Educational Philosophy
Travers Desjardins
Engage: What happens when you teach?
When I teach, I aim to be engaging and positive with my students. I believe that in order for students to become active learners, teachers must show passion and enthusiasm about what and how they are teaching. When I am energetic and excited about material, I believe students become excited to learn the material. It is important to talk with emotion and show my excitement about learning in order to get students to feel the same way. Through student engagement, I believe students become more willing and eager to learn. When students are engaged in learning, the material becomes much more meaningful. Knowing that not all students learn the same way or are on the same level, I aim to differentiate as many lessons as possible. By allowing all students to experience the feeling of success, I engage students and eliminate many behavioral issues that may otherwise occur as a result of boredom or frustration.
Difference: How do you make a difference?
I strongly believe teachers play a very significant role within their students’ lives. Through providing examples of the behavior that I wish for my students to display, I become a positive role-model. I cannot expect my students to act in a specific way without providing a positive example of the behaviors in which I wish to see. I believe developing these caring, honest, and meaningful relationships with students is truly an important part of teaching. Through these relationships, I am granted the ability to get acquainted with the child beyond the basic educational setting. If I can learn about my students’ dreams, hopes, and passions, I can then act as a liaison to help my students accomplish their aspirations. I believe students will only be as successful as they are asked. I truly believe students will do their best to excel when the right conditions are set. By praising students when successful and providing students with the adequate resources when the child is challenged, student achievement will become apparent in all areas.
Values: What values do you believe to be important?
In my classroom, I deeply believe in the importance of creating a classroom community where all students feel safe and supported. As a teacher, I find it is important to connect with my students at their level and show them that I genuinely care. I cherish the time I spend together with each of my children. When I respond to my students in a way that lets them know that I value their opinions, I display to them how much I care for them, not just as students, but as people. I possess a strong belief that care and respect within the teacher-student relationship are the foundations upon which successful learning and social growth are built.
Setting: Why do you develop learning environments and relationships with your students?
I believe forming student-teacher relationships is essential in all classrooms. However, I believe these relationships must be meaningful and authentic. Students need to know that their teacher will be there for them with unconditional support and care. I also believe students need to be in a positive setting. We cannot expect students to be willing to learn if we do not provide a constructive setting for this learning to occur. Our classroom community will be a very positive upbeat atmosphere, where learning is fun and exciting.
ENJOY: What is your favorite statement about teaching?
If I could use one quotation to summarize my philosophy of teaching it was be from Nel Noddings, who said “We should want more from our educational efforts than adequate academic achievement, and we will not achieve even that meager success unless our children believe that they themselves are cared for and learn to care for others”. I truly believe my role as a teacher is to do far more than simply teach the facts. I believe through kindness and caring in education, students develop an awareness of not what to learn, but how to learn. When students retain a love for knowledge, they will they have the desire to become continuous learners and keep on learning long after they leave us.
Travers Desjardins
Five Year Plan
Year One 2015-2016: I currently work as a special education teacher at Gonic Elementary School under an alternative 4 certification. Upon completion of EDU 750 at Granite State College School of Education, I plan on obtaining my teaching certification for general special education k-12. Upon obtaining my general special education certification k-12 I will transfer my Granite State College post-baccalaureate credits to Keene State College. At Keene State College I begin coursework to obtain a master’s degree in Special Education. Completing the coursework towards my master’s in special education will provide me with valuable professional development opportunities.
Years Two and Three: 2016-2018: I will continue my tenure as a special education teacher as Gonic Elementary School. While working as a Special Education Teacher, I plan on obtaining my master’s degree in special education at Keene State College. Possible courses/professional development I plan on taking include School Leadership, Educational Research Foundations, Educational Research Design, and the Keene State College master’s in special education capstone course. The information learned from these courses will not only assist me in obtaining a higher degree, but also provide me with valuable resources and strategies that I can use in the classroom.
Year Four 2018-2019: The Rochester School District recently added the responsibility of conducting academic assessments to the role of the special education teacher. Upon receiving my master’s degree in special education, I plan on obtaining a certification in Learning Disabilities. Obtaining an LD certification will assist me when determining if a student qualifies for a special education.
Year Five 2019-2020: Upon receiving a master’s degree in special education and becoming LD certified I plan on continuing my education through professional development opportunities provided by the Rochester School District. One such professional development opportunity available is Orton Gillingham training. Training in Orton Gillingham will strengthen my teaching repertoire with regards to literacy.
Travers R. Desjardins
Resume
Summary
Compassionate Special Education Teacher who makes all children, including those with special needs, feel valued and accepted. Encourages each child to reach their fullest potential. Focused on building each student's strength and confidence, as well as providing students with firm guidelines regularly and dependably to foster student's social and academic growth. Is well versed in working with various learning styles and ages. Actively seeks professional development workshops, as well as advice from colleagues, in order to meet the needs of all students. Adept in incorporating students' needs in creating effective lesson plans to accommodate them. Will obtain certification general special education in the summer of 2015.
Education
Granite State College- Bachelors of Art Individualized Studies Social Studies (June 2013). Summa Cum Laude 3.88 GPA
Granite State College School of Education- Enrolled in the post-baccalaureate teacher certification program. Will earn certification in general special education in the summer of 2015.
Contains Alternative 4 and 5 Certifications.
Experience
September 2013- Present Special Education Teacher at Gonic Elementary School
Responsibilities include case managing students with a disability grades k-2. Creating lessons that are differentiated to meet diverse student need. Creating an environment that promotes and supports student academic and social growth. Communicating with families and staff in order to meet student need. Working with staff to create a school environment that promotes positive behavior and learning.
January 2013- September 2013 Full Time Para Educator at McClelland Elementary School
During this time I worked one on one with a student with severe physical and developmental delays. This student was not academically or socially on grade level. I created lessons in reading and math that coincided with a curriculum appropriate for his individual skill level, aligning with IEP goals. I was also responsible for monitoring behaviors utilizing a positive reinforcement system.
August 2008-January 2013 Para Educator II McClelland Elementary School
Responsible for conducting small group and individual classroom activities based on differentiated learning needs. This involved designing and modifying lessons to meet the academic needs of each student. Observed students to supply teachers with feedback regarding potential learning blocks and opportunities for support. Encouraged students to be understanding and helpful to others. Communicated effectively with educators and specialists across various grade levels. Supported students in developing strategies for both individual needs and classroom group dynamics. Promoted language development skills through reading programs and collaboration with colleagues. Applied positive reinforcement methods in order to redirect negative behaviors.
July 2010- August 2012 Summer Tutor at McClelland Elementary School
Responsible for implementing Everyday Math and Do the Math programs into a curriculum modified to student need. Was also responsible for implementing various disciplinary tools needed to accommodate each child's behavior.
Workshops/Professional Development/School Responsibilities:
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