Professional Background

<body background="_themes/ricepapr/ricebk.jpg" bgcolor="#FFFFFF" text="#000000" link="#666633" vlink="#333366" alink="#990000"><font face="Times New Roman, Times"> <p align="center"><i>This page uses frames, but your browser does not support them.  Therefore the information has been arranged for your viewing in a generic format.  Sorry for any inconvenience.</i></p> <p align="center"><img src="_themes/ricepapr/aricerul.gif" width="600" height="10"></p> <p align="center"><img src="_derived/BackgroundFrame.htm_cmp_ricepapr010_bnr.gif" width="600" height="60" border="0" alt="Professional Background"></p> <p style="text-indent: .5in" align="justify"><i>Upon hearing one of my many stories from past experiences, my students often inquire with slight sarcasm and utter surprise, "WHY did you EVER become a teacher?"  Now whether that particular day delivered joy or frustration, my response always conveyed genuine and sincere feelings ... "Because something was absent from my life!"</i></p> <p style="text-indent: .5in" align="justify"><i>To fully comprehend the impact that my prior experiences have had on my teaching, my graduate studies, and professional endeavors, please follow the chapters in my Professional Diary.</i></p> <p align="center"><b><font size="4" face="Times New Roman"><a name="Gaining Experience">Gaining Experience</a></font></b></p> <p align="justify" style="text-indent: .5in; margin-left: .5in; margin-right: .5in"><font face="Times New Roman"><span style="font-size:12.0pt;mso-bidi-font-size:10.0pt; font-family:"Times New Roman";mso-fareast-font-family:"Times New Roman"; mso-ansi-language:EN-US;mso-fareast-language:EN-US;mso-bidi-language:AR-SA">At the age of twelve and following my morning Catechism instruction, Saturday afternoons were spent with two architects.<span style="mso-spacerun: yes">  </span>Uncle Charlie who owned and operated a heavy equipment business had arranged for the ‘free’ construction and engineering instruction from two of our town's prominent professionals so that I could gain experience.<span style="mso-spacerun: yes">  </span>With similar interests in my education, my father, Steve Barletto, acted as headmaster during the home hours.<span style="mso-spacerun: yes">  </span>Armed with an electronic experiment/assembly kit and a plethora of books, Dad managed to fill the remainder of my free time with tidbits of knowledge about Andrew Ampere, Count Alessandro Volta, and the muses of Einstein.<span style="mso-spacerun: yes">  </span>His former position as a vocational/technical teacher and owner/operator of an appliance service and repair business afforded him the opportunity to spread his knowledge and interests to any receptive individual--the closest in proximity being his daughter.<span style="mso-spacerun: yes">  </span>Nevertheless, these unique experiences in repetitive tracings as well as observation exercises in exploring the structure of bridges and buildings coupled with Mr. B’s extensive electronic and mechanical tutelage provided me with knowledge, experience, and a variety of career pathways from which to choose.</span></font></p> <p align="center"><img src="_themes/ricepapr/aricerul.gif" width="600" height="10"></p> <p align="justify" style="text-indent: .5in; line-height: 100%; margin-left: .5in; margin-right: .5in"> </p> <p align="center"><b><font face="Times New Roman" size="4"><a name="The Rare Opportunity">The Rare Opportunity</a></font></b></p> <p style="text-indent: .5in; margin-left: .5in; margin-right: .5in" align="justify"><font face="Times New Roman"> </o:p> Upon completion of my high school education, I chose to pursue a double major in Architectural and Construction Technology.<span style="mso-spacerun: yes">  </span>Though always a lover and explorer of art through numerous private lessons and countless hours of fiddling with paper, pencils, paint, and clay, my college days found me exploring the sciences rather than the humanities. <span style="mso-spacerun: yes"> </span>To enhance my mechanical drawing and perception of the environment, I elected to maintain a double minor in Art and Visual Communication Technology.<span style="mso-spacerun: yes">  </span>During the summer of my freshman and sophomore years, enrollment in an internship class permitted young students to work with industry sponsors; I elected to study with a contractor who was completing a project for Rockwell International.<span style="mso-spacerun: yes">  </span>My extensive experience and outgoing personality led to an interview with the Plant Manager of this Fortune 500 company, and later, an offer of a full-time engineering position with the benefit of complete reimbursement for the remainder of an engineering degree.<span style="mso-spacerun: yes">   </span>I had ventured upon a rare opportunity for a nineteen-year-old female, but realized that this prospect had evolved from my mentors' countless hours of dedication coupled with my desire to learn.<span style="mso-spacerun: yes">  </span>I elected to accept the position, and began a career in the automotive and steel industry.<o:p> </o:p> </font></p> <p align="justify" style="text-indent: .5in; margin-left: .5in; margin-right: .5in"><font face="Times New Roman">When asked to explain my experience prior to teaching as a creative writing reflection, I had once written this description of my <i><b>steel-mill life</b></i>:</font></p> <p align="justify" style="margin-left: 1in; margin-right: 1in"><font face="Times New Roman">“In the dark, greasy belly of the giant, this bright-eyed engineering student evaluated her current situation just as the CEO slammed his gavel deep into the mahogany boards announcing the declining, financial health of the great beast.<span style="mso-spacerun: yes">  </span>The sound echoed through the steel rafters initiating a vibration in every heart of the creature’s very soul.<span style="mso-spacerun: yes">  </span>Death to the industry, death to its servants, and death to another American steel town.   Yet the experiences shall live on ... in new jobs, knowledge, convictions, and decisions of moving forward toward better opportunities.”</font></p> <p align="justify" style="margin-left: .5in; margin-right: .5in"><font face="Times New Roman">Six years after I had elected to participate in the experience of a lifetime, my <i style="mso-bidi-font-style:normal">marked for closure </i>facility, and a dissolved marriage found my world torn and shattered.<span style="mso-spacerun: yes">  </span>Refusing to relocate to another Rockwell International affiliate in Iowa and burdened with financial obligations, I elected to assume a CADD position with Tasso Katselas, the architectural firm designing and building the Pittsburgh International Airport. Working on-location and with some of the industry’s most revered professionals, the thought that another job could or would top any prior engineering experience simply did not exist in my mind, yet I found myself engrossed in the technical field and LIFE, once again.</font></p> <p align="center"><img src="_themes/ricepapr/aricerul.gif" width="600" height="10"></p> <p style="text-indent: .5in; margin-left: .5in; margin-right: .5in" align="justify"><font face="Times New Roman"> <o:p> </o:p> </font></p> <p align="center"><font face="Times New Roman"><b><font size="4"><a name="Pursuing Art & Clowning Around">Pursuing Art & Clowning Around</a></font></b></font></p> <p style="text-indent: .5in; margin-left: .5in; margin-right: .5in" align="justify"><font face="Times New Roman">On a whimsy, a response to a classified advertisement soon led this revived entrepreneur to simultaneously promoting and maintaining a free-lance art career in the graphic design business.<span style="mso-spacerun: yes">  </span>While rushing home from a twelve-hour workday during the hour-long airport commute and nearly one year after the departure from the Rockwell position, I found myself beaming with delight as vivid images of design possibilities for my second career interest filled my imagination.<span style="mso-spacerun: yes">  </span>Suddenly, I knew that I needed to abandon my engineering dynasty of fourteen years, and make the choice to pursue my artistic calling and talents!<o:p>  At twenty-six, I enrolled in the Bachelor of Fine Arts degree program at Slippery Rock University to pursue studio art (specializing in drawing, fibers, and photography).  Likewise, I resigned from my architectural position, and assumed the role of a food server so that I could pursue a passionate dream.</font></p> <p style="text-indent: .5in; margin-left: .5in; margin-right: .5in" align="justify"><font face="Times New Roman">Shortly after my enrollment, my new husband and I were breaking for lunch when I journeyed to another booth to help a young child with the difficult task of drawing a clown face.<span style="mso-spacerun: yes">  </span>Upon returning to our booth, my husband chuckled and said, “Have you given any thought to becoming a teacher?”<span style="mso-spacerun: yes">  </span>Following my inquisitive look with raised eyebrows, he replied, “I was watching you with that little girl and it seemed so natural.”<span style="mso-spacerun: yes">  </span>Neither of us pursued the topic much further, but later that afternoon, an inadvertent response to a posting at a private art academy led to my teaching ‘Creative Art’ to K-8 students during an after school/Saturday program.<o:p></o:p>  Never in my wildest dreams, would I imagine that a clown could change my entire life ... I speak of the drawing, not my husband, of course!</font></p> <p style="text-indent: .5in; margin-left: .5in; margin-right: .5in" align="justify"><font face="Times New Roman">The Hoyt Institute of Fine Art, a facility at which I had received my childhood art instruction, provided another magical experience for me.<span style="mso-spacerun: yes">  </span>The feeling was comfortable and right during the instruction of my classes.  One day the image of a small plaque that another teacher had on her desk reinforced my husband's prior observations … <i style="mso-bidi-font-style: normal">2 Teach is 2 Touch a Life 4 Ever</i>.<span style="mso-spacerun: yes">  </span>The revelation and realization that through teaching I could share my knowledge and experiences with not only my colleagues, but also with young minds who could further develop and build upon these thoughts, dreams, and aspirations blossomed into my personal desire to make a difference just as my mentors had previously done for me.</font></p> <p align="center"><img src="_themes/ricepapr/aricerul.gif" width="600" height="10"></p> <p style="text-indent: .5in; margin-left: .5in; margin-right: .5in" align="justify"><font face="Times New Roman"><o:p> </o:p> </font></p> <p align="center"><font face="Times New Roman" size="4"><b><a name="Quest for Certification">Quest for Certification</a></b></font><font face="Times New Roman"><o:p></o:p> </font></p> <p style="text-indent: .5in; margin-left: .5in; margin-right: .5in" align="justify"><font face="Times New Roman">In the event of saving one institute’s art program and meeting another’s request for art education instruction, I learned that Westminster College and Slippery Rock University had offered an exchange of courses for their students.<span style="mso-spacerun: yes">  </span>Upon discovering this information, I immediately summoned a group of peers, contacted the Deans of both programs, and re-established the need for the exchange to happen once again.<span style="mso-spacerun: yes">  </span>Westminster College agreed to hire an Art Education instructor for the nine SRU students (including myself) and the twelve Westminster students so that our cohort could complete the required Art Education classes, student teaching requirements, and state certification process.<o:p> </o:p> </font></p> <p style="text-indent: .5in; margin-left: .5in; margin-right: .5in" align="justify"><font face="Times New Roman">Glenn Grishkoff, an artist, educator, and another '<i style="mso-bidi-font-style:normal">soon-to-be'</i> mentor of mine, fulfilled the task of instructing this eager group.<span style="mso-spacerun: yes">  </span>Using my father’s contacts in the education field and an eagerness to see the revamped program succeed, I journeyed to many of the surrounding school districts to help our new professor from California arrange for the Student Teaching component.<span style="mso-spacerun: yes">  </span>Dr. Julianne Agar, a prominent Art Educator in the Pittsburgh area, provided each of us with the opportunity to observe the noted ArtsPropel program in Pittsburgh’s inner-city schools.<span style="mso-spacerun: yes">  </span>Recognizing that few of us had experienced educational environments outside of our rural communities, Dr. Agar’s recommendations provided each of us with the exposure to not only an award-winning, multicultural program in Art Education, but also to the inner-city educational community.</font></p> <p style="text-indent: .5in; margin-left: .5in; margin-right: .5in" align="justify"><font face="Times New Roman">Within one year’s time and the persistence of a few eager individuals at Slippery Rock University, Glenn managed to revive, revise, and administer the necessary methods required of Pennsylvania’s Art Education teacher certification.<span style="mso-spacerun: yes">  </span>His unique situation in receiving Art Education instruction from noted artists/educators throughout the world provided our group with many opportunities to explore.<span style="mso-spacerun: yes">  </span>Glenn’s studies in Japan naturally influenced my research of the Japanese culture and art in my studio creations with textiles, papermaking, and bookbinding.<span style="mso-spacerun: yes">  </span>His demand for accurately planned lessons with descriptive references and encouragement to implement interdisciplinary connections further provided me with an incredible foundation for the final stage in my quest for teacher certification.<span style="mso-spacerun: yes">  </span>Coupled with the influence of Glenn’s love of teaching and creating art, I completed the student teaching component in K-6 and 9-12 with insight, enthusiasm, and a fulfilled quest for the missing element in my life.</font></p> <p align="center"><img src="_themes/ricepapr/aricerul.gif" width="600" height="10"></p> <p style="text-indent: .5in; margin-left: .5in; margin-right: .5in" align="justify"> </p> <p align="center"><font face="Times New Roman" size="4"><b><a name="Middle School Fears">Middle School Fears</a></b></font><font face="Times New Roman"><o:p> </o:p> </font></p> <p style="text-indent: .5in; margin-left: .5in; margin-right: .5in" align="justify"><font face="Times New Roman">Immediate employment with the Caesar Rodney School District resulted in August, 1994 with the acceptance of a part-time Visual Art position at the Dover Air Force Base Middle School.<span style="mso-spacerun: yes">  </span>Images of my first and only interview served as a continuous reminder of a new teacher's fears and anxieties upon entering this field, especially at the middle school level.<span style="mso-spacerun: yes">  </span>Under the assumption that the teaching position would fill an elementary vacancy and excited to work with this particular age group, my enthusiasm beamed throughout my conversation with the principal until he spoke those dreaded words: “You'll be teaching sixth, seventh and possibly, eighth grade students.”<span style="mso-spacerun: yes">  </span>My chin hit the ground with such force that I often still hear the ‘THUD!’<span style="mso-spacerun: yes">  </span>“Is that going to be a problem for you?” he questioned upon recovering from the disturbing quake.<span style="mso-spacerun: yes">  </span>In an effort to recover myself, I quickly replied, “Oh no sir, it isn’t!”<span style="mso-spacerun: yes">   </span>As I walked to my car and for several days following my offer, acceptance, and new academic year, I cried continuously asking myself, “How can I possibly teach this age level when I have been so strong in my convictions of avoiding those, evil teenage-years?”<span style="mso-spacerun: yes">  </span>Signing my contract, I forced myself to make the best of my new situation.  Without any regrets, I began the first of many years in the education profession.<o:p> </o:p> </font></p> <p style="text-indent: .5in; margin-left: .5in; margin-right: .5in" align="justify"><font face="Times New Roman">Recalling past experiences and the memories of my father’s relationship with his students (to say that they loved him would be an understatement of the admiration that each student held for him), I greeted each of my new children with a smile and the promise of a wonderful experience.<span style="mso-spacerun: yes">  </span>Never regretting my initial assignment and politely refusing transfers to other schools within the district, a misinterpretation of signs as I entered a facility seven years ago has since solidified and fine-tuned my desire to make a difference in a child’s life, or should I say, adolescent's life.<span style="mso-spacerun: yes">  </span>Not every teacher or individual can tolerate the metamorphosis that occurs during the teenage years, but my immediate response and ability to adapt, overcome, and/or modify a plan provided me with the necessary drive and encouragement for success with in my classrooms.<span style="mso-spacerun: yes">  </span>Voicing a genuine concern for my students’ well being and creating an inviting, yet productive environment came naturally.  This ability further permitted  me to give back to my students the numerous years of kindness and opportunity that I had once experienced from so many willing mentors.</font></p> <p align="center"><img src="_themes/ricepapr/aricerul.gif" width="600" height="10"></p> <p style="text-indent: .5in; margin-left: .5in; margin-right: .5in" align="justify"><font face="Times New Roman"><o:p> </o:p> </font></p> <p align="center"><font face="Times New Roman" size="4"><b><a name="The Engineer Evolves, Again">The Engineer Evolves, Again</a></b></font><font face="Times New Roman"><o:p> </o:p> </font></p> <p style="text-indent: .5in; margin-left: .5in; margin-right: .5in" align="justify"><font face="Times New Roman">Three years into my educational career, a part-time Technology Education position arose at Dover Air Middle School.<span style="mso-spacerun: yes">  </span>Knowing of my experience in the engineering field and recognizing my ability/desire to integrate various disciplines into my student’s art experience, my principal inquired if I would be willing to interview for the position.<span style="mso-spacerun: yes">  I realized that </span>being assigned to this position would afford me the opportunity to share my engineering experiences of long ago in this emerging field of Technology Education.<o:p> </o:p> </font></p> <p style="text-indent: .5in; margin-left: .5in; margin-right: .5in" align="justify"><font face="Times New Roman">Formerly labeled as ‘<i style="mso-bidi-font-style:normal">Shop’ … either Wood or Metal</i>, Technology Education evolved to encompass the vast world of career exploration while building upon the inventions and innovations of past and present societies to enhance our future endeavors.<span style="mso-spacerun: yes">  </span>No longer would students be required to construct birdhouses, napkin holders, and the like, nor would they be asked to weld candleholders from scrap sheet metal.<span style="mso-spacerun: yes">  </span>A nationwide initiative consisting of distinguished university professors, prominent industry professionals, and respected government officials revisited the educational strengths and weaknesses of American schools in Math, Science, and Technology.<span style="mso-spacerun: yes">  </span>Comparing their findings with the development of children abroad, many were shocked into demanding that quality programs offering real-life applications and assuring our future ability to be competitive in technical fields be implemented, immediately!<o:p> </o:p> </font></p> <p style="text-indent: .5in; margin-left: .5in; margin-right: .5in" align="justify"><font face="Times New Roman">Though ‘shop’ had been a popular course during my high school experience, I failed to support its existence in the public school setting as I had witnessed this desire for the emergence of Technology Education during my early studies at Bowling Green State University.<span style="mso-spacerun: yes">  I had also become aware of the importance to deliver productive individuals capable of collaborative problem solving from my years within the field of industry.  </span>Stating my emphasis for an authentic learning environment, the necessity for interdisciplinary focus, and a willingness to acquire additional State of Delaware certification, I assumed the role of Visual Art and Technology Education teacher in August 1996, and  have since maintained this cross-curricular role at the Dover Air Force Base Middle School in Dover, Delaware.</font></p> <p align="center"><img src="_themes/ricepapr/aricerul.gif" width="600" height="10"></p> <p style="text-indent: .5in; margin-left: .5in; margin-right: .5in" align="justify"><font face="Times New Roman"><o:p> </o:p> </font></p> <p align="center"><font face="Times New Roman" size="4"><b><a name="Military Atmosphere">Military Atmosphere</a></b></font><font face="Times New Roman"><o:p> </o:p> </font></p> <p style="text-indent: .5in; margin-left: .5in; margin-right: .5in" align="justify"><font face="Times New Roman">The families of our middle school are unique to the educational setting, as I have witnessed throughout my brief teaching experience.<span style="mso-spacerun: yes">  </span>A conglomerate of cultures, races, and religions coupled with the uncertainty of military life plague our students' every waking moment; temporary duty assignments and troop deployments miles from home can range from weeks and months to years.<span style="mso-spacerun: yes">  </span>Some of the families have relocated 5 times or more before I am introduced to their children in the sixth grade.<span style="mso-spacerun: yes">  </span>However, their ability to make friends in new places, deal with the pressures of military life, and willingness to achieve high standards despite any given situation only increases the admiration that I hold for these adolescent members of our society.<o:p> </o:p> </font></p> <p style="text-indent: .5in; margin-left: .5in; margin-right: .5in" align="justify"><font face="Times New Roman">Being a teenager is difficult enough without tolerating additional environmental influences.  Nevertheless, our staff of fourteen teachers, two paraprofessionals, one secretary, and one administrator provide for the uniqueness of these military students.<span style="mso-spacerun: yes">  </span>In my seven years at the school, veteran teachers have willingly mentored special skills in coping with our students to the new faculty members joining the Dover Air educational community--prior to the completion of this portfolio, I was honored to be asked to serve as one of the District's teacher mentors, and look forward to providing an additional chapter to my career.  Without this additional insight to the military student’s underlying experiences, handling any particular moment in the classroom, hallway, or school by an individual ‘new’ to the environment could spawn negative outcomes.<span style="mso-spacerun: yes">  </span>Increased parent communication efforts coupled with administrative evaluation plans to meet the evolving needs of each student and their family makes for a pleasant educational experience for all.</font></p> <p style="text-indent: .5in; margin-left: .5in; margin-right: .5in" align="justify"><font face="Times New Roman">As with any educational setting, a variety of parental involvement situations, from the over-zealous to the under-motivated individual, may be encountered.  However, the close-knit community that exists among base personnel has undoubtedly influenced the environment at the Dover Air Force Base Middle School.  Though the membership in the formal parent-teacher organizations may be less-than-desirable due to military obligations, nearly every parent remains 'involved' in their child's educational experience through the variety of classroom and school-wide activities.  Their eagerness to help every student at the school succeed has been an overwhelming observation of mine throughout my tenure, and by far, a refreshing as well as comforting experience for a public school environment.</font></p> <p align="center"><img src="_themes/ricepapr/aricerul.gif" width="600" height="10"></p> <p style="text-indent: .5in; margin-left: .5in; margin-right: .5in" align="justify"><font face="Times New Roman"><o:p> </o:p> </font></p> <p align="center"><font face="Times New Roman" size="4"><b><a name="When It Rains ... It Pours!">When It Rains ... It Pours!</a></b></font><b style="mso-bidi-font-weight: normal"><i style="mso-bidi-font-style:normal"><font face="Times New Roman"><o:p> </o:p> </font></i></b></p> <p style="text-indent: .5in; margin-left: .5in; margin-right: .5in" align="justify"><font face="Times New Roman">As both the Visual Art and Technology Education teacher, the maintenance that has been required for two of the District’s largest rooms has proven eventful over the recent years.<span style="mso-spacerun: yes">  </span>The remodeling of the shop area into a state-of-the-art modular Technology lab began some three years ago, and was completed, minus the storage area, for the 2000-2001 academic year; base funding, equipment removal, and coordination of contractors provided some delay, but was not nearly as traumatic as the more recent, building-wide renovation of the roof.<span style="mso-spacerun: yes">  </span>The roof construction that began during the melting snows of winter and the monsoons of spring ushered indoor rains in almost every room in our building.<span style="mso-spacerun: yes">  </span>Though a variety of supplies, numerous teaching materials, and student artwork received water damage, learning to laugh with my students provided one of the most memorable experiences of the worst advice ever given.<o:p> </o:p> </font></p> <p style="text-indent: .5in; margin-left: .5in; margin-right: .5in" align="justify"><font face="Times New Roman">During an afternoon deluge, frantic workers as if to perform a rendition of ‘London Bridge’ held bright blue tarps above the heads of my sixth and seventh grade students.<span style="mso-spacerun: yes">  </span>Nestled in the very back of the storage room and dodging streams of water, I worked quickly to recover the water-soaked materials into manageable, pint-sized bunches to hand-off to the single-file line of dry students that worked its way into the large art room.<span style="mso-spacerun: yes">  </span>Assuming that the first pile reached its dry destination and the last member of the chain, a little voice suddenly queried, “Where do you want us to put this stuff?”<span style="mso-spacerun: yes">  </span>In the weakest, yet most teachable moment of my life, I replied “Anywhere on the tables,” and that is exactly what my students did in no particular order!<o:p> </o:p> </font></p> <p style="text-indent: .5in; margin-left: .5in; margin-right: .5in" align="justify"><font face="Times New Roman">Still awaiting the opportunity to move into my newly remodeled tech room, all of my instructional materials had been neatly stored on one side of the storage room; the visual art resources were housed on the opposite side.<span style="mso-spacerun: yes">  </span>Though I cautiously removed the materials in an orderly manner working one side and then the other, no longer would this segregation exist after my profound reply to the little voice.<span style="mso-spacerun: yes">  </span>Technology Education materials and supplies became the neighbors of torn pieces of construction paper, dripping glue bottles, and tangled yarn.<span style="mso-spacerun: yes">  </span>My lesson files on animation now included instructions on the proper procedure for sawing and drilling wood stock, and the K’NEX boxes became home to wayward markers, compasses, Popsicle sticks, and fuzzy pipe cleaners.<span style="mso-spacerun: yes">  </span>I had finally experienced the true art of an integrated curriculum thanks to a child’s inquisitive request, my genuine response, and a monsoon!</font></p> <p style="text-indent: .5in; margin-left: .5in; margin-right: .5in" align="justify"><font face="Times New Roman">We have all since drip-dried, but often chuckle about that day when certain situations arise -- usually when I cannot locate something of great need.  Nonetheless, my rooms have begun to seek their once organized state as I persist in rummaging through the plethora of papers, both pristine and mutilated.  With each lift of a box top, the packed materials conjure memories in my mind of experiences from, what appear to be, long-ago days, but much to my surprise, this activity has proven to be a healthy, and almost, desired necessity in the completion of my Master of Instruction portfolio.  The reflective process utilized with each grasp of student work, teacher documentations, parental notes, and administrative recommendations has permitted me to conduct a quite intensive exploration into my past and present instructional processes from the almost surreal position of a bystander gazing through window.  Each day offers a healthy look into 'how' I can become a better teacher!</font>  </p> <p align="center"><img src="_themes/ricepapr/aricerul.gif" width="600" height="10"></p> <p style="text-indent: .5in; margin-left: .5in; margin-right: .5in" align="justify"><font face="Times New Roman"> <o:p> </o:p> </font></p> <p align="center"><span style="mso-bidi-font-weight:bold;mso-bidi-font-style:italic"><font face="Times New Roman" size="4"><b><a name="Two Rooms, Each with a View">Two Rooms, Each with a View</a></b></font></span></p> <p align="justify" style="text-indent: .5in; margin-left: .5in; margin-right: .5in"><font face="Times New Roman"><span style="mso-bidi-font-weight: bold; mso-bidi-font-style: italic">Prior to the completion of the new Technology Education Laboratory with its modular showcase environment and state-of-the-art technological gadgets, I was fortunate to be able to conduct the Visual Art and Technology Education courses in one, very large room with a splendid wall of windows.  Though packed for storage space, each and every tool, scrap of material, and additional instructional aid had a specific and logical location.  The Visual Art classroom provides for a variety of instructional settings from accommodating large, group projects to providing for private, individualized workspaces.  Six moveable tables that each seat four to six students may be arranged in various contorted or maze-like arrangements, yet yield to the needs of both the student and teacher in their freedom to move about the room efficiently.</span></font></p> <p align="justify" style="text-indent: .5in; margin-left: .5in; margin-right: .5in"><font face="Times New Roman"><span style="mso-bidi-font-weight: bold; mso-bidi-font-style: italic">A centralized double sink with two, large wooden-block tables on either side facilitate material/tool storage, delivery, and organization in addition to orderly clean-up.  Numerous chalkboards, bulletin boards, and showcases aid in the delivery of the District curriculum, display of student work, and communication of classroom rules, notices, and other pertinent information.  Students are made to 'feel' welcome in their use of the classroom, and I eagerly encourage them to adopt and care for the space as if it were their own.  I stress that I wish to share my world with them, and want them to look forward to their art and technology experiences.  Generally, the students model the behavior that I exhibit during class time if for no other reason than to reciprocate my respect for them.  I have since learned in my <i>Discipline and Classroom Management </i>course that this display of respect towards a teacher is the highest form of authority that an educator may achieve within any given situation.  It is known as reverent authority, and I am truly blessed to have happened upon it so humbly, but extremely gracious that it travels so easily between classroom environments.  Likewise, I am comforted to have learned techniques from Professor Michael McClay to keep it around in the future!</span></font></p> <p align="justify" style="text-indent: .5in; margin-left: .5in; margin-right: .5in"><font face="Times New Roman"><span style="mso-bidi-font-weight: bold; mso-bidi-font-style: italic">Though currently awaiting the completion of additional cabinetry and storage units, the modular furniture in the Technology Education Lab provides an instructional environment of business-like work areas for our eighth grade students who, in turn, ooze admiration and respect for their fellow colleagues, or peers.  Truly, they do!  The lab with its sunken instructional area, enclosed materials processing area, tree-lined view of the St. Jones River, carpeted floor, and warm, earthy colors welcomes students and visitors, alike.  More so, the environment encourages a certain, desired behavior and productivity during the class hours.  The semi-partitioned modular stations offer privacy to each team of two students without complete separation from the entire group.  Furthermore, the computer-cubbies with divided storage areas permit the students to maintain that organized, learning environment that I so strongly encourage.  Whether influenced by their surroundings or sincerely returning my respect due to 'reverent authority,' 99.9 % of my students care for their classroom environments willingly, and participate without reserve ... however, I continually to seek new and innovative ways to improve my educational environment.</span></font></p> <p align="center"><img src="_themes/ricepapr/aricerul.gif" width="600" height="10"></p> <p align="justify" style="text-indent: .5in; margin-left: .5in; margin-right: .5in"> </p> <p align="center"><span style="mso-bidi-font-weight:bold;mso-bidi-font-style:italic"><font face="Times New Roman" size="4"><b><a name="Curricular Connections">Curricular Connections</a><o:p> </o:p> </b></font></span><b><i><font face="Times New Roman"><o:p> </o:p> </font></i></b></p> <p style="text-indent: .5in; margin-left: .5in; margin-right: .5in" align="justify"><font face="Times New Roman">Having had the opportunity to represent the middle schools of the Caesar Rodney School District during two curriculum revision years in Visual Art and Technology Education, I have had to evaluate and provide for our special situation in enrollment as well as recognize the vast experiences for course selection at the larger schools.<span style="mso-spacerun: yes">  </span>While students throughout the district receive identical instruction in the required core subject areas, our reduced numbers in student population provides ever-changing arrangements in the exploratory components (Visual and Performing Arts, Technology Education, Family Living and Consumer Science, Guidance, Library Skills, etc.).<o:p> </o:p> </font></p> <p style="text-indent: .5in; margin-left: .5in; margin-right: .5in" align="justify"><font face="Times New Roman"><span style="mso-bidi-font-size: 10.0pt; mso-fareast-font-family: Times New Roman; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: AR-SA">The need to provide for district-wide equality within these enhanced disciplines has forced some programs to evolve as early period offerings at Dover Air while assuring that all students receive each and every exploratory course.<span style="mso-spacerun: yes">  </span>The District's other middle schools offer these classes during the regular school day with double the instructional time, but fail to permit their students to experience every exploratory offering (i.e. If a student chooses to take Band, they will not be scheduled for Visual Art, Family Living, Technology Education, etc.).  It is Dover Air’s reduced class size, supportive administration, and imaginative as well as enthusiastic instructional staff that provides our students, oftentimes, with a better learning environment and experience, but some may believe that I am partial.  Nevertheless, this unique, Department of Defense environment continues to present our District and school administration with quandaries in scheduling and providing equity throughout curriculum delivery/instruction in the exploratory classes.</span></font> <p style="text-indent: .5in; margin-left: .5in; margin-right: .5in" align="justify"><font face="Times New Roman"><span style="mso-bidi-font-size: 10.0pt; mso-fareast-font-family: Times New Roman; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: AR-SA">At the Dover Air Force Base Middle School, students in the sixth and seventh grades rotate through four exploratory course offerings: Visual Art, Performing Art, Guidance, and Library Science.  Each exploratory class of students travels as a group from one exploratory to another every nine weeks.  While these students receive all other core area courses, they also participate in Physical Education as well as Health.  However, the eighth grade student's schedule is quite different in that it includes several additional exploratory courses -- some of which are state-mandated.  Family Living and Consumer Science and Visual Art share two to three sections (depending upon enrollment) of students during one semester, and then transfer the group to Keyboarding during the second semester offering.  Technology Education and Physical Education split two to three sections (depending upon enrollment) of students during two periods of the school day each semester; these students receive their Health instruction during the <i>PE semester</i> of study.  Therefore, to provide for instructional equality among all Caesar Rodney students, the exploratory curriculum encompasses the 6-8 grade level, rather than provide for specific content objectives at each grade level.  </span></font> <p style="text-indent: .5in; margin-left: .5in; margin-right: .5in" align="justify"><font face="Times New Roman"><span style="mso-bidi-font-size: 10.0pt; mso-fareast-font-family: Times New Roman; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: AR-SA">This flexibility and my willingness to incorporate interdisciplinary studies has encouraged growth within my instructional process.  Linked to the strategies obtained during my Master of Instruction course work incorporating educational technology, or the use of computers within the instructional process to improve student performance, I have witnessed an exponential growth in my teaching repertoire.   The process in which I plan, develop, instruct, and assess my individual lessons and/or units has evolved with each graduate course experience to now incorporate a broad range of student needs.  Likewise, I have learned to include additional materials to pre-assess my students who demonstrate learning difficulties with respect to District and State standards/objectives in not only my two fields of focus, Visual Art and Technology Education, but also in each of the core curricular concentrations.  Planning for and adapting to 'special' circumstances within each classroom proves my sincere dedication and respect to my students as well as inspires them to tolerate and accommodate others.</span></font> <p style="margin-left: .5in; margin-right: .5in" align="center"><b><font face="Times New Roman" size="4"><span style="mso-bidi-font-size: 10.0pt; mso-fareast-font-family: Times New Roman; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: AR-SA">In Closing ...</span></font></b> <p style="text-indent: .5in; margin-left: .5in; margin-right: .5in" align="justify"><font face="Times New Roman">Since that magical day my philosophy of education has remained strong and passionate.  Whether my subject areas of art and technology education are studied as a means to perfect one's abilities or as an avenues to instill appreciation and promote cultural awareness, my general philosophy of education builds upon the principles of free knowledge and equity among our children regardless of race, sex, creed, physical and/or mental abilities, or creative capacity.  All human beings are born with a creative spirit and critical thinking capacity that permit us to express out thoughts and inhibitions.  As inquisitive children, we release these innate tensions without reservation or concern for technique.  However, we generally lose sight of the inventive spirit for 'mark-making' as our thoughts become tainted by the beliefs of our society, past experiences, and physical environments.</font></p> <p style="text-indent: .5in; margin-left: .5in; margin-right: .5in" align="justify"><font face="Times New Roman">The curricular experience should seek to create a unified bond between the innocence of youth and the wisdom of maturity.  Art and invention are the remnants of these life experiences, and the creations of each child are as different and dynamic as the individual who conceived it.  With this thought, the educational experience in the essential arts should enhance each student's ability to produce ideas as well as educate each child in the appreciation of aesthetic, cultural, and political relationships among other members of their surroundings.</font></p> <p style="text-indent: .5in; margin-left: .5in; margin-right: .5in" align="justify"><font face="Times New Roman">While art is an avenue for communication, every child should be exposed to critical thinking and reasoning skills to ensure the development of a sound, interactive language that may expand as new experiences occur.  This growth is essential for permitting the student to function as an integral part of their society.  Lessons planning and delivery must provide for the development of cooperative learning opportunities among all disciplines to establish a connection between previously learned information and fresh concepts introduced by our technological society.</font></p> <p style="text-indent: .5in; margin-left: .5in; margin-right: .5in" align="justify"><font face="Times New Roman">The mere process of creating should not be a means of reaching an end, but a reflective journey providing for growth along the way.  As responsible members of this human race, a student's experiences, gestures, thoughts, tools, and materials intermix to become a harmonious blend transmitting and provoking emotions through creating and communicating.  Therefore, the ideal educational experience in the essential arts should encourage students to expand their conception of not only their society and societies throughout the world, but of themselves.  For it is within the soul of the children of tomorrow that history is born as each new idea or mark is contrived.</font></p> <p align="center"><font face="Times New Roman"><span style="mso-bidi-font-size: 10.0pt; mso-fareast-font-family: Times New Roman; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: AR-SA">[ <a href="#Gaining Experience">Return to Top</a> ]</span></font></p> </font></body>