This portfolio reflects my student teaching and entry level skills. It outlines my personal information, and professional teaching skills as mandated in the state of Michigan, and my personal beliefs about teaching.
WWW.CHARACTERCONFERENCES.COM
mannrentoy@gmail.com
About Mann Rentoy
A lecturer from the University of Asia and the Pacific (UA&P), he has taught for more than 30 years.
He is a graduate of the University of Santo Tomas (UST) where he earned a double-degree in AB Journalism and AB Literature, an MA in Creative Writing, and a PhD in Literature.
He was the Founding Executive Director of Westbridge School in Iloilo City. He was in the first batch of graduates of PAREF Southridge School, where he also taught for 15 years, occupying various posts including Principal of Intermediate School, Vice-Principal of High School and Department Head of Religion. As Moderator of “The Ridge”, the official publication of Southridge, he won 9 trophies from the Catholic Mass Media Awards including the first ever Hall of Fame for Student Publication, for winning as the best campus paper in the country for four consecutive years.
He is the Founding Executive Director of “Character Education Partnership Philippines”, or CEP Philippines, an international affiliate of CEP in Washington, DC, USA. As Founder of CEP Philippines, he has been invited to speak all over the country, as well as in Washington D.C., San Diego, California, USA, Colombo, Sri Lanka, and Kuala Lumpur, Malaysia. He also serves as the Founding President of Center for 4th and 5th Rs (Respect & Responsibility) Asia, otherwise known as the Thomas Lickona Institute for Asia. He is probably the most visible advocate of character formation in the country, having spoken to hundreds of schools and universities around the Philippines.
Email us at catalystpds@gmail.com
www.characterconferences.com
Student Teacher relationship, rights and responsibilities of students and teachers, ideal teacher and student, reasons for bad teacher student relationship and ways to improve it.
This portfolio reflects my student teaching and entry level skills. It outlines my personal information, and professional teaching skills as mandated in the state of Michigan, and my personal beliefs about teaching.
WWW.CHARACTERCONFERENCES.COM
mannrentoy@gmail.com
About Mann Rentoy
A lecturer from the University of Asia and the Pacific (UA&P), he has taught for more than 30 years.
He is a graduate of the University of Santo Tomas (UST) where he earned a double-degree in AB Journalism and AB Literature, an MA in Creative Writing, and a PhD in Literature.
He was the Founding Executive Director of Westbridge School in Iloilo City. He was in the first batch of graduates of PAREF Southridge School, where he also taught for 15 years, occupying various posts including Principal of Intermediate School, Vice-Principal of High School and Department Head of Religion. As Moderator of “The Ridge”, the official publication of Southridge, he won 9 trophies from the Catholic Mass Media Awards including the first ever Hall of Fame for Student Publication, for winning as the best campus paper in the country for four consecutive years.
He is the Founding Executive Director of “Character Education Partnership Philippines”, or CEP Philippines, an international affiliate of CEP in Washington, DC, USA. As Founder of CEP Philippines, he has been invited to speak all over the country, as well as in Washington D.C., San Diego, California, USA, Colombo, Sri Lanka, and Kuala Lumpur, Malaysia. He also serves as the Founding President of Center for 4th and 5th Rs (Respect & Responsibility) Asia, otherwise known as the Thomas Lickona Institute for Asia. He is probably the most visible advocate of character formation in the country, having spoken to hundreds of schools and universities around the Philippines.
Email us at catalystpds@gmail.com
www.characterconferences.com
Student Teacher relationship, rights and responsibilities of students and teachers, ideal teacher and student, reasons for bad teacher student relationship and ways to improve it.
Case Study Scoring GuideDue Date End of Unit 10. Percen.docxwendolynhalbert
Case Study Scoring Guide
Due Date: End of Unit 10.
Percentage of Course Grade: 20%.
CRITERIA NON-PERFORMANCE BASIC PROFICIENT DISTINGUISHED
Provides a rationale
for studying the child
and for the need for
differentiation.
25%
Does not provide
a rationale for
studying the
child.
Provides a
rationale for
studying the
child, though
the rationale is
incomplete.
Provides a rationale for
studying the child and for
the need for
differentiation.
Provides a rationale for studying
the child and for the need for
differentiation, explaining the
effect on the child of not
providing differentiated
instruction.
Describes in detail
relevant facts and
data collected for a
case study of a child
with exceptional
needs.
25%
Does not
describe facts
and data
collected for a
case study of a
child with
exceptional
needs.
Describes facts
and data
collected for a
case study of a
child with
exceptional
needs.
Describes in detail
relevant facts and data
collected for a case study
of a child with exceptional
needs.
Describes in detail relevant
facts and data collected for a
case study of a child with
exceptional needs, providing
examples that illustrate the
importance of these facts.
Analyzes relevant
facts and data
collected based on
an understanding of
learning styles,
cognitive processes,
and instructional
strategies.
25%
Does not analyze
relevant facts
and data
collected.
Analyzes
relevant facts
and data
collected.
Analyzes relevant facts
and data collected based
on an understanding of
learning styles, cognitive
processes, and
instructional strategies.
Analyzes and synthesizes
relevant facts and data
collected based on an
understanding of learning
styles, cognitive processes, and
instructional strategies.
Recommends the
most appropriate
future practices that
will foster the
development of a
specific child.
25%
Does not make
suggestions for
future practice.
Makes
suggestions for
future practice.
Recommends the most
appropriate future
practices that will foster
the development of a
specific child.
Evaluates and recommends the
most appropriate future
practices that will foster the
development of a specific child.
Case Study
Reasoning and Differentiation
The purpose of this case study is going to provide the intended audience with a thorough description and detailed information about the ideal candidate. The ideal candidate for me is a five year old girl named Dylan. Dylan has been emotionally and physically traumatized by a car wreck several years ago. Even though she partially participates in all of the classroom lessons and activities, Dylan is unable to respond to her teacher’s commands or requests. Dylan is in a self-contained classroom with other exceptional children and requires extra assistance during instructional time from her teachers. There are two teacher aides available in the classroom setting that works closely with the Lead Teacher (Ms. Carrington). In an effort of providing students with a productive, positive, warm, loving an ...
Bernardine Denigan - An Outstanding Contribution to the Education.pdfBernardine Denigan
Bernardine Denigan is the CEO of Good to Great School. She is a passionate and dedicated educator committed to her student's success. She focuses on student development and academic excellence.
1. May 6, 2015
To Whom It May Concern:
It is with great pleasure that I write this letter of recommendation on behalf of Danielle
Ling. I have had the good fortune of working with and observing the volunteer teaching
skills of Danielle at Walton Elementary School from 2011-2013.
In my opinion, Danielle proved to be a great volunteer while at Walton as a Douglas
College student, and then an S.F.U student. She helped plan, teach, and evaluate lessons
in an organized, enthusiastic and committed manner. Danielle was able to grasp each
student’s level of interest, attention and ability. As well, she helped carefully select
materials that were appropriate for the grade level presented to her.
Danielle worked tirelessly to develop the students’ emotional, social, language and
intellectual abilities. Her positive approach and genuine concern for all students
increased their feelings of security and their sense of belonging in the classroom. Also,
Danielle’s method of facilitating helped to enhance each student’s self-esteem so that
they were able to reach their optimum learning potential. She constantly worked to help
create a co-operative atmosphere where all could flourish.
Danielle showed great management and discipline skills in the classroom. She treated all
the students with respect and dignity, establishing a wonderful rapport. She injected
humor into her teaching style, which quickly captured the attention of the class.
Danielle is an intelligent, very responsible and extremely capable individual.
I consider Danielle to be an excellent and dedicated volunteer. She was an asset to the
Walton Staff and we were all sorry to see her leave. I strongly urge that Danielle Ling be
considered for any TTOC position in any school district, as she would be an outstanding
candidate.
Yours sincerely,
Mrs. Sue Dupuis
Walton Elementary school
604-941-1962
sdupuis@sd43.bc.ca
