Student Spotlight: Alyssa Leonard

Alyssa Leonard
Class of 2021
Elementary Education: Minor in Special Education with a concentration in Science
Lyndon Institute
Wheelock, Vermont

UMF’s College of Education, Health, and Rehabilitation Services (CEHR) was able to sit down with Alyssa to talk about her journey to UMF and her pathway to becoming an Elementary School Teacher.

Alyssa Leonard standing outside of Mallet Hall before the first day of her practicum experience at Dirigo Elementary School in Peru, ME.

UMF CEHR: Being from out of state, how did you find out about UMF and why did you choose to come here?

Alyssa: My 4th-grade teacher, who I really looked up to, was an UMF alum. When talking about college choices my teacher said how she liked UMF and how it was such a great school for pre-service teachers. I considered it and after talking to my guidance counselor they had nothing but good things to say about UMF for teachers.  After visiting, I realized that this university was amazing and it was everything I wanted. One of the things that stood out to me the most was how quickly the students in the teaching programs are able to get in the schools. Most teaching programs wait until the third year of college to get in the schools, where at UMF you are able to work with students in your second year, which is something I really liked.

UMF CEHR: Why did you want to become a teacher?

Alyssa: In elementary school, I had many supportive teachers who made me feel welcomed and safe. School was a place where I was able to be myself and I always felt happy! Hopefully, I can teach students who grow and like to come to school like I did. I want others to experience the positive side of school.

UMF CEHR: What is your best experience at UMF so far?

Alyssa: I have two experiences [at UMF] that I value: one in teaching and one outside of the teaching world. My best teaching experience is working for Wendy Kennedy in field services. Not only is she so sweet and kind but I am also able to experience the process and mechanics of teaching, as well as getting to see what is ahead that I have to look forward to. My best experience outside of teaching would be being involved with Bust a Move Beavers (BAM) and Dance Team. I am a kinesthetic learner and I love to express myself through motion. It has been such a blessing to find a home in the dance clubs here at UMF.

UMF CEHR: How do you think your minor in Special Education will shape your teaching experience?

Alyssa: My minor in Special Education will help me create a more inclusive classroom. I aspire to create lessons and units for all learning types. My minor will provide me with the tools I will need to succeed in becoming an inclusive educator.

UMF CEHR: What grade do you want to teach and why?

Alyssa: Right now, I want to teach 3rd grade, which is where my practicum placement is this semester. By the age of eight and nine, the kiddos have a lot of fundamentals under their belt and they are also eager to learn. You can do so much with them! I am not completely set on just teaching 3rd grade, I am willing to keep my options open.  I might want to explore middle school a bit, so I can teach middle school science. I think the reason why middle school science is appealing to me is the fact that I didn’t have an intensive science curriculum. This would be a chance for me to feel like I’m giving back to an area that I lacked growing up. I would also be willing to teach middle school because they are goofy and at a fun age, but also my students are able to explore more in-depth science content.

UMF CEHR: You said middle school science is something you are passionate about, did you have a teacher who provided a great learning experience in science or is it just a passion?

Alyssa: In middle school, I did not have a positive learning experience with science, but it is a subject that I have always been passionate about. In middle school, we bounced around in science quite frequently. I had a more positive learning experience with science in high school where I  learned more. My favorite areas of study in science are environmental science and biology, which are subjects that I would ideally hope to teach.

UMF CEHR: As a Community Assistant (CA) in the resident halls, how does this prepare you for a leadership role as an elementary school teacher?

Alyssa: Being a CA made me develop better leadership skills with colleagues. I get to make bulletin boards in the halls, which are a preview of what I will get to do in the classroom. One of the best things about being a CA is the bonds that I am able to make with my residents. Relationship building is very important to me, which I will be able to do as a classroom teacher, so this is a taste of what it will be like. Residents come to you a lot and as a CA I am able to provide them with advice, help, and other resources. It’s a really good feeling to be someone that your residents trust and can go to if they need someone who will listen and be there for them. Support from home is important for many students and I am glad to be someone who can listen and help them be as successful as possible.

UMF CEHR: As a student in our Elementary Education practicum, can you explain how this experience is helping you grow as a pre-service teacher?

Alyssa: I have made leaps and bounds in my journey to become a teacher. There are things that I could have never imagined that would have never become possible. This experience is so surreal and specific to what I want to do after college as a classroom teacher. Right now in my EDU 333 class, we are working on a 100 book challenge. We are choosing books in different genres: 2 social studies books, 2 science, 10 diversity, 2 math, 3 chapter read aloud k-3, 1 poetry, 1 alternative fairy tale, 1 concept book, 15 non fiction texts, and any others other until you reach 100. This project has allowed me to become more familiar with children’s literacy. In addition to that, we as a class have done work to recommend children’s books for our own library on campus to include in the collection. One of the books I really wanted to include was “How to Code a Sandcastle” by Josh Funk. I really like this book because it has a female represented in a STEM field. It also introduces children to coding! A topic which I think typically is under-represented in literature. In EDU 302, my technology class, we are also experimenting with using teacher blogs and other forms of technology. We are also asked to choose a tech tool (Quizlet, seesaw, snapchat, kahoot) and we must share and present about it. I choose an eSpark which is a tool I have seen my mentor teacher use in class. It’s a super cool tool that my school gets to use from a grant called moMEntum which is a K-3 literacy pilot.

When we met with Alyssa, she had just received her placement the day prior. At that point, she was not sure what to expect, but feeling excited and nervous. Alyssa is excited to explore what methods she may like in her placement and how that will apply to her classroom after UMF. She is eager to better herself as an educator from her mentor and learn from her every day. We followed up  with Alyssa and she absolutely loves her practicum placement. She is working closely with her mentor teacher and has been able to implement a few lessons in the classroom including a lesson on long “o” words. In her free time, Alyssa Leonard is involved in an education club on campus called UMF Aspiring Educators of Maine.

CHER: If you could ask alumni a question, what would it be?

Alyssa said that she would ask one thing they regret they did not do here at UMF during their time as a student that would benefit me [Alyssa] as a pre-service educator at UMF.

Here’s Alyssa’s pre-service education blog, so we urge you to go follow her on this amazing journey she’s on!

 

Student Spotlight: Introducing Justin Davis

We had the pleasure of sitting down with Justin Davis to discuss his schooling experience and what brought him to aspire to become a school health educator. Justin is a junior at UMF and graduated from Washburn High School. Justin is in the Secondary Education practicum this semester, where he will be able to experience the classroom for the first time, which is exciting yet nerve-wracking for the pre-service educator.

Justin Davis
Class of 2020
Community Health Education- School Health
Washburn District High School
Washburn, Maine

UMF College of Education, Health, and Rehabilitation: What is the most exciting thing that you have experienced so far at UMF, and how will that come into play as a pre-service gym/health teacher?

Justin: I think the most exciting thing about UMF is being in the community. The amount of diversity that this campus has to offer along with the feeling of community and togetherness. Having been here for a few years, I realize that it is possible to create a similar positive community  in the classroom. Being part of such a great community, I know that in my future learning community my students can become besties, as I have experienced with my peers in my Secondary Education Practicum block this fall.

UMF CEHR: What brought you to UMF and why did you choose community health?

Justin: I started at Northern Maine Community College and from there I completed some of my general education credits to see if I was capable of handling college. I realized, that in fact, I was very capable of handling a four-year university and really wanted to pursue that path. I knew that I wanted to attend UMF because my step mother went here for community health and found great success after graduation. I realized that with a community health degree there is a lot of opportunities and the faculty will direct you to your passions. Community health has a broad spectrum and I knew that with this degree I could become a gym teacher like I have always wanted to. Coming to UMF made me realize I was capable of college and becoming a gym/health teacher. There is always room for flexibility within community health. If I decided that education was not for me, I could always take another route within community health and I am glad that I have that opportunity.

UMF CEHR: Who is really influential in your life and how did they inspire you to become a teacher?

Justin: A lot of people in my life influenced me to become a teacher. I cannot really pinpoint one person. My parents, camp counselors, and teachers were all good influences on my life. They all influenced me and seemed to recognize that I could handle situations that a teacher could be in, and helped me figure out what direction I wanted to go in. All of the people who influenced me helped me recognize that I was capable of becoming a teacher and that is when I believed that I was able to do it.

UMF CEHR: What do you hope to gain from your program?

Justin: I want to gain knowledge and skills to be able to teach to the best of my ability. To know my concentration facts and to continuously engaged in research every year. If I see someone [former student] on the street who has a question about health, I want to be able to put them in the right direction and correctly answer their question.

UMF CEHR: If you could ask a question to an alumni from Community Health (School Health), what would you want to know about post-UMF life?

Justin: I guess it would be how easy was it to get a job, because they don’t really have many options. Given the limited amount of spots a school offers for health and gym educators, it can be difficult to find a job. A school can have 3-4 English/Language Arts educators, but there is only 1-2 gym/health educators, which makes the job market tighter.

UMF CEHR: Can you explain your role at the Fitness and Recreation Center (FRC) and how that helps you improve on your knowledge as a Community Health major?

Justin: At the FRC, I am the student leader of the building attendants which is the bridge from the regular building attendants to the supervisors. For my role, I have to know a lot about the tools and activities that happen at the FRC and activities. I know how all of the tools and equipment operate, the group fitness schedule, and communicating with the building attendants.

Social Justice Picture Book Display

This semester, students from both sections of Professor Kathryn Will-Dubyak’s Reading & Language Arts K-3 class (EDU 333) created a Social Justice Picture Book display on the third floor of Mantor Library.

As part of a class project, the students were asked to recommend children’s books for the library’s collections, and they decided to focus on books relating to social justice. In order to make their recommendations; they considered reviews from professional sources such as Horn Book and Publishers Weekly, looked at nominations for children’s book awards, and assessed the quality of the text and illustrations.

The titles the students chose have been purchased by the library and are currently being processed into the Mantor Library or Spenciner Curriculum Materials Center collections.

Some of the chosen books are listed below with brief descriptions:

The Invisible Boy by Trudy Ludwig- Brian is a quiet boy who feels invisible. None of his classmates make an effort to play with him, invite him to their birthday parties, talk to him, or be his friend. When Brian befriends the new student, Justin, they become an unstoppable pair, and Brian shines among his classmates when he and Justin work on a class project together. This story shows how a small act of kindness and compassion can make a huge difference for children, especially the quiet ones.

All My Stripes: A Story for Children with Autism by Shania Rudolph and Danielle Royer- Zane, a young zebra with autism, worries that he will have problems at school if the students only notice his “autism stripe.” Zane’s mother helps him to learn to appreciate all of his stripes and all of his qualities, and to learn that he is not defined by his autism stripes but by how he treats others with honesty, respect, and care. The book includes a Reading Guide with additional background information about autism spectrum disorders and a Note to Parents and Caregivers with tips for finding support.

Sparkle Boy by Leslea Newman- Casey is a young boy who likes to play with puzzles, dump trucks, and blocks. He begins to show interest in his older sister Jessie’s things- her sparkly skirt, her shiny nails, and her bracelets. The rest of Casey’s family supports his interests, but Jessie doesn’t think that those things are for boys, so she doesn’t know how she feels about it. One day, Jessie sees other boys in the library picking on Casey for his “girl clothes.” Jessie realizes that Casey has a right to wear whatever he wants to wear and be whoever he wants to be. This is a great story that addresses and respects individuality and encourages freedom of typical gender roles and stereotypes.

For a complete list of stories included in the display case, click on the brochure below! The display can be seen in person on the third floor of Mantor Library. Great job to Professor Will-Dubyak and her class for such an amazing display and selection of books that are sure to touch your heart and make you feel good!

Student Teaching Symposium #CountOnLearning

The final semester of college for most education majors is one of the most anticipated as they finally take on the role as a student teacher. Students are nervous, excited, anxious, and optimistic as they go into their student teaching position. Most students do not know what to expect during student teaching or how to prepare. Chelsey Oliver, UMF Class of 2017, felt the same way, as she would go to the symposium presentations every year looking for one about the student teaching experience. Year after year her searches came up short, so when it was her time to serve as a student teacher she decided to present at symposium about her experience.

Chelsey Oliver just graduated from the University of Maine at Farmington in the spring of 2017. During her final semester as a secondary education mathematics major, Chelsey completed her student teaching at Cony High School and Messalonskee Middle School. While education majors share their student teaching experience through portfolio presentations, Chelsey wanted to go beyond the units, lesson plans, and standards highlighted in portfolio presentations and also focus on the day-to-day experience of being a student teacher in a classroom. “A big part of my philosophy is collaborating with your colleagues, students, and teachers,” said Chelsey, “so this to me was the most exciting presentation I would give.”

Chelsey started her presentation by going over the daily schedule at both schools and comparing them. She touched upon some of the ‘out of the classroom’ components that came with student teaching, such as leaving the house in the morning when it is still dark out and getting home when it was dark out. Chelsey described some of the various programs and blocks in the school day, such as “RAM Time” at Cony High School, which was when teachers could meet one-on-one with students who may need help if they were absent, falling behind, or needed to finish a test. This was a great time for teachers to check-in with their students.

After going over the schedules, Chelsey emphasized the importance of self care and scheduling “me time.” As a teacher, you are constantly planning, grading, teaching, and working even when you are not at school. It is important to take care of yourself, and Chelsey did so by getting fresh air, meal prepping for the week ahead of time, and reflecting on her day.

Chelsey then gave a few classroom management tips, such as having a bin to leave work in for students who were absent. She also discussed making homework meaningful. She found that her students would do their homework, she would give feedback, and they would toss it in the trash. Chelsey then began assigning homework that required the students to talk about their struggles, their mistakes, a conversation they had with her that day, and to just personally reflect. This gave Chelsey a more personal look into her students’ lives as well. Chelsey then discussed technology and how it can be integrated into the classroom. Then, Chelsey touched upon her experience in UMF’s Student MEA (Maine Education Association) and how the various conferences, experiences, and collaborations that she participated in helped her develop as a professional.

 

Finally, Chelsey discussed the benefits of social media and how teachers can learn from each other. There are various Instagram pages, bloggers, and websites where teachers share their lessons, ideas, classroom management tips, and anything else you could imagine. Chelsey has also taken to social media and created a professional Twitter account (@countonlearning) and Instagram page (@countonlearning207) to share her teaching experience.

Chelsey’s student teaching experience was very meaningful to her, especially since she was able to personally share it at her symposium presentation. As the first student to present about their student teaching experience at symposium, she may have started a new trend as other UMF education majors will wish to share their experience as well. Congratulations to Chelsey and the rest of the UMF Class of 2017, and good luck as your begin your teaching career!

Meet the Editor: Brittany Jerome

Staff retirements, students teaching abroad, tips for applying to grad school- have you ever wondered who writes the blog posts for ED360? Brittany Jerome, an upcoming senior at the University of Maine at Farmington, has been our “chief journalist” these past few months!

Brittany is from Plymouth, Massachusetts where she was born and raised. She is an early childhood special education major with a minor in rehabilitation services in the Addiction Certification program. After she graduates from UMF in 2018, Brittany plans on moving back home to Massachusetts and going to grad school to get her Master’s degree in Applied Behavioral Analysis. “I want to work with young children with severe behavior problems,” said Brittany. “After my first practicum experience, I realized how important it is for children to receive intervention for behavior-related issues early on, in order to prevent suspension or even expulsion before they reach first grade. They usually just need assistance communicating their needs, they shouldn’t be labeled as a ‘bad kid.'”

Along with being our ED360 editor, Brittany also works as a Behavioral Health Professional (BHP) for Maine Behavioral Health Organization. As a BHP, Brittany provides one-on-one support to teens and adolescents with developmental delays and mental health diagnoses. “It’s a very rewarding job, and it has taught me a lot about patience, empathy, and working with families,” she said. The job definitely keeps her busy!

While on campus, Brittany tries to be as involved as she can! She is a member of Alpha Phi Omega, a co-ed fraternity that focuses on community service and organizes and participates in various service projects on campus and in the community. Brittany has served as treasurer, Membership Vice President, and President of APO during her past three years in the club, and she is looking forward to taking a break from e-board for the next year and just being an active member. Brittany and her friends also participate in some of the Mainely Outdoors day trips, including snowshoeing and cross country skiing.

Brittany has also participated in various trips offered at UMF. In 2016, Brittany traveled to New Orleans, Louisiana with the Intervarsity Club during spring break to aid in Hurricane relief and volunteer fixing up damaged houses. Brittany also recently returned from the travel course to Peru, where she spent two and a half weeks studying anthropology all over the country with peers. Brittany loves traveling and exploring new places!

This summer, Brittany has been working, spending time outside, and exploring all that Farmington has to offer in the summertime. If you see her around town or on campus feel free to say hello! Be sure to stay up to date with the ED360 blog posts to learn more about UMF, our students and faculty, and the various opportunities offered in the Farmington community!

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