Intensive

The two day intensives were interesting, engaging, inspirational, and enlightening.  It has brought a sense of appreciation of what was happening in the weekly face to face sessions. The sample BIP’s  and the group discussion brought some clarity to me with regards to completing the Behaviour Intervention Plan.  I was about half way through my plan but I had not done any interview with the parent.  Participating in the intensives caused me to subsequently complete that aspect of the assessment. From the discussions it was reinforced that when students are meaningfully engaged, the classroom is well managed.  For the classroom to be effective and run smoothly there needs to be rules, routines, trust and student ownership. Teachers should therefore engage students in collaborating to create clear rules and discuss why rules are necessary.

About Me

See Pares Primary (Staff) Home on the web for more details about Rosemarie.  Click here.

Behaviour Management

The above graphic is an example of a behaviour chart that I use in my class.  Each student's name is written on a cloud which forms a pocket on the wall.  The stars describe the behaviour.  Each day student starts the day with a green star (I am making responsible/respectable choices.  Depending on the number of times students stay on green, they will be rewarded appropriately)  Depending on his/her behaviour, he/she changes the star (YELLOW: My teacher is watching my behaviour.  This is a warning.  BLUE - My behaviour is unacceptable.  Here student will face a consequence: meet with the teacher for conference, have a detention, stay in while the rest of the class is on break.  Red -this is danger.  Student 's parent(s) may be called in, student may have conference with the principal/education officer, or be suspended.) to show is making right choices.  This system can be used with students with severe emotional and behavioural disorders since this multicoloured behaviour colour system breaks down behaviours into specific terms for the students.  Student responsibility is promoted since it is the student who changes the star depending on the displayed behaviour.

A tracking sheet that is completed daily is used to track students' behaviour.

Professional Development

Participating in professional development activities is a method of growth.  I believe that regardless of the grade, type of classroom or school setting, I should always be up to date with the most recent topics, policies ad news in regards to education by participating in and conducting professional development opportunities in order to enrich my knowledge of the field and make me a stronger facilitator of learning.

The following are some of the professional development I have been or am involved in

Resume

Click here to see Rosemarie's entire CV 

Teaching Philosophy

Working on the module Emotional and Behavioural disorders it is my intention to use preventive and supportive behaviour strategies more than corrective by conducting engaging lessons and clear expectations. Recognizing how valuable teacher encouragement and motivation is for personal motivation, I intend to motivate students while teaching them to be intrinsically motivated through challenging yet supportive lessons and assignments.  To engage in the training of young minds is full of challenges, frustrations, and responsibilities.  It is a task that cannot be taken lightly and it is full of excitement, wonder, and joy. Having completed training in Dyslexia and Literacy and now working on Introduction to Special Education, I strongly believe that all children can learn as long as they are “taught the way they learn.”  As a specialist teacher it is imperative that I provide proper motivation, encouragement and direction for the students placed under my care. I believe in staying relevant and keeping abreast of learning, motivation, behaviour, and development theories in an effort to relate to my students and challenge them to reach their full potential. I believe that each student is unique and of inestimable value and they should feel accepted, valued, emotionally, physically, or socially, safe in my classroom.  I should provide equal opportunities for these students to be educated alongside their non special education needs peers using ICT to provide differentiated learning.  I further believe that the students I teach deserve my time and full attention in regards to their education. It is important to me that my students, as well as their parents, other teachers, administrators, and people in the community, see me as someone they can approach, who will be fair and non-discriminatory. Classroom organization is also a key concept to consider when teaching. If students are in a classroom that is unorganized or set up in a way which hinders learning, it is not a good situation for anyone. I try to make it my business to find creative, new ways to have the room set up and to help my students become interested in learning.  I also believe that high energy levels and a positive attitude from the teacher are key elements to a successful learning environment.

Job Experiences

Grade 2 class teacher and Craft teacher (Seniors 1 - 3) at the Pigotts Primary School

Social Studies (Seniors 1 - 3), Home Economics, Craft teacher (Grades 6 to Senior 3) at the Potters Primary School

Grade 1, Kindergarten, Home Economics and Social Studies (Forms 1 - 3) Antigua and Barbuda Seventh-day Adventist School

Associate Director: Success Cocepts Iterational

Tutoring at the Antigua and Barbuda Centre for Dyslexia Awareness

Presently: Reading Specialist: Pares Primary School

Acting Principal (September - December 2014): Pares Primary School

After School Reading Coach