FUNDAMENTIKS LLC
DELRAY BEACH, FLORIDA

Highly qualified, Lead Teacher, 20+ years of experience teaching early childhood education, educating children having a wide range of standard and special needs. Motivated, energetic, and passionate about student success. Vigorous and devoted to progress, displaying a robust capability to connect with students on an individual level and engage actively in the learning process. Committed to improving learning experiences for diverse student populations, including students with disabilities. Organized and implemented innovative new programs and successfully refreshed existing curriculum. Focused on development of special programs to serve families of all students with standard and special needs through holistic teaching services, and to provide the tools necessary for a healthy family environment and student success by developing new opportunities for engagement and exploring learning potential. Seasoned educator with a flair for the development and training of new staff and teachers. PHILOSOPHY A good teacher cannot begin or continue to inspire learning without being a learner. A good teacher must constantly learn what is new in the discipline. In fact, a good teacher often helps to create new knowledge. To live this belief, I must continuously examine my teaching methods and find new ones. To remain connected to my students, their lives and the schools in which they will practice their professions, I must be a student of society and the constantly changing worlds in which students live. I eagerly and willingly learn from my students as they learn with me. A good teacher not only understands the individual strengths/needs of their students but also those of their students’ parents and family members. Schools, parents, and the community should work together to promote the health and well being of their children. When a good teacher actively involves parents and engages community resources they are able to respond more effectively to the health-related needs of students.Family and community involvements foster partnerships among schools, family and community groups, and individuals. These partnerships result in sharing and maximizing resources. And they help children and youth develop healthy behaviors and promote healthy families. Finally, I believe a teacher lives to serve. A teacher is dedicated to learning, to his or her discipline, to his or her students, and to making the future the best possible place for all of us to live. These are the challenges I accepted when I chose to be a teacher. I remain committed to them. Supported the language, social, emotional, physical and cognitive development of young children in a safe and nurturing environment. Lead teacher in a toddler classroom with 15 children ages 1 ½- 2 ¼ years old. Helped train support teachers on individualizing teaching and communication practices for children with developmental disabilities. Developed weekly newsletters for parents with information to support their efforts in raising a healthy and well adjusted child. Served as head teacher for preschool and pre-k age children. Created and implemented lesson plans that promoted development of key skills. Planned lessons that covered areas of cognitive, fine motor and gross motor, social, adaptive, and self-help skills. Authored and developed a parent newsletter and resource information center to keep families apprised of activities at the school. Provided mentor services to a family in need of assistance with triplet boys. Services included tutoring, assisting with the location of special services and community resources, and hiring a legal guardian. Endorsed the message, vision, and mission statement of the Special Olympics through various volunteer positions to support the athletes during competition. © 2017 FUNDAMENTIKS- All Rights Reserved Children compare the height of a block tower with the height of a desk or table. They learn that this block is too short to make a bridge over the road. Preschool math teachers reinforce children's findings by asking questions and making observations: "I wonder if this block is long enough to bridge the road. Let's try it." Two-year-olds are highly curious about unfamiliar objects, events and phenomena. They gather information using all their senses and motor skills. They also notice what happens as the result of certain actions and are beginning to categorize objects into groups. Their early language skills make descriptions of observations and experiences challenging, but they can make simple statements and use gestures to help communicate ideas. Three-year-olds use all of their senses to make sense of the world around them. Their growing language skills help them to talk about their observations and experiences. In seeking solutions to problems, children at this age typically try different ideas until a successful one is found. Three-year-olds can classify and sort objects, but usually by only one characteristic at a time. Four-year-olds approach the world with great curiosity and use their imaginations to help understand it. Hands-on explorations help them to separate reality from fantasy. They can participate in the planning and implementation of simple scientific investigations, and over the course of the year, will increase their abilities to make observations, gather information, compare data, identify patterns, describe and discuss observations, and form explanations and generalizations. Five-year-olds really want to know more about how the world works. Hands-on experiences help them to form theories to explain "how" and "why" things happen. They can use tools like thermometers and scales to gather information and are able to more independently carry out simple investigations. Five-year-olds also use increasingly descriptive language to relay information, ask questions and provide explanations. The alphabet is based on geometric shapes and designs. Circles, crosses, triangles and squares all help to form the letters of the alphabet. One way to help your child with his handwriting is to hang a chalkboard in the family room or his bedroom - somewhere that is easily accessible to him. The chalkboard should be at least four feet by four feet and larger if space permits. Encourage your child to draw large geometric shapes on the board with chalk. He will soon grasp the concept of writing through his own creativity.