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GENEVA HARTER'S TEACHING PORTFOLIO

Bachelor of Arts, Interdisciplinary Studies (K-8)

 

BIO

Geneva is a compassionate teacher with an uncanny ability to inspire and build rapport with her students. She encourages her students to take risks and never give up by instilling the principles of a growth mindset. She believes that teaching is a team effort and sees collaboration as a valuable tool. Geneva believes that learning should spark curiosity and reflect life. She designs creative lessons to engage and motivate students, seeking resources and modifications to support all learners' needs. Geneva views teaching as more than a job, it is the opportunity to make a difference.

 

RESUME

Geneva is a caring and compassionate teacher who works to develop a safe and secure learning environment for all students. Geneva believes in utilizing current instructional strategies such as integrating technology, project based learning, and collaboration to enhance and encourage conceptual learning. Geneva believes that every student is capable of learning and has a strong commitment to seek out resources and support to meet the needs of all students.


EDUCATION


Bachelor of Arts in Interdisciplinary Studies - Elementary Education            Graduated: May 2018   

Western Governors University Indiana | Indianapolis, IN

  • State of Indiana Teaching License K-6, Anticipated June 2018



TEACHING EXPERIENCE


Perry Hill Elementary | Fort Wayne, IN        January 2018 – March 2018

Student Teacher

  • Developed and differentiated creative and technology infused lesson plans to meet the needs of all learners

  • Established a unique classroom management technique which encouraged students to take ownership and responsibility of their own actions

  • Collaborated with host teacher and fifth grade team to analyze test scores, behaviors, and plan lessons

Glenwood Park Elementary | Fort Wayne, IN        September 2016 – June 2017

School Assistant

  • Supported the classroom teacher and students during instructional activities, learner engagement, and classroom management

  • Built trust and rapport with students leading to a safe and inclusive learning environment for all

  • Adapted instruction during ongoing one-on-one and small group instruction to students requiring additional help with math, reading, and literacy content


Fort Wayne Center for Learning | Fort Wayne, IN       June 2018 - July 2018

 June 2017 – August 2017          January 2016 – September 2016

Instructor

  • Engaged students with learning difficulties in one-on-one instruction while utilizing processing-based methods and strategies

  • Wrote weekly progress reports informing vested parties in students’ challenges and progresses

  • Collaborated with staff in professional development through readings, discussions, and outside trainings


Camp Red Cedar | Fort Wayne, IN       May 2015 – August 2015

Camp Counselor

  • Supported campers with exceptionalities during all activities, personal care needs, and dietary needs

  • Created a safe and enjoyable camping experience through supervised and coordinated outdoor and indoor recreational activities

  • Encouraged camper participation with motivation and enthusiasm

 

TEACHING PHILOSOPHY

Hand In Hand We Learn

 

CREATING A CLASSROOM OF LEARNERS

May 17th, 2018

My teaching philosophy is to develop a classroom culture of inclusion, inquiry, and engagement. Creating a classroom of learners who are motivated and interested is key to successful learning. The importance of motivation goes hand in hand with reinforcement. I believe in promoting a supportive and inclusive environment by demonstrating the importance of a Growth Mindset. Creating a safe and positive environment for each child starts with assurance in what is expected from each individual, including myself.

            A teacher gets to know their students through questioning, observations, and verbal and nonverbal assessment. It is an ongoing process that will evolve as the school year continues. Many students experience hardships and trauma at home, difficulties in learning, or even challenges that may come with their differences. I embrace my students’ differences whether that be their heritage or exceptionalities by working with staff, the student, and the curriculum to ensure that every child’s individual needs are being met. I express through my actions and words to each child that they are special to me, and that I have the upmost faith that every single one of them is capable of achieving great things.

            Students are more likely to achieve academically when there is support at home. I want to develop meaningful relationships with parents by sharing my intent for their child. I will express to parents that I am invested in their child’s education, and that I want to work with them to do what’s right by their child. I feel that ongoing, open communication, is the best way to foster meaningful relationships with parents.

            I believe that learning should be fun! I want to spark excitement and curiosity in my students by incorporating unique lessons that will stimulate them to learn. My beliefs about teaching and learning are supported by humanism and constructivism learning theories. It is of the belief of humanistic theorists that learning should be student centered and that students’ emotions should be taken into account when instructing. It is important to be cognizant of students’ emotions and how it is connected to their ability to process information. By developing close relationships with my students and their families, I will be able to make a plan to support my students, regardless of what they are going through.

        Student-centered work will be a primary theme in my classroom. It is my belief that student-centered learning, or indirect learning, encourages active engagement and metacognitive learning. Some approaches I will utilize include collaborative grouping, simulations, interactive note booking, inquiry driven discussions, and project based learning. These instructional strategies encourage conceptualized thinking and problem solving.

      Aligning with constructivism, I believe that students are not a blank canvas ready to be filled. Students bring their prior knowledge, beliefs, and ideas of the world into the classroom each day. When students learn, they are constructing information and applying it to that what they already know. I believe in infusing technology and incorporating hands-on lessons to prepare students for the real-world.  

LESSON PLANS

Create, Inspire, Engage.

 

SCIENCE LESSON - FROM SEED TO SPROUT

Using and promoting academic language in the classroom.

This is a second grade lesson plan on seed germination. I engaged students using the active participation strategy of using a KWL chart to review what they knew and wanted to know about seed germination. Vocabulary was integrated throughout the lesson’s activities and was reinforced when students documented the steps their lima bean would take, in their science notebooks, with accurate pictures and language.

WRITING LESSON - INFORMATIONAL WRITING

Differentiating instruction to meet the needs of students in the classroom.

This is a second grade lesson plan on the writing process. I differentiated instruction to meet the needs of my ELL and gifted students. I supported my ELL students by giving them a choice to choose their own topic and incorporating the hamburger graphic organizer, into the lesson, to use as a concrete example of how to organize information. I also allowed my ELL to work with a peer tutor during the brainstorming and editing phase of their writing. To support my gifted student, I gave him the opportunity to write an expository paragraph on the topic of their choice.

MATH LESSON - CUSTOMARY UNITS OF MEASUREMENT

This is a fifth grade lesson on customary units of measurement. I created a Google slides presentation that defined the four units and included visual examples in a colorful display. My integration of the slideshow at the beginning of the lesson peaked student interest and helped make connections to prior learning. At the end of the measurement unit, I designed a jeopardy game using PowerPoint. Students played the game as part of small teams as a way to study for their comprehensive exam.

SOCIAL STUDIES LESSON - THE PROBLEM WITH REPRESENTATION

Applying engaging and effective instructional strategies.

This is a fifth grade lesson on the Great and 3/5 Compromises. In the lesson I led students through a brief scenario of representation. Students shared their thoughts and feelings during whole group discussion after the scenario. The scenario allowed for students to gain perspective on what it may have been like for our founding fathers when they faced the problem of representation numbers in Congress. This scenario led into the activity of students working in small collaborative groups to discuss a solution to the problem. I walked around the room and further probed students with provocative questions, which lead to inquiry and discussion amongst the students. Later, students documented their solutions in journal writing.

FAVORITES

Examples of activities, resources, and student work.

AQUARIUM PROJECT

5th grade - 2018

Students designed a fictional fish tank with two to three other students. Students planned, sketched, measured, and converted their measurements as accurately as possible. Students presented their aquarium posters to another math class and answered students' questions. Students voted on which aquarium students would most likely want to purchase.

BRANCHES OF GOVERNMENT

5th grade - 2018

Students had the option to choose from six different choice activities (mini-projects) to demonstrate their understanding of the three branches of government. I modified the instructions slightly, and allowed students to use their Chromebooks instead of doing all activities on paper.

JEOPARDY

Created 2018

Using a template I downloaded from TeachersPayTeachers, I made some changes to the content to support what my students had learned during their measurement unit.

jeopardy.jpg

DIGITAL WORD WALL

5th grade - 2018

I have been a fond believer of the benefit word walls can bring to support ELL and special education students. Additionally, I believe word walls can support all learners during reading, writing, and developing academic language. I designed a digital word wall via Google Slides for our Constitutional Unit in Social Studies. Each student was assigned a word and was required to define it with words and a picture. All students had access to the wall throughout the unit on our class's Canvas homepage.

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GET IN TOUCH

260-479-0153

 
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