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Pamela Kaminski |
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TEACHING PHILOSOPHY What does it say? What does it mean? Why does it matter? My knowledge of reading and beliefs about effective literacy instruction are grounded in schema theory. Helping students make meaningful connections between their own experiences and text drives much of what I do in the classroom. Using a blend of learning activities that focus on student metacognition Important Book History.htm and honor different learning styles Multiple Intelligence.htm, I strive to engage students in authentic reading and writing activities. It is my goal to work with all students at their current instructional levels. The perfect classroom, program, or student is a myth. As a teacher, it is my responsibility to accept all students, provide them with interesting, relevant instruction and help them move along as far as they possible can. Using a blend of direct instruction, guided practice and independent work, I challenge myself to create ways for my students to experience the printed work in a way that will be meaningful for them. Ultimately, my goal is to help students internalize effective word study and reading comprehension strategies that will translate to their content area courses and beyond. |
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EDUCATION & CERTIFICATION Master of Arts - 2003 State of Michigan Teaching
Certificate - 1996 Bachelor of Arts - 1992
TEACHING RESOURCES Many of my classroom and homework activities are inspired by the following texts. Allington, R.L. (1996). Schools that work. New York, NY: Longman. Beers, K. (2003). When kids can't read: What teachers can do. Portsmouth, NH: Heinemann. Gallagher, K. (2004). Deeper reading. Portland, ME: Stenhouse. Gallagher, K. (2003). Reading reasons. Portland, ME: Stenhouse. Sousa, D. (2001). How the brain learns. Thousand Oaks, CA: Corwin Press. Tovani, C. (2000). I read it but I don't get it: Comprehension strategies for adolescent readers. Portland, ME: Stenhouse. Vacca, R. & Vacca, J. (1999). Content area reading: Literacy and learning across the curriculum. New York, NY: Longman. I
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PERSONAL With the exception of one year at Western Michigan University (Kalamazoo, MI) and two years in Atlanta, GA, I am a life-long Dearborn resident. I attended the Dearborn Public Schools before beginning my post-secondary education right here at Henry Ford Community College. While living in Georgia, I taught second and third grades at a Title I school in Fulton County which, at the time, was the second largest school district in the state. The school itself was staffed with an eclectic group of teachers who, like myself, had moved from other areas of the United States and abroad. Working with such a diverse, talented group of people affected both my teaching practice and beliefs about education in a positive way. Prior to my move south, I taught 7th grade language arts for a brief time at Lowrey K - 8 School in Dearborn. Recently I've had the pleasant experience of running into several of my former middle school students who attend Henry Ford Community College or the University of Michigan - Dearborn.
BOOKS I'VE ENJOYED AND RECOMMEND Team of Rivals The Political Genius of Abraham Lincoln (Doris Kearns Goodwin) Nickel and Dimed on (Not) Getting by in American (Barbara Ehrenreich) Mary Called Magdalene (Margaret
George) The Poisonwood Bible (Barbara Kingsolver) The Giver (Lois Lowry) Reading Lolita in Tehran (Azar Nafisi)
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