Tria J. Hong
Professional Profile
Eager to create a wonderful environment for students by using a unique combination of experience, education, and natural ability.
English/ Language Arts interdisciplinary Facilitator
• Plan and conduct activities that promote various learning experiences.
• Facilitated a variety of hands on activities based on the ability level of the student.
• Provided emotional well being of the students by exuding a positive attitude with lots of understanding and patience.
• Dedicated to enthusiastic and dynamic teaching as a means of creating and nurturing a lifelong love of knowledge in children.
• Developed innovative ideas to the curriculum to instruct individual students, small groups, and classes of 30 or more students.
• Commitment to high professional standards, including professional growth, and high ethical standards, including adherence to general rules of safety, procedures, and fair labor standards.
• Used centers for math, science, social studies, art, and writing to complement the child-based hands-on curriculum.
• Created lessons that involved cooperative learning, language experience approach, hand-on/ minds-on experiences, and interdisciplinary teaching.
• Implemented a positive discipline plan that promoted student responsibility, problem solving skills, and student accountability.
• Established comfortable, student focused to-way communication.
• Ensured appropriate assessment methods by reviewing numerous techniques, and being aware of each student’s comprehension and understanding of the material.
Education, Honors, and Certifications
PA Professional Teacher Certification – English 7- 12
Full Sail University
Educational Media Design and Technology MS, Winter Park, FL. 2011
University of Maryland- at Baltimore County
English BA, Secondary Education, Baltimore, MD. 2001
Catonsville Community College
Human Services AA, Catonsville, MD. 1997
Key Qualifications
Certified in school age education (7-12) and trained in implementing various technology into the classroom instruction/ lesson.
Plan and instruct subject area using a wide variety of teaching aids, motivational and implementation strategies to engage students in active learning.
Incorporate learning modality principles into classroom and individual instruction. Develop and conduct diversity instruction.
Implement technological approaches to subject material/activities.
Special Accomplishments and Additional Skills
• Dean’s list
• Semester Academic Honors
• Participated in a program to keep disadvantaged youth off the streets
• Graduated from the new Teacher Induction program of Pennsylvania
Employment
Central York Middle School York, PA 2007- Current
Teacher
• Details listed under professional profile.
Edgar Fars Smith Middle School York, PA 2006- 2007
Long-term Substitute
• Details listed under professional profile.
Dr. Roland N. Patterson Baltimore, MD 2005- 2006
Teacher
• Details listed under professional profile.
Best Academy, Celebree Learning Center, Owings Mills High School Randallstown, MD 2004- 2005
Teacher- Tutor, Group Leader, Senior Staff, and Substitute
• Details listed under professional profile.
First Baptist School of Laurel York, PA 2001- 2004
Teacher
• Details listed under professional profile.
Oakland Mills Middle & High School Columbia, MD 2000- 2001
Student Teacher
• Details listed under professional profile.
UMBC Financial Aid Office Baltimore, MD 1998- 2001
Peer Counselor
• Assisted in preparing students financially for college, reviewed students files, counseled students, assisted in files/record keeping, provided excellent customer service, “keeping task”, and transacted loan transmissions.
CCC Childcare Center Catonsville, MD 1995- 1997
Teacher’s Assistant
• Assisted in creating a safe, comfortable, and fun learning environment for children ages 6 weeks to 6 years old.
• Prepared children for breakfast, lunch and snack, assisted with play activities indoor and outdoor, read stories, ensured their rest (naptime), maintained discipline and order/appearance of the classroom.
• Assisted in implementing indoor and outdoor activities and education lessons.
Wednesday, October 5, 2011
Thursday, June 23, 2011
Wk4 Publishing Leadership Project
My plan for publishing my CBR project involves choosing between two educational technology journals. I am also pondering presenting at the Pennsylvania Educational Technology Expo and Conference. My methodology is project based learning in my home school and I incorporate technology as much s I can. I feel these are the best choices for submission. My first choice is Journal of Education Technology and Society (ETS) that is a quarterly journal that in the months on January, April, July and October. The articles presented in the journal deal with the issues developers of educational systems and educators who implement and manage such systems in the field of education. I chose this publication because it seeks to create a better understanding for the roles of the developer and the educator in the educational technology system and support one another.
My second choice is The Journal of Educational Technology Research and Development (ETR&D), is the only scholarly journal that focuses entirely on research and development in educational technology. It is a bimonthly publication of the Association for Educational Communications and Technology. I chose this publication because it sole ideas are concerning the one topic that I want more information and awareness on which is educational technology. The sources on how to best implement it is the challenge that I will always be researching. The publication is concerned about the design and development of learning systems and educational technology applications.
I am pondering the Pennsylvania Educational Technology Expo and Conference because I am very fearful of speaking in public to crowds. However, because it is so close to home and I feel I may be making a mistake in closing all of my options because of fear. It seems like being in person to speak and learn is more opportunistic than article submission. Time will only tell for in my decision making.
http://web.me.com/triajamel/Site/Blog/Entries/2011/6/15_Month_11_“Think_Out_Loud_”_1.html
http://web.me.com/triajamel/Site/Blog/Entries/2011/6/22_Month_11_“Think_Out_Loud”_2.html
https://files.me.com/triajamel/h8wrm8
Wk4 Comment Two
LAUREN SCHNECK COMMENTED:
This week the reading really resonated with me and for the first time I was not at all skeptical of what I was reading. I do really believe that we all have something that we can "pay forward" so to speak, to someone else. No matter how boring or untalented you are, or feel that you are, there is something good that you can pass on to at least one other person. I totally agree with that sentiment and I think everyone else should as well. When it comes to teaching children giving them that spark of possibility is so important because something so small can be so very motivating to a child. I think that teachers need that spark of possibility even more than children in some cases because so many of them are jaded and cynical after years of experiencing let downs. I think that if I can inspire teachers to the realm of possibility with technology I will be successful.
I also agree with the notion that no matter what the circumstance, either how good or bad, my choices dictate my experience. I can choose to have a good attitude and make the most of what I am given or I can squander the possibilities at my disposal. This is true for a janitor and an administrator. Both can make the most of their environment or be very unproductive. No one is holding any of us back from using our full potential but ourselves.
Sharing inspiration is a hard one sometimes, because a lot of inspiration has to begin from within. I think that communicating the effects of inspiration is the best way to get others to find inspiration for themselves. Blogs, wikis and presentations are the best ways for me to share inspiration in my environment. Hopefully with those means of communication I can foster inspiration in others.
The last chapter hit on something that I really love doing and I have been able to do successfully, and that is tap into someone else's talent and make something better together than we could have apart. Fortunately my husband is that someone else! My husband is an awesome programmer who makes mobile applications for iphone, android and windows. He works for a very innovative company that is doing great things with the mobile platform and we have had the privilege of working together on many things. I have done some filming and video editing for his company that was incorporated into iphone and ipad apps. He trusts my creativity and instincts and I rely on his expertise to deliver the best product that I can. I love working with him and he and his co-workers inspire me very much to do new and innovative things. So yes, I have a WE story!
MY COMMENT:
Your "We" is nice to know. It must be very pleasurable to have the ability to share talent and ideas with one another beyond personal. The comment "No one is holding any of us back from using our full potential but ourselves," was great. It was an idea that I had forgotten and that so many of us live in. The choice, the potential, the fill in the blank is yours, theirs, and mine. Inspiration is not necessarily from within. Matter of fact I believe it usually is an outward source that helps us be driven. Everyone's inspirational source is different but can continue in a variety of ways and people. I also believe like in a story that Ben Sander shared about his father that some things you have to be there in person. Inspiration is one of those things. The more personal the better and nothing is more personal than using and tapping into all the senses.
Wk4 Comment One
J. ALX ELLER COMMENTED:
What new fun building techniques to bring in to the classroom with the new school year!
I love the idea of being the board. I've never been a "finger pointer"; I've always tried to be an analyzer. Try to figure out what went right or what went wrong. But the Zanders put it in to perspective for me with the idea that if I "blame" something on a situation or person, I lose the power or the ability to change it. When I truly become “the board” I not only remove any stumbling blocks in my way, I also present no obstacles to others.
I grew up in what my parents called the “Me Generation”. I used to think of it as a cut down, but what I am thinking now is that I am in fact part of the “Me Movement”. It is all about ME. I am the one on this journey. But I also have a “bus driver” that takes me down various roads. Each road allows me to grow if I open myself up to it. Which brings me to another amazing insight in that I am the framework for everything that happens in my life but there is something bigger than me that is the builder.
MY COMMENT:
Alx, I too think of myself as a person that never points the finger or look to who is the blame. What I want out of my students is being responsible for the actions that occur. Whether they are the lighter, the fluid, or the charcoal, I want them to see why things are the way they are and how to make it better. But being the board for me is more of a challenge in my personal life than in my professional one. Everything personal always seems to be the trial because that is when we are more relaxed and careless.
As for the positive outlook you took for your parents calling your generation "Me," I think takes you to the board and you framed it in a way that would not create a downward spiral ;)
Wk4 Reading Reflection of "The Art of Possibility" Chapters 9 - 12
Photo by Darren Robertson/ FreeDigitalPhotos.net
Chapter 9. Lighting a Spark. Lighting a spark seems like an easy enough task but I've been in a relationship for over 15 years and can not light a spark underneath my love even if it was a camp fire. In my professional life, I have lit tons on sparks. I have given words of encouragement to many coworkers. Talking to my students in ways that bring them to think, say and do things they could never have imagined. What was truly poignant in the chapter was the idea of enrollment. The story of Ben's influence and spark on the children of Eastlea Community School was very powerful. If you give people a chance to connect to be the person they can be without your judgements then maybe you can light a fire underneath them to see a world beyond their imaginations. Change comes from being changed.
Image: digitalart / FreeDigitalPhotos.net
Chapter 10. Being the Board: It’s not them. It’s not the circumstances. It’s me. It’s my choices. Trying to imagine a life where someone doesn't blame someone else seems extraordinary. But the concept and the task seems like one that will put a spark of life into a relationship I desperately have been trying to save for quite some time. Taking responsibility for your part or lack there of in situations is a wonderful tool to not feeling fearful or angry about most situations. Knowing that life is like and that your place in it is owning who your are and what you do. Sometimes the worst part of learning about being the board and all the endless possibilities is that you're alone. The fear that people exude is usually about being alone and the fight to not feel and be that way, and the utopia of knowledge kind of puts you in that place. How can being the board help me out of that?
Image: Danilo Rizzuti / FreeDigitalPhotos.net
http://www.freedigitalphotos.net/images/view_photog.php?photogid=851Chapter 11. Creating Frameworks for Possibility: The story of the little girl returning to class after chemotherapy and after the children's laughter of having a bald head, the teacher comes to class the next day with no hair giving the impression that it was the in-style thing to do. It gave the incidence a new framework/spark than the previous one. It is those stories and the idea that energy comes from the individual and that they can pass it on to others. The goal is to make yours positive ones. Even the story about the students after a concert becoming too unruly, and how Ben handled it without punishment or leading the situation into a downward spiral. Understanding that if you create a way for others to see the responsibilities of their actions through the framework of the possible positive action to be or already done, than there will be no need to make them feel guilty about what has been done.
I can use this in my daily management with my students. If I take the framework that in order not to create a downward spiral I need to create a vision for my students that embodies the possibilities for them to define themselves in a new way.
http://www.flickr.com/photos/doug88888/4562078443/
Chapter 12. Telling the WE Story: I told you it wasn’t about you. I haven't had the experience of combining my gifts with someone equally gifted. I can only assume that it would be a powerful learning experience. having the ability to give and take equally with someone would be a ground shaking experience. However I have had experiences and the pleasure of lifting up students, coworkers, family/friends, and even a stranger and enabling them to realize their dreams and exceed anything that you could have imagined. One recent incident is when I saw the potential of my students writing ability. He was a male and even though there are tons of stereotypes about males and writing, he was did not fit the bill. His writing was imaginative and full of detail. I encouraged him to continue to write and through some of my projects, he has continued the passion of writing through music lyrics and short stories.
Sunday, June 19, 2011
Wk3 Capstone Website Abstract Reflection
In creating the abstract I found a little difficulty in shortening the amount of words I can use. If you are at all familiar with my writing you will easily see that is a major issue with me. Not only did I have a trying time with condensing my literature review that I had to write within 2200 words (I think) but it took me twice as long to do that then to actually write it. However, all in all I think I was able to accomplish it well even though I used every single word for the 120 word requirement. The real kicker will be this up and coming assignment where I could write or present. What ever will I decide to do?
Wk3 Comment Two
RICHARD MALDONADO COMMENTED:
Leading from the chair, chapter 5, was an incredible chapter with regards to humility and allowing others to be in a leadership position. He even asks a thought provoking question of,"Can I see it in their eyes, posture, demeanor, are they engaged?" I have to continue to ask myself that question and not take my position as authority, but one of looking at the other chairs in the classroom and see how they can contribute to what I am trying to do. My plan is to make a box where my students can leave their suggestions and do project surveys for each project they do.
MY COMMENT:
I thought the chapter was thought provoking and action seeking as well. I think that getting feedback from the students is a great idea. I decided I wanted to use the white sheet concept to enable my students to feel more comfortable with giving their honest opinions. But what I also learned like yourself is that we become to complacent with being on the top and forget that as a leader we need to know that first, we have the attention of our followers and second, that we understand how to 'move' them.
Subscribe to:
Posts (Atom)