Ranell Parker received a Bachelor of Arts degree in Elementary Education from Southeastern Louisiana University and a Washington Department of Education Residency Certification with an endorsement in Elementary Education (K-8). She has attended special training in math and literacy: Collaboration and Alignment for Math and Science, Balanced Literacy, Running Records, Analysis and Evaluation of Interventions, and she has utilized both IXL and Razkids. Ranell has completed over 5 years of full-time elementary teaching, including Torah Prep Boys School (St. Louis, MO), Highline School District (Burien, WA), and UCiC Elementary School (Bothell, WA) and has served as a guest teacher for various school districts and work with Chestnut Hill Academy (Bright Horizon's Elementary School). Her comprehensive experience mentoring and teaching students in church and school settings is over 20 years. In her spare time she enjoys swimming, artistic expression, hiking, warm coffee, reading, and spending time with her husband, two children, other family, and friends.
|
My Teaching Philosophy
|
|
I specifically focus on the leveled needs of all students by beginning the year with pretests (MAP) using a set of approved, grade-level, cumulative, assessments and a high focus on compacting curriculum, using direct whole-class teaching and student-led heterogeneous and teacher-led homogeneous groupings. These assessments provide three main things ...
As the year progresses, students can easily move from approaching standard to at standard to above standard!
According to studies ...
“…curriculum compacting can have a positive affect on students’ performance. Because many talented students receive little differentiation of instruction from their peers, they spend a great deal of time in school doing work that they have already mastered. Curriculum compacting allows these students to avoid having to relearn material they already know,
which research has shown can lead to frustration, boredom and, ultimately, underachievement.”
This model of teaching is extensive and can drastically increase student achievement! I gather complimentary, approved resources needed to support school curricula in general studies to increase student performance. I have many experiences in teaching and analyzing reading, supporting fluency, expression, and comprehension. There are so many learning experiences that we can have this next year! Academic games, experiments, historical characterizations, and drill and practice also play an important part of the experiences that I create for students in my classes!
- (1) Level of student understanding and mastery of content knowledge,
- (2) Teacher understanding about students’ needs, learning styles, and interests insight to new ideas,
- (3) Guidance to more relevant learning.
As the year progresses, students can easily move from approaching standard to at standard to above standard!
According to studies ...
“…curriculum compacting can have a positive affect on students’ performance. Because many talented students receive little differentiation of instruction from their peers, they spend a great deal of time in school doing work that they have already mastered. Curriculum compacting allows these students to avoid having to relearn material they already know,
which research has shown can lead to frustration, boredom and, ultimately, underachievement.”
This model of teaching is extensive and can drastically increase student achievement! I gather complimentary, approved resources needed to support school curricula in general studies to increase student performance. I have many experiences in teaching and analyzing reading, supporting fluency, expression, and comprehension. There are so many learning experiences that we can have this next year! Academic games, experiments, historical characterizations, and drill and practice also play an important part of the experiences that I create for students in my classes!
Photo used under Creative Commons from Norbert Reimer
