"You can know the name of a bird in all the languages of the world, but when you're finished, you'll know absolutely nothing whatever about the bird... So let's look at the bird and see what it's doing -- that's what counts. I learned very early the difference between knowing the name of something and knowing something. "

–Richard Feynman

General Teaching Philosophy

I make use of whatever methods I find to be most effective. Since few students are abstract thinkers, I keep the lessons as concrete as possible. I try to explain every abstract concept using something concrete. For clarification, I use a lot of everyday examples, models, and demonstrations. To compensate for attention spans, I never lecture for more than fifteen minutes; in fact, I use a lot of visuals and allow for active learning through labs and activities whenever it is possible. My primary purpose is to simulate their imaginations and foster an interest in science and computers while imparting the relevant information.

— Lesson content should be practical, meaningful to the students, and worth learning
— Set goals that are simple, clear, and measurable
— Maintain high standards
— Have a cohesive plan
— Use several small assessments
— Promptly give detailed feedback
— Develop routines, but don't be restricted by them
— Always lead, guide, and divert student actions instead of simply resisting them
— Make use of every available resource. This includes students, parents, public works, local businesses, other teachers, and the surrounding community
— Recognize that there are limitless ways to present a point. Try several
— Reflect upon the lesson and evaluate your ability to deliver them. How could they be more effective?
— Communicate
— Enjoy what you do

Philosophy on teaching Technology

Technology is always in the state of transition.  Therefore to keep pace, a distinct degree of fluidity is necessary.  Instead of being locked in to any specific program, what is more important is the general computing skills and the capability to produce excellent digital works. What I try to improve upon is the student's confidence in their ability to use a computer effectively to handle problems as they occur.

Lessons are designed to be practical and effective.  Software and tasks are chosen based on their usefulness to be applied in the future.  Students are graded based on the knowledge that they have acquired, the amount of effort shown in class, and their ability to produce digital materials.

When it comes to computers, I believe that full immersion is the best strategy. Students learn software the quickest by actively using it; therefore I will assign a student several practical and interesting tasks of incremental difficulty to complete while providing assistance and guidance as needed.

Tech Qualifications

— Torn apart and rebuilt several computer systems including laptops.

— An active interest in technology and its applications.

— Experience with freelance webdesign.

— Ability to create and edit digital videos and DVDs.

— Installed and make use of different operating systems.

— Experience setting up and working with networks.

— Enjoy learning and using new software programs.

Openness of Information

I have presented a majority of all of my materials I will use in class this year in an organized and digital form.  This is so they will be available as a resource to anyone that may require them.  They are free to download for anyone who needs them, as long as they are used non-commercially.