Marta van de Mond's e-portfolio
Introduction
My name is Marta van de Mond. I was born in Poland and came to Canada at the age of 17. Today I am a qualified, successful teacher, who enjoys "swimming" in my profession. When I was 15 years old, I volunteered, supporting people with Down Syndrome. Later, I volunteered and worked with other people with a variety of special needs. In high school, I chose to be a tutor in the English as a Second Language (ESL) program. That was my first exposure to the feeling of success when others learn. Once I graduated from high school, I took a considerable number of both Science and Humanistic courses that allowed me to be knowledgeable in different areas. By then, a few of my professors hinted at the idea of me becoming a teacher. I have many passions represented by nature and animals, inter-wound with international music and dance. At that point I was not convinced that I was ready for the task until I realized that I can share my passions and later expertise as a future teacher.
I completed Simon Fraser University's Alaska Highway Consortium on Teacher Education (AHCOTE) program in December of 2001. At that time, my daughter was two years old and I was six months pregnant with my son. My teaching experience in Peace River South School District 59 was limited, due to maternity leave, to a Teacher On Call (TOC) position, and finally landing a teaching position with Distance Education. I moved to Maple Ridge in 2005 and became a teacher in the Maple Ridge/Pitt Meadows School District 42 in February of the following year. I followed my passion and chose to work in the field where I felt most needed and qualified - with students with a variety of special needs. I have been a high school support teacher in that community for the last eight years. When I found out about the University of British Columbia's cohort Master in Special Education program, I jumped at the opportunity to expand my knowledge and education in the beloved field.
This portfolio is my fluid journey from the simplicity of a dish water, since washing dishes is such a mundane practice of every day's existence, to rivers flowing rapidly and falling in powerful waterfalls to finally meet the ocean and plunge in at the end. As I began my Master in Special Education, I followed my passion in the field. I carefully made my toes wet and wanted to submerge a little deeper. A little deeper, however, was not quite enough. As my initial timid goals emerged, at the end of the journey (that is to continue), I wanted to be a strong swimmer in the least secure water currents. The horizons over my ocean became more defined and I could battle the waves with better focus. My goals have become clear and definitive.
My name is Marta van de Mond. I was born in Poland and came to Canada at the age of 17. Today I am a qualified, successful teacher, who enjoys "swimming" in my profession. When I was 15 years old, I volunteered, supporting people with Down Syndrome. Later, I volunteered and worked with other people with a variety of special needs. In high school, I chose to be a tutor in the English as a Second Language (ESL) program. That was my first exposure to the feeling of success when others learn. Once I graduated from high school, I took a considerable number of both Science and Humanistic courses that allowed me to be knowledgeable in different areas. By then, a few of my professors hinted at the idea of me becoming a teacher. I have many passions represented by nature and animals, inter-wound with international music and dance. At that point I was not convinced that I was ready for the task until I realized that I can share my passions and later expertise as a future teacher.
I completed Simon Fraser University's Alaska Highway Consortium on Teacher Education (AHCOTE) program in December of 2001. At that time, my daughter was two years old and I was six months pregnant with my son. My teaching experience in Peace River South School District 59 was limited, due to maternity leave, to a Teacher On Call (TOC) position, and finally landing a teaching position with Distance Education. I moved to Maple Ridge in 2005 and became a teacher in the Maple Ridge/Pitt Meadows School District 42 in February of the following year. I followed my passion and chose to work in the field where I felt most needed and qualified - with students with a variety of special needs. I have been a high school support teacher in that community for the last eight years. When I found out about the University of British Columbia's cohort Master in Special Education program, I jumped at the opportunity to expand my knowledge and education in the beloved field.
This portfolio is my fluid journey from the simplicity of a dish water, since washing dishes is such a mundane practice of every day's existence, to rivers flowing rapidly and falling in powerful waterfalls to finally meet the ocean and plunge in at the end. As I began my Master in Special Education, I followed my passion in the field. I carefully made my toes wet and wanted to submerge a little deeper. A little deeper, however, was not quite enough. As my initial timid goals emerged, at the end of the journey (that is to continue), I wanted to be a strong swimmer in the least secure water currents. The horizons over my ocean became more defined and I could battle the waves with better focus. My goals have become clear and definitive.
My goals 1. To develop a personal tool kit and strategies in teaching support at the high school level. - EPSE 421 - Summary of Woodcock Johnson testing - practice on the B level testing strategy useful in student assessment. Knowing how to administer B level testing is a solid part of my personal tool kit. It allows me to learn my students' needs and adapt the curriculum. - EPSE 532 - Positive Behaviour Plan project - the PBP plan for the specific student, who needs it - the practice for more general use. With this practice I can apply Positive Behaviour Support plans to students who may require it - a very valuable package for my personal took kit. This knowledge also allows me to better understand my students' behavioural needs and to adapt the environment to meet those needs. - EPSE 526 - Reading Comprehension PP - a number of sites which propose strategies for Reading Comprehension. These sites could support my students with poor comprehension skills. They are another great addition to my took kit. I can choose to apply each site to the individual needs of my students. - EPSE 449 - MindShift App - application in autism - a relaxing app allowing students to calm down and attempt to control their anxieties. MindShift Application is a tool that can be introduced to my students who suffer from any kind of anxiety. It can be downloaded for free. I have some of my students accessing the apps. 2. To maintain a strong relationships with my students and team members with a focus on social-emotional learning (SEL). - EPSE 585 - Functions of Animal Therapy in SEL - therapy animals (any kind) have a calming effect on SEL.. I have a pet lizard in my classroom that surely fulfills the SEL need in many of my students. - EPSE 505 - Pros and Cons of Provincial Exams - the appeal for identifying the usefulness of Provincial Exams and their effects on students' anxiety. I believe that provincial exams cause harm to my students' SEL and are not teacher friendly either. Teachers have to rush with material to fulfill government requirements. -EPSE 585 - Different adults in a child's life- the importance of the adult team in each child's life to promote SEL. This brochure follows the African proverb "It takes a village to raise a child". I believe that a community should collaborate to support each individual child to promote SEL. 3. To broaden my knowledge and understanding of dual exceptionalities such as autism and giftedness and apply my new knowledge in advocating for this group. - EPSE 449 - Research article summaries paper - the comparison of two articles on anxiety in autism. Working on these articles allowed me to broaden my understanding of anxiety in autism. - EPSE 512 - Who are the bright children? - article response - a broader definition of "bright children". This article allowed me to see the bigger picture and confirm my belief that there can be children with a dual designation of both autism and giftedness simultaneously. - EPSE 516 - Look at all the colours PP and book project - the tribute to a child with both autism and giftedness in fine arts. This is a personal celebration of a child who is on the Autism Spectrum Disorder and has fine arts gift. One of many children that makes me responsible for advocating for this group. |