Shelley Thomas, Elementary Education/ELL

Attending Search Bangkok

“Stop being such a good teacher,” teased my Director of Instruction as my second year of teaching First Grade at an international school in China ended. “I keep getting requests from parents to have you as their child's teacher for next year.” I was a bit taken aback until she smiled, and I realized she was joking. Flattered, I then realized that all the hard work, the life experience and the training proved to be worth it. I love my life as an international school teacher helping students succeed.

My international experiences began when I myself was a student at an international school in Honduras in Central America. As an American, living in the USA and other countries I have become flexible, easy-going and skilled at adapting to new cultures. I believe that my diverse job experiences as team coordinator for international medical teams and Assistant Director of International Student Services taught me lifelong skills of administration, organization and the ability to work well with people from diverse backgrounds.

Professionally, I began my teaching career as an EFL teacher working with adults. Teaching English Language Learners for five years in China at the university level and two years in Japan with students of all ages and levels affirmed my passion for living and working internationally. After receiving my teacher certification, I taught in a low-income school district as a Spanish bilingual Kindergarten teacher in the USA. There I learned effective classroom management techniques and continued training in how to differentiate for multiple levels and provide support for non-native English speakers.

In my eleven years of teaching, I have actively participated as a member of PLCs, various committees and in a variety of leadership positions. Most recently, my professional goals have focused on implementing the increased use of technology in the classroom through student-centered activities involving a Smart Board, Apple TV and iPads. I have also worked on using more of an inquiry-based model of teaching after participating in the Introduction to PYP course provided by the International Baccalaureate program. My dream is that I can continue to grow as a teacher and global citizen in a new position at an excellent international school.

I believe that students learn best when they feel engaged and are therefore intrinsically motivated to learn because they know they are being supported, encouraged, and challenged. A sense of community must be built to help provide a safe and motivating environment in which the academic fundamentals are taught but the ability to be in relationship successfully with others is also addressed.

It is important that expectations be clear and standards high, because by challenging students, they are then encouraged to learn about themselves and what they are capable of achieving. Clear goals are not only beneficial for the student but also are of benefit to the teacher. As all participants in the process understand where they are going and the skills needed to get there, the goals become easier to attain as learning is tailored to meet each students’ needs. I also believe that varied and stretching experiences are helpful in this process. The more closely, academic work can be tied to real-life situations and experiences the more authentic learning will become.

Schools and teachers need to be aware of how their students learn best so that they can provide opportunities for learning that address these differences. This ensures that all students can experience success. I believe one way to address this is to provide as many opportunities as possible for active learning, in which the student is a full participant in his or her own learning. A student-centered classroom allows more easily for authentic, performance-based learning. If students are given the opportunity to work in pairs and small groups, they must learn not only about the subject but also how to get along. If they can help their peers learn, not only will there be deep learning taking place but there will be a building of community. Assessment also needs to occur on a regular basis to determine that learning really did occur and demonstrate that a transfer of knowledge has happened. Teachers need to be aware of what their students already know and what they still need to know.

I believe that interesting and interested teachers are key in the multi-cultural educational process. They can help to challenge students to understand different values and belief systems as well as facilitate in giving them the tools to think critically about what they believe and why. The educational process should help students to value education and become life-long learners through a rigorous and diverse curriculum and experiences. This process needs to help build understanding, not just of reading, writing or math but an understanding of ourselves, others and the beauty and challenge of living with differences.

Testimonials

“It is with a great sense of loss that I write this letter as Shelley is a phenomenal teacher who we are going to miss greatly.

The level of expectations and student commitment to learning is always at extraordinarily high levels in Shelley’s classrooms. Her students rise to the challenge of whatever goal she sets for them. Classroom routines are very well established and students are held accountable at all times for their behaviors.

Shelley is a very gifted instructor when it comes to instructing kindergartners to their fullest potential. Shelley implements curriculum flawlessly and ensures that they are aligned with the standards for her grade level in order to ensure that students are ready for 1st grade.

One of the most important pieces I have seen in Shelley is her ability to form bonds and relationships with students that support the work she does in her classroom. Students are attentive to what she is saying and want very much to please her and meet her expectations for them. Those bonds are so very important at this early age as it sets the tone for their educational future. And Shelley has definitely set a wonderful educational tone for her students.”

—Megan Nelson, Principal
Robinson Elementary

“As a first grade teacher, Shelley has consistently demonstrated effective, best teaching practices.

With the implementation of differentiated instructional strategies, Shelley has been able to meet the needs of a diverse group of learners, including numerous English Language Learners at different levels of language acquisition. She has worked closely in a co-teaching model to better assist the multi-faceted needs of her students. Her classroom is a literacy-rich environment using the Daily Five structure and CAFÉ to encourage student independence and accountability for individualized instruction. A snapshot of her classroom is one of children engaged in learning in an assortment of activities that include individual, group or teacher directed options.

She is a calm and patient presence in the school and contributes above and beyond her classroom duties. She has been a member of the Literacy Committee, which developed the new Literacy profile for the elementary school. She has been the team leader this year and has been exceptional with leading the team with instructional leadership mostly by modeling effective instructional strategies herself. Consequently, she continually shows care and concern for her students and improving student achievement.

Shelley has been a great pleasure to work with and will be very difficult, if not impossible, to replace. I strongly recommend her as an exceptional elementary school teacher.”

—Lisa Kipfer, Director of Instruction
QSI Shenzhen-Nanshan

 

Updated: 07-Dec-2013