2007 Teacher of the Year - Region V

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Region V: Juvenile Justice Teacher of the Year Winner

Michael Rubin

Bay Point Schools, Miami-Dade County

Teaching Philosophy Statement

My teaching philosophy is that of a progressive. I believe that knowledge has to be continually updated as we live in a continually changing world, and that students need to be taught how to think and become problem solvers, as well as concerned and cognizant of the problems of others. Education enables us to function with a different perspective but not necessarily travel a different path. In the classroom, everything is situational. A teacher has to have a sense of when things are working and when they are not, and be able to adjust so that learning occurs. A good social fit must first be established for all students before any learning can be accomplished. Servicing the needs of my student population so that learning is ongoing requires a plethora of educational tools and ongoing professional development. The better equipped and prepared I am, the more students will benefit from their time in my classroom, irrespective of the baggage they carry.

In order to utilize individualized and relevant instructional strategies with students, I always establish some sort of link to a student’s background and interests. The student has to feel comfort and safety in our relationship in order to be receptive to individualized learning and for learning to take place. I rely heavily on discerning the individuals favored learning styles, often determined by simple survey questions or direct oral questioning, to tailor one-on-one strategy interventions. I ascribe to the belief that a student should measure his progress against himself and not others, and that each individual has the ability to progress and succeed at this own pace. I believe in explicit and detailed learning techniques coupled with a plethora of directed praise and feedback, delivered in a manner that best fits the student’s perceived learning profile. I think my most innovative and creative strategy is to constantly assess how I am servicing the students, allowing quick on the fly toolbox changes in methods and approach, as the need becomes apparent. A good example is a recent adaptation I used with a seventeen-year-old level two reader who has cards all the time in the dorm. I recognized his learning style from this and other cues in the class and decided to change my approach to his needs. I used an individualized strategy based on a tic-tac-toe game to teach him pronunciation and recognition of short vowel sounds. I have used various incarnations of this type of game in individual interventions with good success as it appeals to many of the student’s needs, both academic and social.

Over the past ten years at my current facility I have built several computer labs with the assistance of our students. This includes construction of classroom computers from individual parts solicited and donated form local corporations, entities, and businesses such as American Express, Dade County Fair, the State Attorney’s Office, the Kennedy Foundation and the Jewish Community Center. Students learned how to build, program, network, service, and install computer systems and networks as a result of this instruction. Facility offices, at several locations, were provided these student built computers for office and student use. I created the school website including the technical structure necessary for server storage and hosting of the site. Students were taught how to create web site postings including Power Point presentations. I established and maintained email for the centers’ domain with individual email addresses for faculty and staff. More recently, as our center’s Reading teacher, I have been using technology in the classroom to deliver computer based learning in our Intensive Reading Lab that utilizes various programs such as Reading Plus and Skills Bank. The district reading plan is also implemented emphasizing differentiated instruction. I was recognized as teacher of the year for our facility during the 2000-2001 school year. Additionally, having current Academic and Vocational certificates, I have been able to provide diverse teaching resources and credentials in order to meet the educational needs of the center. My most rewarding teaching accomplishment was attending the college graduation of a student who I taught for two years while he was incarcerated. In part, the skills he acquired in my classes, lab, and personal interactions culminated in this student becoming an accountant.

I have a working relationship with the district Information Technology (IT) specialists and as such have been able to suggest, implement, install, and repair, hardware, and other related items to better suit the unique needs of the students at our center. This ongoing relationship has fostered the use of various learning systems and provided a test bed for evaluation of specific hardware and software for other locations.

Early this year, I recognized the need for more versatile Internet accessibility for all faculty members. Additionally, there was a need for a copy and print capability from each classroom. Too much time was wasted at the copy machine and there was limited print capability. I built a discreet wireless Internet network for faculty and administrative use apart from the existing wired system. This allows secured and encrypted laptop wireless access for authorized faculty members as well as remote wireless printing, copying, stapling, and collating. Wireless access for all these functions is available throughout the campus and specifically from each classroom. This provides for more time in the classroom. Additional access points for increased range were added as we recognized the viability and usefulness of this installation. Shortly thereafter I was asked if I could duplicate a similar scenario at our other location as faculty members were unable to readily access the district grade book in many classrooms and other convenient locations. I installed a similar system at that location, more than satisfying the original needs. My ongoing relationship with the IT consultant at the center facilitated the necessary permissions, and faculty members now have complete secured wireless access and wireless printing from anywhere on that campus as well. In the spirit of meeting faculty academic needs to facilitate learning and technology in the classroom, and to foster a positive school learning environment from a technological and pro social vantage point, I personally resolve all technological issues encountered at the center. In unique situations where outside assistance is necessary I see things through to fruition. As an example, I order all Dell warranty part replacements at the center, and install them myself in order to keep all student computers fully operational at all times. Although not a part of a Reading teacher’s profile, I find these projects helpful to faculty and staff, and ultimately beneficial to the students. I get a lot of gratification out of the benefits these efforts afford, and it makes for a more cohesive and congenial atmosphere among the faculty and staff.

In order to keep learning ongoing and efficient I try to facilitate communications between facility staff, faculty members, and our administrators. An example of this is a daily broadcast email of student groupings to all concerned. I also try and route and/or resolve day to day issues in this realm.

I try to provide inspiration and motivation for all my students while modeling pro social behavior so that they can achieve success after they complete their time at our facility. In addition, I strive to impart them with necessary academic and life skills so they can accomplish their goals and achieve success. By constantly assessing and evaluating each student I am able to cultivate their strengths and weaknesses, and offer career paths applicable to their skill and passions in the hope that they will become successful and productive citizens.

After teaching in my environment for some time, I realize that it is being firm, fair, and consistent, along with a passion for excellence and learning, that validates my teaching to my students. It provides a mutual connection and a “fit” for everyone in the classroom.