded which is leading to higher drop out and suspension rates. Extracurricular activities

are limited or a lack there of. Instead of the children learning how to adapt in their society,

they’re taking state wide tests that are more concerned with scoring teachers and schools.

The Curriculum

One of the more revolutionary changes the New York Education Department has made is

the adaption of the Common Core State Standards. The common core provides a consistent clear

understanding of what students are expected to learn. The standards are designed to be relevant

to the real world. Reflecting the knowledge and skills that our children need for success in

college and career. The NYS ELA curriculum for grades PreK-2 is made of three components;

Listening and Learning Strand, Skills Strand, and Guided Reading and Accountable Independent

Reading. The listening and learning strand lessons are comprised of teacher read aloud, class

discussions, vocabulary work and extension activities. The skills strand teaches reading and

writing, and guided reading. Independent reading is an additional literacy time within the school

day where teachers can work with the students in development appropriate grouping to meet

their individual needs. As the grades get higher, grades 3-12 focus on reading, writing, listening

and speaking in response to high quality tests.

The Learning

Theorists that are relevant to today’s society would be Bruner. Bruner believed in

constructivism. He felt that children construct knowledge and meaning from their lived

experiences. Bruner felt that important outcomes of learning include not just the concepts,

categories and problem-solving procedures, but also the ability to invent these things for oneself.
Bruner also believed that cognitive growth involves an interaction between basic human

capabilities and culturally invented technologies (computers, televisions) that serve as amplifiers

of these capabilities. Children seem to retain more information when learning hands on.

Bruner created three modes of representation. Enactive, learn through movement or

action (ex, baby remembering the action of shaking a rattle). Iconic, Learn through images or

icons (ex, mental picture in the mind). Symbolic, Learn through abstract symbols. Bruner also

believed that a learner of a very young age can learn any material if the instruction is organized

appropriately. Being in the classroom, I have seen different instruction lessons. When children

are just being lectured, it tends to over shadow the actual instruction. Children do pick up the

language, but they don’t remember the lesson. When children are lectured but given visuals for

them to see and manipulate, that helps them connect the two learning experiences together.

The learner

Another theorist that I feel are relevant to the 21st century leaner is Vygotsky. Vygotsky

believed an individual’s full cognitive development requires social interaction. Children learn

how to think through social interactions with others using language, social context and

sometimes by adult guidance (asking open ended questions). Vygotsky also came up with the

ZPD, the Zone of Proximal Development. This is the distance between what a child already

knows and what they can achieve with educational support. This practice is demonstrated in the

classroom every day. Teachers add to Vygotsky’s theory by scaffolding children’s learning by

providing a challenge that is just beyond what a child can already do by themselves. Giving them

prompts and asking questions. Modeling the steps involved and praising the child for attempting

the task and looking for signs of frustration.

 Dr. Benjamin Bloom is another theorist I feel is relevant to the 21st century learner.

Bloom’s taxonomy is a powerful tool. Bloom’s six levels can be used to structure the learning

objectives and lessons. The six levels include, Remembering, Understanding, Applying,

Analyzing, Evaluating and Creating. Blooms taxonomy can be applied to the earliest learner.

Blooms taxonomy is equivalent to the five stages of child development (Social and Emotional

Development, Approaches to Learning. Physical Health, Thinking Abilities and General

Knowledge and Communication.

Assessment

Students learn best when motivated by great teachers. Effective teachers determine what

each student knows and can do on an ongoing basis and using the information to adjust

instruction accordingly. Student progress is assessed each day in the classroom by teachers

(every two months by the district and once a year by the state). Assessing what students know

and can do with the same test under standardized conditions throughout the state is necessary

supplement to what teachers do every day in their classroom. Statewide assessment results are

the only way to provide comprehensive information on whether all students are achieving

equally high standards. The assessment is in place to help the children progress towards college

and career readiness.

Classroom Management

Classroom management refers to the procedures, strategies, and instructional techniques,

teachers use to manage student behavior and learning activities. Classroom setup is an important
component in a learning environment because it is an essential piece of classroom management

to support both teaching and learning. The physical atmosphere of the classroom can help

prevent behavior issues as well as promote and improve learning. Different ways to manage a

classroom includes, staying prepared (always having the classroom assembled and ready for the

next day). Setting classroom rules, making the room feel warm and welcoming, being fair with

the students, and being enthusiastic about the lessons you teach. All student’s interests, strengths,

and cultural background should be welcomed and valued.

Creating a classroom that is organized and that is characterized by mutual respect makes

it a lot easier to teach effectively, and one of the most important things teachers can do to

promote learning is to create classroom environments where students feel safe. It also prevents

distracting events and behavioral issues which allows for more quality instruction and learning

time. Other ways to create positive learning environments is to address students by their name,

use “please” and “thank you”, listen and use eye contact when conversing with the students. The

physical structure of a classroom is a critical variable in affecting student morale and learning.

Students' involvement in the process of creating their environment can empower them, develop

community and increase motivation. Providing students, a healthy and inviting learning

environment where they are protected from physical and emotional harm is central to the mission

of all schools. Safe schools encourage healthy behaviors that help students learn about fitness,

nutrition, and healthy choices. .

The Teacher

Teachers serve many roles in the classroom. Teachers set the tone of their classrooms;

they build warm environments along with mentor and nurture their students. The most common
role a teacher plays in the classroom is the ability to teach knowledge to their students. Teachers

are responsible for: Preparing lesson plans, teaching classes and evaluating student progress.

Teachers can also be a trusted source of advice for students weighing important life decisions.

Educators can help their pupils pursue higher education, explore career opportunities and

compete in events they might otherwise have not thought themselves able to. The Main purpose

of becoming a teacher is to help students learn a variety of subjects. Their main goals are to help

students progress in their academics, learn to take responsibility for their assignments and

encourage necessary life skills that carry into adulthood.

A teacher is expected to fill many roles in and out of the classroom. These roles of a

teacher can manifest as educator, caregiver, community leader, colleague, and even student.

These roles work together to help the teacher provide the best education for his or her students.

The role of a teacher in society is both significant and valuable. It has a far-reaching influence on

the society they live in and no other personality can have an influence more profound than that of

a teacher. Students are deeply affected by the teacher's love and affection, character, competence,

and moral commitment. Broadly speaking, the function of teachers is to help students learn by

imparting knowledge to them and by setting up a situation in which students can and will learn

effectively. But teachers fill a complex set of roles, which vary from one society to another and

from one educational level to another. In education, the term professional development may be

used in reference to a wide variety of specialized training, formal education, or advanced

professional learning intended to help administrators, teachers, and other educators improve their

professional knowledge, competence, skill, and effectiveness.

Conclusion

This section of my portfolio looked at my philosophy of education and my work

experiences with children. Writing this section helped me reflect on why I became an educator

and helped me remember the qualities and memories that I had encountered, along with the

people who helped shape me as a learner and person. I hope this section helped you better

understand as to why I chose this profession. Hope your enjoyed reading about some of my

experiences.
Resume
My resume highlights my educational background, work experiences in the field of

education, and other relevant information pertaining to my abilities as a teacher.

Na’Cole Hunley
136 North Parade Avenue, Buffalo, NY 14211
(716)361-6384
NaCole.S.Hunley@medaille.edu

CERTIFICATION: Seeking New York Initial Certification in Childhood Education Grades 1-6

EDUCATION: Master of Science in Education, anticipated December 2018

Medaille College, Buffalo, New York

GPA: 3.32

RELATED EXPERIENCE: Assistant Center Director, Head Start, Buffalo, NY 2017-

present

 Assist center director with daily responsibilities

 Evaluation of staff
 Assist staff with class management
Lead Teacher Head Start, Buffalo, NY 2011-2017

 Classroom management
 Daily interaction with families
 Lesson planning
 Student observation
Early Field Experience, Medaille College, Buffalo, NY 2017-2017

 Completed 90 observations hours at Gateway Longview

 Completed 10 observations hours at Buffalo Prep
TRAINING: CPR, AED and Basic First Aid

HONORS/AWARDS: Dean’s List, Villa Maria College 2007-2008

CO-CURRICULAR: Assist Coach, Lady Ducks Cheerleading, Buffalo NY 2015-present

VOLUNTEER: Vacation Bible School, Thankful Baptist Church, Buffalo, NY 2000-present