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Joseph C. Wheeler is applying for an English Language Arts teaching position. He has experience teaching both in long-term and contract positions, which has led to improved student test scores. One of his classroom policies is "Respect Begets Respect" where he promotes respect in all classroom discussions. He also developed an effective educational technology program from his research and studies that enhances reading and writing skills. Wheeler is looking to bring his skills and insights to better serve students in the district.
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This professional portfolio summarizes the educational experience and teaching philosophy of an 8th grade English teacher. It includes examples of lesson plans, assessments, parent communications, technology integrations, and references from administrators and colleagues. The teacher strives to develop a positive classroom environment through setting clear expectations, communicating with parents, differentiating instruction, incorporating hands-on activities, and lifelong professional development.
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Literacy Teachers .docx
Literacy Teachers Make a Difference
Literacy Teachers Make a Difference
Program Transcript
D. RAY REUTZEL: Hello. This is D. Ray Reutzel. I'd like to introduce myself to
you. I'm a former kindergarten, first grade, third grade, fifth grade, and sixth
grade teacher. I've been working in the field of literacy now for over 30 years. I've
written over 30 books and literally hundreds of research reports and articles in
some of the journals in literacy education, and I'm glad to be with you today and
to share with you some of my ideas about how you can become a better literacy
teacher.
So what I'd like to do is quickly go over with you what I believe are seven pillars
that make for effective literacy teachers. The seven pillars are teacher
knowledge, classroom assessment, evidence-based teaching practices,
response to intervention, motivation and engagement, technology and new
literacies, and family and community connections. So let's look at each one of
these seven pillars of effective literacy instruction, bearing in mind that it isn't the
literacy program that makes for effective literacy instruction, rather the effective
teacher that does so. The teacher makes the difference. Teachers do make huge
differences in children's achievement and success in school. In fact, research
shows more than anything else, once children enter school, it is the teacher that
makes the greatest difference.
Pillar one, teacher knowledge, has to do with a confluence of abilities and
knowledge teachers hold about how to teach and manage the classroom
environment. Effective teachers are wonderful classroom managers. They know
how to move children, engage them, use time well, design wonderful classroom
environments with print rich classroom access to literacy. They're knowledgeable
in evidence-based teaching practices, they hold high expectations for every child
in the room, and they balance, integrate, and provide appropriate challenge in
every literacy task that they teach and ask children to engage in.
Classroom assessment is the second pillar. This is the foundation for teachers in
knowing how to teach and address the needs of children in classrooms. No
teacher should just start teaching until they have assessed their children and
know where, as a group, they need to be taught in relation to the curriculum and
where individual children need special help as a result of doing testing and
assessment in the classroom.
The third pillar, evidence-based teaching, has to do with teaching the essentials
of literacy. Not all things in literacy are created equal, and there are certain parts-
- ingredients-- of literacy instruction that are absolutely essential to the
development and achievement of every child. These include such things as oral
language, concepts of print, letter name knowledge, sight word recognition,
phonemic awareness, phonics, fluency, vocabulary, comprehension, and spelling
©2014 Laureate Education, Inc. 1
...
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Joseph Wheeler has over 20 years of experience teaching various subjects in special education and general education. He has a master's degree in special education and certifications in English and speech. He is currently an English teacher for grades 6-10, where he uses strategies like SIOP and ILC to teach writing to ESL/ELL students. Previously he has taught a variety of subjects across many grade levels in the Detroit Public School system. He has a proven track record of improving student outcomes through implementing research-based teaching methods and analyzing data to develop targeted lesson plans.
JosephWheelerReadingWritingProgramDesignA1
The mission of Project MMAMA is to motivate youth and adult students to become lifelong learners using innovative reading and writing educational technology. The goal is to strengthen students' brain power, focus, learning skills, and confidence in order to improve academic performance. Key activities include Read It-Spell It-Copy It, which has shown to engage and motivate students, increasing their reading, writing, and thinking abilities. Formal research is still needed, but preliminary evidence suggests these activities can enhance specific brain functions and help students achieve academic goals.
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The mission of Project MMAMA is to motivate students to become lifelong learners using innovative reading and writing activities to strengthen skills across curriculums. The goal is to boost students' confidence and enthusiasm in their academic abilities.
MMAMA activities are designed to motivate and enhance reading, writing, spelling, comprehension and thinking skills. Students experience success and confidence through activities like Read It-Spell-It-Copy It that allow them to complete academic tasks. This increases motivation and engagement with learning.
Preliminary results suggest MMAMA activities may strengthen specific brain areas related to skills like sequencing and association. Students have shown improvements in classroom performance, test scores, and skills like handwriting after participating in MMAMA activities
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Joe Wheeler II is an actor and teacher based in Detroit, Michigan. He has a B.A. in English and Theater from Oakland University and an M.Ed. from U of D Mercy. He has played leading roles in many productions, including Jesus Hopped the A-Train, A Raisin in the Sun, and Big Mama's Wedding. Wheeler has performed at theaters across metro Detroit like Meadowbrook Theater and Second City. He is skilled in acting, voiceovers, modeling, and motivational speaking.
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Joseph Wheeler has over 20 years of experience as a special education and English teacher in Detroit-area public schools. He has a master's degree in special education and certifications in English and speech. He is highly knowledgeable in all areas of special education and has experience teaching English/language arts at all secondary grade levels. Throughout his career, he has implemented research-based teaching strategies to improve student achievement, such as differentiated instruction and cooperative learning. He has also coached other teachers and helped schools improve their test scores.
JosephWheelerReadingWritingProgramDesign
Project MMAMA aims to motivate students to become lifelong learners using innovative reading and writing activities. The mission is to strengthen students' brain power, focus, and learning skills through activities like reading passages aloud with rhythm, copying text, and writing what sounds right. The goal is to boost students' confidence and enthusiasm in their academic abilities. The program is designed to engage students and enhance skills like reading, writing, spelling, comprehension, and thinking through motivational exercises. When implemented, the activities were observed to increase students' focus, performance, and test scores by building their confidence and academic skills.
More from JOSEPH C. WHEELER (7)
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- 1. Joseph C. Wheeler, M.Ed. 18289 Greenfield, Detroit, MI l C:(313)221-4545 l jcawheeler@gmail.com December 1, 2016 RE: English Language Arts Full-Time Teaching Position for the 2016-’17 School Year Dear Human Resources, et al I am writing to introduce myself as a candidate to teach as an English Language Arts Teacher in your school district. This opportunity is listed online via Indeed. Educational practices, experience, heightened leadership skills, and in depth research via Special Education practicum helps me to be highly effective. One of my paramount classroom policies is 'Respect Begets Respect', and that is how I work with children; I give respect and receive it in return; promote it for all classroom discourse, and I practice not engaging in confrontational discourse with children under any circumstances. I have laudable experiences teaching children in long-term and contract positions—improved state test scores. As well as, the ability to come up with original and plausible ideas. My experience at Webster Elementary will help me to be effective at your school. The principal there, after observing some well-behaved classes I had, requested me to share with staff my classroom management strategy ‘Sign & Recognize’. As a member of the President’s Club and President of a prominent student organization I birthed/spearheaded a proposal for Oakland University to adopt a handicap policy on entrance exams and provide extra support so minorities could enter and succeed in the School of Engineering; minorities are now winning national awards in engineering. Earnest compassion and caring about all people are attributes I possess, which helps me ‘make a difference’. The Effect of Discourse Synthesis and the New Definition of Reading on the Writing Style of Secondary Students: Through the research process of acquiring plausibility for this thesis it was found only 1 study in the country could be used to support this original qualitative study. We did find significant improvement in students’ writing styles. Several years of research leading to this study afforded me in-depth knowledge about teaching reading & writing and lead to the design of a highly effective educational technology (reading & writing) program. The Descriptive Discussion in Project MMAMA (More Motivational Activity More Achievement) conveys its effectiveness and my commitment to life-long learning; educational research, and teaching. It highlights a neural plasticity activity that has been effective in diverse educational settings along with strategies that easily enhance reading and writing skills; the practicum in the Special Education Master Degree program enabled me to discover educational research to support all of MMAMA’s activities. These skills and educational insight I would be extremely honored to bring to, and hone within, your school district. I am very hopeful about an interview for a position. Thank you so much for your time and consideration. Sincerely, Joseph C. Wheeler, M.Ed.