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I have a burning desire to be a full-time teacher at the secondary level. After starting and operating my equestrian riding school, I discovered a passion for teaching and mentoring kids that I never knew I possessed. After ten years of life-altering teaching and business experiences, I decided to close my school, and complete my certification in social studies and earth science with the goal of leading a new team of students to excellence.
Teaching quickly proved to be everything I had hoped for. While completing my teacher-assisting, I began a history lesson on the major battles of the Civil War with a unique engage activity; a classroom re-enactment of the Battle of Saratoga. The objective was to demonstrate why this battle was one of the bloodiest ever fought by the United States. First, the students were divided into two groups; the Union and the Confederacy. Next, they were shown a few photographs of an actual Civil War re-enactment, including pictures of the battle tactics that were used, and the types of weapons employed. Both groups were instructed to select one doctor and one nurse to tend to the wounded using duct tape, paper, and rudimentary tools of the period. The remaining students were drafted as soldiers, were placed into several rows on each side of the room, and trained how to fire and reload their muskets. I set the stage further by reading a short passage from A Soldier's Heart, a fictional story written by a northern soldier who fought and died at this very battle. Finally, I gave the order to fire, and clicked the mouse on my computer. Instantly, loud muskets sounded off, bringing both the battlefield and the classroom to life. The students jumped into action, and chaos ensued! During the battle, my cooperating teacher decided who was injured and who was deceased on each side, and the medical staff had to decide how to save as many patients as possible. This activity was a huge success thanks to my cooperating teacher’s support, and my enthusiasm and creativity.
I found my student-teaching experience to be just as rewarding, but a bit more challenging because I had the responsibility of teaching both U.S. History and earth and physical science. During this experience, I instructed a diverse group of ninth and tenth-grade gen education and learning disabled students. My style in the classroom was described by my field coordinators as showcasing “unbridled enthusiasm.” In fact, I was recommended for the first of two long-term sub positions in Caledonia by both of my GVSU field coordinators because of my passion, creativity, and mature leadership.
For example, I brought a giant whip to science class to help illustrate a real sonic boom for the unit on sound, and assigned students to give daily weather reports to learn how the jet stream affects weather. They loved taking an active role in their learning, and the amount of time spent “on task” greatly improved. What I had discovered was that this class required much smaller, more specific objectives, and high-energy lessons including multiple “hands-on” activities. I also spent more time checking for understanding, and focused on improving discipline and student motivation. At conferences one month later, parents expressed overwhelming excitement that their kids were enjoying the class. On the last day of my placement, my third-hour class presented me with a giant card with messages of appreciation and thanks. It was a very emotional day for us all.
I believe, however, that my most successful stories occurred during my recent experiences as a long-term substitute teacher. Through a combination of effective classroom management skills, creative lesson activities, and a total commitment to individual student success, I believe I proved myself to be more than just a substitute teacher.
For example, I discovered that one of my at-risk students was failing the class, and was late almost every day to my first hour class. I immediately contacted his mom and learned that they had recently purchased a horse farm. She explained that he was struggling to get to school on time due to his responsibilities at home. After working diligently with his mom, he arrived to school on time every day for the rest of the trimester, and passed the class.
But, I’m the most proud of my success with another student. He had earned a 45% when I came in, never turned anything in, and had admittedly given up on passing all his classes. After receiving absolutely no support from home, I decided to take a more active approach with him by working with him one-on-one, and discovering his learning modalities. He has since taken the initiative, and is currently passing with a 61% after only two weeks. He also earned an 80% on his latest test after taking an active role in a classroom review session.
While I am totally committed to academic success for my students, I would also like to offer my support in other school-wide activities. While attending both high school and college, I acquired substantial teaching experience working on a daily basis with young adults and their parents in the world of competitive equestrian sports. I gained a positive reputation for my ability to inspire students with my enthusiastic spirit, discipline, and creative teaching methods. While attending Wyoming Park High School, I also sang in both the Honors and Ensemble choirs, performed in four musicals, was a member of the Honors Society, helped with float-building for Homecoming, and sang in a pop-rock band called Artifax. I also ran my own riding school and horse training facility 10 years while attending college. I’m still coaching several students who are members of either middle or high school equestrian and 4-H teams. These experiences have taught me that I’m a person who can handle pressure and multi-tasking under intense conditions, and understand the importance of organizational and communication skills, and positive leadership.
I was recently granted the opportunity to pursue a teacher-assisting position at the graduate level, but have decided to pursue teaching at the middle or high school level because of my love for these kids. I truly feel I can make much more of an impact at this age by making each student’s experience in my classroom as enjoyable, meaningful, and personally relevant as possible.
If you desire a dedicated educator who offers exceptional leadership and motivational skills, and a passion for teaching with an innovative style, feel free to contact me soon to discuss how I could contribute to your mission.
Sincerely,
Erin Lewis
paradiseequis@aol.com
(616) 240-4743
________________________________ Erin Lewis__________________________
715 Bradford Place NE
Grand Rapids, Michigan 49525
paradiseequis@aol.com
(616)240-4743
Objective To contribute to a school system by drawing upon my unique teaching and technological experiences, strong leadership skills, and passion for teaching a variety of subjects to middle and high school students.
Education Grand Valley State University Allendale, MI
Bachelor of Science Graduated - GPA 3.8
Highly Qualified - Group Social Studies (RX) Grades 6-12
Earth / Space Science (DH) Grades 6-12
Duncan Lake Middle School March-June 2010
Paraprofessional
- · Generated modified and accommodated curriculum for emotionally impaired students in math, social studies, language arts, and science
- · Integrated technology using Spellingcity.com, Thatquiz.com and Readnaturally.com
Caledonia High School Jan. - Mar. 2010
Long-term Substitute - Government
- · Constructed differentiated lessons including memorable “hands-on” activities to foster real-world connections in economics and government
- · Fostered a kinesthetic learning environment for both gen-ed and special-needs students
Comstock Park High School Sept - Dec. 2009
Student-Teacher
- · Designed modified history lessons to include valuable simulations and stimulating projects
- · Incorporated innovative experiments and learning strategies to access prior knowledge and generate memorable experiences in an Earth / Physical science classroom
Northern Hills Middle School Jan. - Apr. 2009
Teacher Assistant
- · Accomplished maximum time-on-task by integrating technology into a U.S. history classroom, including Photostory3, Arcmap, and History, Alive!
- · Worked with colleagues to develop specific plans for individual student needs
Homeschool “Connections” 2004 - Present
Teacher
- · Created and taught engaging science and history workshops using GIS and Excel technology, model rocketry, and practical “hands-on” experiments
- · Created interactive lesson plans using Michigan Content Standards
- · Displayed NASA booth and presented multiple interactive science demonstrations at 2005 Science Fair
Extra-Curricular Interests
Paradise Equestrian Center Forest Hills, MI
Riding Instructor/Manager 1995-2005
- · Excelled teaching private and group riding lessons to children and adults
- · Integrated instruction in horse care and anatomy in a classroom setting to all riding lessons
- · Assumed responsibility for all daily operational duties involving students and horses
Various Riding Stables 1990-present
- Coached middle/high school equestrian team, 4-H, and Pony Club riders
Other Experiences 1990-present
- Drama, choir, Honors Society, model rocketry, astronomy, docent at GR Public Museum, competed nationally in multiple equestrian events, and currently singing with a local band
- Conducted charity fund-raising for Habitat for Humanity, organized equestrian event for disadvantaged kids (Steve and Sabrina’s Kids – 104.5 FM), and sang at Toys for Tots event
Personal
I believe that all students have the ability to excel, and look forward to the challenge of learning to adapt my skills in order to help others succeed in the classroom and in the real world.
Inter-cultural Awareness
- Participated in multiple International travel experiences
- London, Paris, Rome, Venice, Scotland, and Germany 2001-2008
- · Instructed students in historical Civil Rights issues and World Cultures 2005-2007
- · Presented professional paper during NCGE Conference on Berlin Wall 2008
- · Presented professional paper during The Conference on the Americas 2009
- · Attended SIOP training for English Language Learners 2009
Professional Organizations
- · Member of National Council for Geographic Education 2008-2009
References
Cheryl Davis
Principal
Duncan Lake Middle School
9757 Duncan Lake Ave. SE
Caledonia, MI 49316
(616) 891-1380
davisc@caledonia.k12.mi.us
Jim Glazier
High School Principal
Caledonia High School
9050 Kraft Ave.
Caledonia, MI 49316
(616) 891-8129
glazierj@caledonia.k12.mi.us
Cheryl Blair
Health Education Coordinator,
Kent Intermediate School District
7417 Old Lantern Dr. SE
Caledonia, MI 49316
(616) 698-2231
Nancy Susterka
Principal
Northern Hills Middle School
3775 Leonard St. NE
Grand Rapids, MI 49525
(616) 493-8650
nsusterk@fhps.us
Mike DeVivo
Associate Professor of Geography
Grand Rapids Community College
143 Bostwick NE
Grand Rapids, Michigan 49503
(616) 234-4410
mdevivo@grcc.edu
Bonnie Spaanstra
Teacher/Instructor
Red Cross and Homeschool Building
4445 Penny Lane SW
Wyoming, MI 49418
(616)530-1764
Jeff Wierenga
Cooperating Teacher,
Teacher Assisting
Northern Hills Middle School
3775 Leonard St. NE
Grand Rapids, MI 49525
(616) 493-8650
jwiereng@fhps.us
Sam Lemmon
Cooperating Teacher,
Student Teaching - HISTORY
150 Six Mile Rd. NE
Comstock Park, MI 49321
(616) 254-5202
slemmon@cppschools.com
Steve Virkstis
Cooperating Teacher,
Student Teaching - EARTH / PHYSICAL SCIENCE
150 Six Mile Rd. NE
Comstock Park, MI 49321
(616) 254-5202
svirkstis@cppschools.com
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