About my experience:
With more than 37 years of experience in the field of early childhood education, I bring practical as well as theoretical knowledge to all of my trainings. I received my B.S. degree in Human Development and Family Studies and my M.Ed., specializing in Early Childhood Education. For four years I taught child development courses as an adjunct instructor with Houston Community College. I also taught the Child Development Associate class for a consulting firm, helping many early childhood educators reach their goal of obtaining a CDA through the Council for Professional Recognition, as well as teaching the Administrator's Credentialing Course, which is recognized by the Texas Department of Family and Protective Services.
With more than 17 years of classroom experience, I have taught children ranging in ages from infants through kindergarteners. As a teacher, I always approached each child as a unique gift, using the theory of Multiple Intelligences as my guide to individualize my approach. My own passion for working with young children began early in life. I appreciate their innocence and sense of wonder. Watching a child light up when they discover something for the first time is priceless.
Alongside my work in the classroom, I soon assumed administrative duties, which gives me at least 20 years of administrative experience in the field of early childhood education. My goal as an administrator has always been to ensure that all programs are functioning at a high level of quality, while supporting staff, children, and families. By developing a culture both deeply supportive of learning and equally respectful of professional ethics, schools can thrive, giving children a chance to fully grow from their experiences of the world around them.
About my philosophy:
As a teacher: My approach to teaching young children is rooted in Developmentally Appropriate Practice. When we understand a child's developmental milestones, we can tailor our curriculum to meet their individual needs. I believe children learn through meaningful hands-on experiences. So fostering a child's social and emotional development is the at core of everything I promote in my classroom. It is my view that providing a nurturing, positive, and comfortable environment is the key to building a child's trust and connection with the teacher and the school, thereby promoting his or her social and emotional development.
As a school administrator: I begin with the assumption that every employee who works in a school already has the desire to have a positive influence on children's lives. Given that assumption, then, I approach school administration by trying to help each employee give their best. My goal is to improve the employees' work performance by leading through example. As a manager, therefore, I seek to interact with all of my school's positions on a regular basis so that I have a clear grasp of the demands of each position. Ultimately, the core principles of respect, fairness, and ethics drive all of my management decisions. Those decisions, after all, centrally determine whether the needs of each child are going to be met.
As a trainer: When working with a group of educators, I always want to be sensitive to the various levels of learning: auditory, visual, and kinesthetic. So not only will I take into account the best way to teach using each style of learning, but also the importance of learning to apply in actual practice the principles I am teaching. That's why in addition to transmitting the relevant information, I seek to delineate clear objectives for the workshop and then allow adequate time to practice what is being taught. This brings each training full circle. My job as a trainer, then, is both to perfect the skills you already possess as well as open your mind to new ideas.
With more than 37 years of experience in the field of early childhood education, I bring practical as well as theoretical knowledge to all of my trainings. I received my B.S. degree in Human Development and Family Studies and my M.Ed., specializing in Early Childhood Education. For four years I taught child development courses as an adjunct instructor with Houston Community College. I also taught the Child Development Associate class for a consulting firm, helping many early childhood educators reach their goal of obtaining a CDA through the Council for Professional Recognition, as well as teaching the Administrator's Credentialing Course, which is recognized by the Texas Department of Family and Protective Services.
With more than 17 years of classroom experience, I have taught children ranging in ages from infants through kindergarteners. As a teacher, I always approached each child as a unique gift, using the theory of Multiple Intelligences as my guide to individualize my approach. My own passion for working with young children began early in life. I appreciate their innocence and sense of wonder. Watching a child light up when they discover something for the first time is priceless.
Alongside my work in the classroom, I soon assumed administrative duties, which gives me at least 20 years of administrative experience in the field of early childhood education. My goal as an administrator has always been to ensure that all programs are functioning at a high level of quality, while supporting staff, children, and families. By developing a culture both deeply supportive of learning and equally respectful of professional ethics, schools can thrive, giving children a chance to fully grow from their experiences of the world around them.
About my philosophy:
As a teacher: My approach to teaching young children is rooted in Developmentally Appropriate Practice. When we understand a child's developmental milestones, we can tailor our curriculum to meet their individual needs. I believe children learn through meaningful hands-on experiences. So fostering a child's social and emotional development is the at core of everything I promote in my classroom. It is my view that providing a nurturing, positive, and comfortable environment is the key to building a child's trust and connection with the teacher and the school, thereby promoting his or her social and emotional development.
As a school administrator: I begin with the assumption that every employee who works in a school already has the desire to have a positive influence on children's lives. Given that assumption, then, I approach school administration by trying to help each employee give their best. My goal is to improve the employees' work performance by leading through example. As a manager, therefore, I seek to interact with all of my school's positions on a regular basis so that I have a clear grasp of the demands of each position. Ultimately, the core principles of respect, fairness, and ethics drive all of my management decisions. Those decisions, after all, centrally determine whether the needs of each child are going to be met.
As a trainer: When working with a group of educators, I always want to be sensitive to the various levels of learning: auditory, visual, and kinesthetic. So not only will I take into account the best way to teach using each style of learning, but also the importance of learning to apply in actual practice the principles I am teaching. That's why in addition to transmitting the relevant information, I seek to delineate clear objectives for the workshop and then allow adequate time to practice what is being taught. This brings each training full circle. My job as a trainer, then, is both to perfect the skills you already possess as well as open your mind to new ideas.