Personal Details

Name: Beverely Jane Ascah

Address: **** ***** ******* **., ********** Ontario Canada

L7P 0C1

Phone: 905 331- 9139

E-mail: acvmd7@r.postjobfree.com

Criminal Convictions: none

Education & Qualification

Wilfrid Laurier University (1980)

Honours Bachelor of Arts - majoring in Geography

Nipissing University College (Laurentian University) (1981)

Bachelor of Education - honours standing

primary / junior

Additional Basic Qualification

1. intermediate geography (Nipissing University) (2007)

2. intermediate maths (York University) (2015)

Additional Qualification

1. special education - parts 1 and 2

2. teaching the trainable retarded - parts 1 and 2

3. teaching the gifted

4. teaching the behavioural child

5. associate teacher - working with the student teacher

6. computers in the classroom

Teaching Philosophy

In one phrase or statement my teaching philosophy is that it is my

job to help the student become the best they can become at whatever subject

and whatever their abilities are. If the best is a D, then let it be, but

if the best is an A then let it be an A. My job is to help that student

realize their potential and get that mark. To accomplish this though,

teaching has to be a team effort between the teacher and the student for

the student has to want to strive to be their best or it is not going to

happen.

To make this be successful we need to start with a foundation of

mutual trust and respect between the students and teacher. Respect is the

bases of all solid relationships, and means simply, that you will treat me

the way you would want to be treated no matter what - no racial, bigot

thoughts, no second class attitudes, no "I am better then you", that we are

all humans, we are all equal.

I expect that the students will come to class ready to learn, with

the right materials and the right attitude. For the teacher to be properly

prepared to teach they need to do several things. Firstly and foremost

they need to realize that not everyone learns in the same way, so they have

to be ready to differentiate their instruction. Introduce it in one

method, teach in another and review in a third.

An example of differentiated instruction would be teaching systematic

listing. This is an example of where we go from hands on, visual and

auditory and finally onto abstract. The first lesson would be the hands on

lesson starting with a group activity where the groups try to figure out

how many different combinations are possible in a situation, and then come

together to compare. The next step (lesson) would be the visual/auditory

lesson where we learn how to figure out the total number of outcomes by

using tree diagrams and charts, so that we can visually see what we are

doing. The third step would be to show the product rule. While the rule

is simple the abstract part of this lesson is that the students need to

learn to recognize when the product rule will work and when it will not

work without the use of tree diagrams or charts. This lesson also

prepares the students for the next step of probabilities and using

combinations and permutations rules. By the end of this lesson we have

introduced and taught the concept but we still need to review. The last

lesson would do exactly that review. The review would cover the whole unit

from hands on (to refresh what we are doing), to visual/auditory and

finally to the abstract. To accommodate different work styles I would

allow the students to work in small groups, with partners or solo. Over

the school year I vary my methods of assessments so as to allow the

students to show their best understanding of the concepts. I like to

assess several times during a unit, so that both the students and myself

can have an accurate picture of how well they understand the material.

This is extremely important for those students who sit final exams.

Career Achievements

. instigated a reading and math program in a life skills class,

which helped the struggling students to grasp the basics of

reading and math

. instigated a swimming program for the life skills class,

involved the local Catholic church missionaries and the local

mine's pool facilities. The school was located in northern

Ontario with a lot of lakes, so learning to swim was seen by all

as an important life skill

. correctly identified a incorrectly identified student, and had

him moved to a better class for his issues

. helped organize an art festival with the art teacher

. organized the quilting part of the festival making sure all

classes had the materials that were needed, from age approiate

ideas (hand prints for the kindergarten, through to world

flags for the grade 8 class) paint, material, needles etc, to

sewing the backing on the quilts and displaying. - they were

auctioned off later, with the money going to the local

charity.

. collected soup labels for under priviledge schools (allowed the

school get audio - visual equipment), pop tabs for the local

legion

. organized the students to collect and cut milk bags, that were

then delivered to seniors who crochet or wove them into mat for

Africa

. "you are the best teacher he has ever had because you focus on

what he can do, and not on what he cannot do." (parent of a

grade 8 L. D. student)

. having taught an Autistic child the importance of looking both

ways before crossing the road (don't laugh, he did not want to

break the cars - I didn't care, it worked and he has always

looked both ways since)

. helping a low functioning child to understand that the seed from

his orange would grow an orange tree. We literally planted the

seed, watered it and watched it grow.

. Design units to sell (factoring, systematic listing, weather)

Career History

Bev's Learning Center - my own business (2009 - 2016)

. Bev's Learning center was a tutoring / learning center

. one on one, small groups

. planning individual programs and small groups

. science and craft camps

. gifted

. mentally challenged

. book keeping, advertizing, marketing, hiring and firing,business shows

. charity activities

. organized and ran small business fairs for the local home based

businesses

. worked with home schoolers

. offered all grades and subjects, except high school French

. organized and offered Cake Decorating classes through Wilton's (cake

business)

. evolved into a at home tutoring service

Reason for leaving: still operating

LD class - Sam Sherratt Public School (2008 - 2009)

. 12 LD students

. ODD student, tourettes, ADD, hyper active,

. developed a measuring unit, with metric and angles,

. students used the skills to build a watermelon catapult

. also used to develop a hoover craft skateboard for the science fair

. got them involved in the schools science fair (they had been excluded

before - the previous teacher did not want to do it)

. Wrote IEPs (individual educational plan) for each student with goals

and methods included- updating each term

Reason for leaving: to start my business

Music Class - Martin Street Public School (2007)

. reorganized music room

. prepared students for concerts (recorder, ukulele, xylphones and

drums)

. solos, duets, bands

. evaluated, playing and theory skills

. created the rubrics for the evaluation

. repaired instruments where possible

. created a filing system for the sheet music

Was replace by a teacher with a music degree

Life Skills Class - McKenize Smith Bennet Public School (1999)

. multi leveled class, not all life skilled students - mentally

challenged, attitude issues, behavioural and emotional students

. developed a Bliss like communication process for whether some of the

students had put their things in the right spot etc

. check list (some had words, some had pictures) on their desk for

what needed to be done

. developed and organized math units based on the students' interest

and hands on - differentiated the instruction and assessments, so that

all students could be involved but be working at their own level

. apple unit, that involved fractions, weight, counting, etc

. weather unit, that involved various forms of graphing

. line graphs for temperature

. pictographs for cloud cover versus sun etc

. developed a behavioural program for one of the students, that

supported the programs the regional mental health office and mother

had develop - very black and white, no exceptions, lots of praise and

lots of success.

. IEPs

Please note - at this time I began working for the Halton District School

Board. When I was not on a contract I was supply teaching - covering day

by day.

Resource Teacher - Ear Falls Public School (1992 - 1993)

. ringette coach

. developed and updated the individual educational plans - adjusting to

changes in understanding, or events happening in their lives.

(decreased expectations after a family member died - etc)

. helped with track and field

. speech students

. worked with the Speech pathologist from Dryden Ontario

. underpriviledge students

. brought in food they would not have seen otherwise

. created the language programs around expanding their life

experiences

. worked on social skills, by having board games for them during

recess

. worked on increasing self confidence

. made a point of coming to school early so that a student without

mitts or hat in 40 below, could come into my class to help me quote

clean or prepare. (mother would not let us give her mittens,

Social services were involved, - but this was a way around the

mother)

Reason for leaving: Family relocation

Grade 3- 4 - Cochenour Public School ( 1983 - 1984)

. very diverse class from a highly gifted student to an extremely

emotionally disturbed student

. open door policy for parents, could get an interview any day after

school, by just coming in

. worked with the psychologist for the disturbed child

. developed discipline program for the child

Reason for leaving: Birth of my child

Life Skills Class - Brite Vu School (1981 - 1983)

. students - Downs Syndrone, Acholcol Fetal Syndrome, Austistic,ESL,

Aphasic.

. Created the curriculum and evaluation methods, working with the

parents

. curriculum was based on a 1 to 10 design, 1 representing little

understanding and dependent on manipulatives and 10 representing

complete understanding of the concept, and able to do without

manipulatives or assistive devices (calculators etc)

. created long range life plans for the more capable students. - one

student wanted to become a taxi driver, so we designed the plans to

help him reach that goal, and the support to get him to that point

Reason for leaving: accepted the position the grade 3 - 4 position

Please note - at that time I was working for the Red Lake District School

Board which has since been closed by the Ministry of Education in Ontario.

When I was not on a contract I was supply teaching - covering day by day.

Other Work

civilian band instructor for 715 Air Cadets

Guider (Sparks, Brownies, Guides and Pathfinders)

Scouter(Beavers, Cubs, and Scouts)

Royal Canadian Navy Reserves - Naval Cadet

Published Works

Can be view on www.tes.com

Lesson plans and books (Dodging the ball, and Addition card games)

Interests

Environment WW2 era gardening

hand crafts Canadian history Military - Navy

References

Louis Zohrri - mother of a student

86 Riley Street

Waterdown, Ontario

L0R 2H6

905-***-****

Janice Wicklund - mother of a student and co worker at my morning job

35 Bronte Court

Waterdown, Ontario

L0R 2H6

905-***-****

Carolyn Hughes - manager at Sobeys - boss at morning job

255 Dundas Street

Waterdown, Ontario

L0R 2H6

905-***-**** (Sobeys)

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