|
Teachers of More on Sixth grade & Special Education teachers Robin Walles has been teaching for nine years at the fifth and sixth grade levels. She has a Masters degree in Education from Rutgers University. She came to West Milford in response to an opening in the sixth grade faculty. "The size and diversity of West Milford have made working here a plus," Robin says. When asked about her philosophy as a teacher, Robin comments, "My philosophy as a teacher is to be a facilitator - someone who enables children to learn. I believe children should have some decision-making power within the classroom. I also think kids should be able to move around the room throughout the day; transitions are very important in a self-contained classroom." Robin adds, "This workshop has validated many of the practices I currently use. Andie was a great supporter and motivator. She seemed to really know how to get us thinking and collaborating." Elaine Schwarze grew up in West Milford and graduated high school in 1994. She has always wanted to teach in West Milford, and has been teaching for two years at Westbrook School. "I started substituting in West Milford while I was finishing my undergraduate studies," Elaine explains. "When I graduated from William Paterson University I received an Aide position in West Milford. I was finally hired in September 2000 for 6th grade at Westbrook. I am currently finishing my graduate studies at Ramapo College." Elaine's teaching philosophy includes cooperative grouping, hands-on activities, literature circles and a teacher-facilitated classroom: "I believe that students should be engaged in activities rather than lecture. I enjoy teaching students who will have fun and learn. This workshop has given me the skills to better assist my students. I think that my students will enjoy learning through a learner-active, technology infused classroom." Phyllis Becker is another West Milford teacher who is native to the area. "As a graduate of West Milford High School," she says, "I decided to return to my hometown." She has been teaching for nearly 25 years. Her career has spanned fourth, fifth, and sixth grades, at four different schools in West Milford. Phyllis earned her B.A. from Rider University with a K-12 teaching certificate in Social Studies-History. She also earned an M.Ed. (after a few years of teaching!) from William Paterson University. While teaching, Phyllis traveled to various sites in Europe and the Middle East to enhance her background in Ancient Civilizations. "As a newcomer to the PBL methodology," Phyllis comments, "I have worked both collaboratively and individually on creating PBLs dealing with ancient history topics. At present, I have created PBLs on Mesopotamia, Ancient Egypt, Ancient Greece, Ancient Rome, and archaeology." About her teaching philosophy, Phyllis says, "I have always been a person who believes change is good. Needless to say, I start each year as a new year, trying new ideas to improve my classroom. When the opportunity came to learn more about PBLs, it blended perfectly with my goals for self-improvement and for my class." Susan Morris has been teaching since 1971. From 1971-78, she taught first grade in Jersey City and in Newark. In 1981, after taking time off to have her children, Sue returned to teaching in West Milford. She has worked as a Basic Skills instructor and she returned to school at William Paterson, where she earned her Masters degree in Special Education. Since 1983, Sue has been teaching a special education intermediate class. "I'm currently a novice about problem-based learning and its inquiry approach," says Sue. Sue may be a novice about PBL, but she is an expert teacher! Commenting on her teaching philosophy, Sue says, "I've always seen teaching as a vocation. I want my students to be learning abled - able to meet the everyday challenges life offers with self-confidence. The "I can't" becomes "I can." "If kids know you really like them, they will be your allies for life." Asked about her experience in the workshop, Sue replies, "I'm finding PBL a more efficient way to bridge the gap between what we teach our students and the challenges they'll meet in the marketplace. As a teacher of special needs students, I will continue to work on modifying our archaeology PBL to maximize my students' abilities." |