resume for next sem

202 Kinney Dr.

Jeffersonville, VT 05464

(802) 363-6376 (cell)

travis.snyder@jsc.edu, travi.snyder914@gmail.com

Travis SNYDER

Objective		To provide children with the best education using my fellow colleagues as a team. Giving every child an opportunity to succeed in the classroom and in the future.
Skills & Abilities		I have spent 200 hours in classrooms in Vermont observing and substituting. More than 120 hours have been at Cambridge Elementary in the Kindergarten, 1st, 2nd, and 5th grade level. I have 3 years of experience in a daycare caring for children from ages 6 weeks old to 3.5 years old. I am able to get children to respect me in a fun, bright, and safe way. I have a calm and understanding approach in dealing with children.
Experience		Child Care Giver, Smugglers Notch resort December 2009, December 2012 I worked at the daycare to have a better understanding of children and their needs. I wanted to learn how to become a better father to my newborn son. The daycare has been a huge accomplishment in the direction of becoming an educator. Costume character, smugglers notch resort June 2011, June 2012 Being involved with Costume Characters was a great way to learn how children react to a non-human figure. Children’s faces would light up the room when they got a glance of character. The part I enjoyed most was that I could get out of my shell and act like a fool, using all my energy and I never had to worry about what people thought. Activities supervisor, smugglers notch resort December 2012, present This most recent job is most important to me because I have proved to my company I am an asset to the resort and to my department. This role includes leading employees in their duties, fixing conflicts, and providing a safe and non-hostile work environment.
Education		ESSesx high school-essex, vt-high school diploma Four years in high school with a focus on early childhood education courses, including a leadership course teaching us how to feel comfortable with public speaking. I played football and lacrosse, which taught me to how to work well with others. Johnson State college-johnson, vt-completed four years Elementary Education Major with a concentration in Art. 92.50 received credits as of December 2012 cumulative GPA of 2.962. Estimated completion: spring 2014
Communication		I have been receiving new knowledge from my JSC courses on how to better my future career as an educator. My most recent course has taught me how to work as a team using colleagueship and giving children their voice through advocacy. I have recently needed to advocate on behalf of one of my lacrosse players as I am his coach, and the course taught me how to properly deal with the situation at a safe professional level.
Leadership		My leadership has been tested in sports, classrooms, work and as a father of my small family. Leaders are ready for any scenario life throws at them. I have proven my leadership in the work force by being promoted and accepting more responsibility.
References		Shelly Schaffer Director, Smuggler Daycare Program (802) 644-1180 sschaffer@smuggs.com Regina ritcher-winters Advisor (802) 635-1300 Regina.ritcher@jsc.edu STACY COMISHOCK Director, Smugglers Activities (802) 644-8544 scomishock@smuggs.com

 

Why teach

Travis Snyder

Love what you do and do what you love, this saying is exactly what speaks to me as wanting to be a classroom teacher for elementary students. My childhood in classrooms were full of discipline and parent teacher conferences. I could never love school in elementary school. I saw school as a place where I got in trouble. I moved to Vermont when I was ten and realized that not only women can be teachers. I soon had great relationships with all the male teachers and another thing happened where I enjoyed going to school. When I was in fifth grade I loved school for the first time. My favorite teacher was my fifth grade teacher and I still tell that same man that he made me love coming to school. This is the number one reason I am pursuing to become an educator. I have known what I wanted to do with my life since eight grade when I was picking classes to take for my freshmen year. I never wanted to sit behind a computer typing all day long. I had a connection with children and was able to make them happy and feel comfortable with me. I first wanted to become a P.E. teacher for my love of sports and teaching. My decision changed when I started observing the connection teachers had with their students. Their students were more than just students to them, they were more. The teachers treated their students as if they were they’re very own children. Laughing, joking, scolding, helping and caring for them. They want the best for their children and their students. When a teacher cares about a child’s future, they love their career as a teacher.

 

oral 10 minute pres.

  

Principle 11

Principle 11: The educator works as a team member and establishes collaborative relationships with school colleagues, parents, agencies and others in the boarder community to support students’ learning and well-being, and to implement the school’s and articulated curriculum. (Vermont Standards Board, 2001)

Educators need to come together with their strengths to produce the best results for students. Students deserve to feel that their education is meaningful in their lives. I’d never seen my teachers communicate with one another as much as I do when I observe classrooms today. American classrooms always need to be knowledgeable about the education of children. My childhood in the classroom should be better than my educators’. The students of today should have a better education than mine. The students today who may be future teachers should give their students a better education than they got. Teaching can always improve. I came across an example just recently. The past education majors at Johnson State were required to student teach and complete entries for their portfolio. This proved to be a heavy work load, so the department board got together and changed the process which hadn’t changed in decades. They used colleagueship to change a very stressful situation into a more manageable one for education majors. 

Principle 12

Principle 12: The educator (a) recognizes multiple influences on students inside and outside the school and (b) accesses appropriate systems of support for students

Will children always have an adult near them hearing everything they say? No. It is our job to ensure that issues in and outside of school grounds will not affect our students. Many issues in my childhood were dealt between the other students and teachers were never involved. Bullying has grown to be an even bigger problem recently. According to bullyingstatistics.org about 56% of students in 2010 have witnessed bullying and 160,000 kids miss/skip school every day of fear of being bullied. The child’s mind is molded by family members, teachers, and television. A student who bullies is often hiding issues of their own. Culture, institutions, society, family, bully’s personal history, and provocative victims are all factors of bullying. Bullying happens more in the today because bullying has been easier to do. Technology has added new ways to bully that we haven’t had to deal with before. If a child is in fear of the bully they may not say anything at all to an adult. Once the child has told an adult, the other child may not see the problem but make the situation worse for the child, making it so he/she may not want to speak up in the future. As teachers, how to we prevent these issues from becoming worse? My personal

I choose WIC as a service learning project because my family is a family that accepts help from this program. I packed and delivered boxes of food to families around the Chittenden County. I was one of the stops along the way. I have a great appreciation for the men and women that made this program available. My family has been accepting help from the state since the day my son was born. My son was always a formula baby and formula was an expense we couldn’t afford at that time. All of my son’s food was provided by WIC, which included baby food and formula.

What is WIC?

            WIC stands for Women, Infants, and Children with low income who may need help from eating the right fruits, veggies, grains and dairy.

Who can receive WIC?

Pregnant women, new mothers, infants and children up to age 5 are eligible for WIC if their household income is less than $795 per week for a family of four. Women and children need to be residents of Vermont, and meet income and health or nutrition guideline to become eligible. WIC also applies to father, grandparents, and foster parents who have infants or children under five in their care.

 

Where do they need to go?

            Most families are in an area where a WIC driver (vendor) is able to drop off food at your doorstep. A WIC driver will deliver food to your door every other week during the weekdays. Most WIC deliveries happen in the early morning before most people leave for work. During the hot summer months, WIC driver request a cooler with ice packs inside to prevent the dairy from spoiling. Each month you will get a Proof of Delivery form. The POD helps you keep track of your WIC food. You must sign the POD and give it to your vendor every month to keep getting WIC food. If a signature is missed a mailed copy can be sent to the many WIC locations in Vermont. Every 6 months, WIC staff will check to see if you or your child still qualify for WIC. This is called recertification. You will need to make an appointment and bring proof of residency, identity, and income (a Medicaid or Dr. Dinosaur card is considered proof of all three), your child’s immunization record, and your baby or child. Iron levels will be checked to make sure children are nutritionally healthy.

Why receive WIC?

          WIC helps your family receive health foods such as

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·         Whole grain bread or brown rice

·         Canned beans (kidney, chick peas and black beans - a different kind each month)

·         Natural peanut butter (no trans fats!)

·         A WIC Fruit and Veggie Card to buy fruits and vegetables each month

·         Baby food fruits and vegetables for your 6-12 month old baby

·         Milk - 1%  or skim  for everyone over  age 2

·         Cheddar, American or mozzarella cheese

·         Tofu and fortified soy beverage

·         Eggs, 100% fruit juice, and breakfast cereal

How can I contact WIC?       

          Call 1-800-649-4357,  or 802-863-7333.  Visit the District Office web page to find contact information for the Health Department district office that serves your community. Or visit healthvermont.gov/wic/

 

Game

6pictures

Story of using advocacy

 

 

Principle 12

Principle 12: The educator (a) recognizes multiple influences on students inside and outside the school and (b) accesses appropriate systems of support for students

principle 11

Principle 11: The educator works as a team member and establishes collaborative relationships with school colleagues, parents, agencies and others in the boarder community to support students’ learning and well-being, and to implement the school’s and articulated curriculum. (Vermont Standards Board, 2001)

Teaching Toward Democracy EDU: 3440 reflection

Before I enrolled in Teaching Toward Democracy EDU: 3440 I had no idea what Colleagueship and Advocacy meant. My first definition was students working together to finish a project. I knew how important it was to teach as a team I didn’t know it had a name. I observed a classroom during my high school at an elementary school. I did ten hours, the whole time I always wondered why the other teachers didn’t talk to each other. I observed another classroom when I was in college at another elementary school. I put in 120 hours and on the first day I witnessed the teachers communicating on what their week was going to look like. They didn’t do this just for show they do this every week. I am determined I want to be a part of a team like this.

Colleagueship

Colleagueship as a personal definition from me is the teamwork from one or more individuals between each other to get the best results. It could be teachers working together to give children the best education. It could be teammates working together to score. It could be any group of people using teamwork to succeed. Growing up my coaches ­­­­have always told us there is no I in TEAM. I today tell my Lacrosse players the same thing. I ask them do they want to win? They reply yes, I tell them work together to do it. Teamwork is important in any sport or work. Every day before a game my players are required to run together up a hill with a huge incline. Once they get to the top captains fill the other player in on what is expect from them in order to win as a team. The first time the player ran the hill I watched as space was created between the faster and slower players. They came to the bottom I told them they would do it again and that this time run together as a team. One unit climbed the hill together again and when they returned they had a better connection with each other and ended up winning the game as a team. Every player had a moment where they assisted the other members of their team. Teaching is the same, most classrooms have a door leading into the neighboring classrooms. Using it makes you have colleagueship for the school and the community. 

Advocacy
            Children will be coming from all backgrounds. Children will be under feed, abused, overprotected, over feed, spoiled and so on. The public school system allows all children from every family style and family morals to attend. As teachers we need to know when to speak out for our students. Our students need our Advocacy if they have no support system at home. 
 

Travis Snyder

9/11/12  7:00-11:30am

Exploration 1

7:00 a.m. – Morning briefing with other kindergarten teachers if need be. They discuss plans for the day ahead.

7:30 a.m. – Students are first allowed to enter classroom. As students arrive their morning routine moves like clockwork. Only after a couple of weeks students remember to say good morning to the teacher, hand her their folders, move milk card, wash hands, see what the smart board says, and then free time if the teacher doesn’t have a classroom activity. Most of the time if I’m there she will have me do it with them. Today I helped them paint their hands and make a “helping hands rainbow”. Once they finished they have choice time with their friends until all the students show up or 8:15 a.m. this is a great time for parents to bring up any concerns or inform the teacher of any new issue that may show a problem for the classroom.

 This shows a wonderful time for children to ease into school without too much commotion so early in the morning. Many children have a blank face walking into school as if they just awoke. The smart board has a way of jumping the small brains by giving them a question they can read with their parents and answer. For example one question asked how many pieces of candy they received for Halloween. The answer isn’t relevant it’s more to wake them up slowly.

8:15 a.m. – Students are asked to clean their messes up and meet on the alphabet rug. Once everyone is settled and bodies are still. They read the morning message together which is very important. Reading similar messages everyday helps students recognize simple words called “muscle words” for example is, a, the, me….. Today a student noticed that “this” had the chunk word “is” in it because “is” was one of the students muscle words that they learned, this is one way they integrated “talk”. The morning message read “Good morning, this afternoon you will be going to P.E. today”. After they read the morning message they learn a greeting game where every student places one of their shoes in the center of the rug. Once every student has a shoe in the center one student starts by picking up a shoe and asking the owner of the shoe if it is theirs. The receiver says “yes” and “thank you”. Once they received their shoe they pick up a new shoe and repeat the same process until everyone has their shoe back. This becomes very humoring because there are many small shoes and one extra large shoe which belongs to me. I joined the game late but once the students saw my shoe being dropped into the middle many of them began to laugh and my shoe was the very next one to be picked.

8:30 a.m. The students have a story read to them for an introduction to Reader’s Workshop. Today they were read Knuffle Bunny and then the Scholastic DVD was played for them. They really enjoyed it. I believed it helped different students because they first heard the story from the teacher for the verbal learners then for the visual learners they saw the movie. The Reader’s Workshop or Literacy Stations as the children call it was as follows (see back page labeled ‘Our Literacy Stations”) the stations change every day until each colored table has done every station. Once the students finish one station they move on to the station below.

9:15 a.m. SNACK!!! A wonderful time for students to interact with each other and share war stories from the night. My teacher does a great job with including every student each day. Since there are five tables each day she sits with another table. On Monday she sits with the red table, on Tuesday see sits with the blue table and so on and so on. This is one plan I plan on using when I become a teacher. Surprisingly enough the classroom is very quite during this time I’m very impressed.

9:30 a.m. – Writer’s Workshop is opened with a story about a Hermit Crab and losing his home. The students are very intrigued by the story and comment how someone they know has a sister, who knows a friend that has a hermit crab. The teacher was very patient after every story without getting to far off task. The students were then asked to draw a story of something they enjoy doing. The teacher opened with a drawing of her two kids and made them stick figures. The students mostly drew their parents playing with them. One line below the image was expected to have words describing their picture. The teacher and I walked around helping students sound out words and reminded them to pinch their pencils when writing.

10:20 a.m. -RECESS!!!!!!!! Children were not allowed outside until a quite, still, and single filed line was formed. The students were counted off learning new numbers as they were tapped softly on the head. Student were expected to answer an “exist card” before enjoying their outside time. Spell “yes” was the mission today.

10:45 a.m. -The children line up for lunch, the quietest line/class leaves first for lunch. This proves to be difficult after just going mad for 25 minutes straight.

10:50 a.m. –Lunch. The students are told many times to quiet down and eat their lunch. The children are read a story to quiet them down. When a student has too many reminders at lunch they sit alone for the reminding lunch period and will “practice” quiet bodies the next day during recess period for ten minutes.

11:30 a.m. - I left as an introduction to the first day.     

The teacher I would talk to in the text is Linda Zeck. I like her organization tactics/techniques. I would ask her how long it took her to create the perfect chart to categorize her students learning.

1.      Do all the students know each other’s names?

-Yes, greeting games work well.

2.      Is good readers modeled?

-Yes, “good readers point to the words as they read stories”

3.      Do the students feel safe?

-Yes, student conflicts are handled on a one on one basis with all involved.

4.      How is order brought back to the classroom?

-Lights being turned off, chime, clapping, chants…..

5.      Do all students know their Alphabet?

-No, but consistent practice every day. Many children come from different homes.