Robin Mounsteven

Robin Mounsteven

Primary/Junior Educator

Teaching Intention

There are few feelings that rival that of the Joy I feel when I spark the interest of a student. This spark doesn’t always come easy. Thus, I have created the following three objectives; I feel that they speak to my dedication and development as a classroom teacher.

If the teacher is not excited about the material, neither will the student. My first aim is to familiarize my student with a body of well-developed content, and address it with the vigor and enthusiasm that fosters learning. Furthermore, because an important aspect of education is to introduce students to the thoughts of great minds, pacing the course more slowly, allowing the student the time to absorb the material, is what I would consider effective instruction. Assigning meaningful assignments, with particular interest to the content, helps students learn to read carefully and critically.

My second aim in teaching is to help students develop the critical thinking skills necessary for evaluation of the various theories under discussion.The choice of course readings should reflect this, moving from original works, to their application and response as we explore them.This method of presentation should motivate students to think of new and innovative ideas that may improve their current understanding. Knowledge is continually growing and being reshaped; teaching and learning should be no different.

Being able to develop your own views about the various topics being discussed is the third aim that I strive for in my classroom. Views that are informed by the readings and by classroom discussions, promote scaffolded instruction. This allows for considerable latitude with assignments, while promoting lively discussion both inside and outside class.

Thus, my approach in interacting with students is very open.  I strongly encourage students to speak up in class, to ask questions, offer criticisms, and simply express their own opinions. From day one, I make it clear to students that hearing multiple perspectives are an important part of the learning experience. While they might not always agree with opinions expressed in class, I expect that they respect the people expressing their opinions and their right to do so.  

Regards,

-Robin Mounsteven

Desire to Inspire!

Teaching Experience

April 2014 to October 2014 - FULL-TIME YEAR 5 CLASSROOM TEACHER

Elenora State School, Queensland, Australia 

  • Planned and implemented differentiated instruction and assessment in all areas of the Australian curriculum for year 5 learners.  

Spring 2014 - KEYSTAGE 2 CLASSROOM TEACHER

Woodlands Primary Academy, Bradwell, Norfolk, United Kingdom

  • Planned and implemented differentiated instruction and assessment in all areas of the British curriculum for year 5 learners. 

Fall 2013 to Winter 2013 - FULL-TIME COVER TEACHER ACROSS EYFS, KS1 AND KS2

Northfield St. Nicholas Primary School, Pakefield Primary School, et. al., Norfolk, United Kingdom

  • Implement differentiated instruction for students aged 3-11 in publicly-funded independent academies and public schools that meet the first-class education standards of Britain

Fall 2012 to May 2013 - FULL-TIME COVER TEACHER ACROSS EYFS, KS1 AND KS2

Timeplan/Redbox Teaching Agencies, London, England

  • Implemented differentiated instruction and assessment in all areas of the British curriculum for years 1 through 6.

Winter 2012 - GRADE 6 PRE-SERVICE TEACHER

Newcastle Public School, Newcastle, Ontario

  • Planned and implemented differentiated mathematics units(Probability)
  • Initiated and assessed CASI reading comprehension and fluency for grade 6
  • Planned and implemented differentiated Social Studies units (European Explorers, Black History)
  • Planned and implemented differentiated Physical Education units (Basketball, Hockey)
  • Planned and implemented differentiated Arts lessons (Music, Visual Arts)
  • Attended monthly staff meetings
  • Implemented a word wall and learning goals bulletin for mathematics 

Fall/Winter 2011 - SENIOR KINDERGARDEN/ GRADE 1 PRE-SERVICE TEACHER

John M. James Public School, Bowmanville, Ontario

  • Presented differentiated literacy block for Kindergarden / Grade 1 combined classroom
  • Planned and implemented differentiated math unit (Number Sense and Numeration)
  • Planned and implemented differentiated science unit (Human Systems)
  • Attended monthly staff meetings

Professional Development

2012   Emergency Level First Aid and CPR training, Basic

2012   Coaching in Ontario Schools - Ontario Federation of School Athletic Associations (OFSAA)

2012   Dancing Through Literacy Workshop - Shannon Falconi, Schulich School of Education

2012  Dynamic ePortfolio- iTeach Workshop for Schulich School of Education

2012  Interactive Whiteboards- iTeach Workshop for Schulich School of Education

2012  Professional Resources and Instruction for Math Educators (PRIME) Seminar

2012  TRIBES- Cooperative Learning and Healthy Development for Every Child

2012  iTools- iTeach Workshop for Schulich School of Education

2012  Adaptive Technology- iTeach Workshop for Schulich School of Education

2012  SMARTBoard- iTeach Workshop for Schulich School of Education

2012  APPS FOR ALL- Integrating Technology and Special Needs in the Classroom

2011  Why is my Blackberry sitting on a pile of books? Workshop - Dr. David Booth

2011  Diabetic Administration and Emergency Response Training - Ottawa-Carleton LifeSkills INC.

2010  Non-Violent Crisis Intervention Training Program, Advanced - MARYHOMES INC.

2009  (LAC) Looking After Children Training - Ontario Association of Children's Aid Society, Ottawa

2009  High-Risk Youth Program Training - MARYHOMES INC.

2007  Bully Awareness Workshop - MARYHOMES INC.

2007  Professional Document Writing Workshop - MARYHOMES INC.

2006  Crisis Management Workshop Certificate - MARYHOMES INC.

2006  Attachment & Building Therapeutic Relationships Program - MARYHOMES INC.

Education

April 2015 - SPECIAL EDUCATION PART TWO

University of Western Ontario, London, Ontario

August  2012 - SPECIAL EDUCATION PART ONE

University of Western Ontario, London, Ontario

June 2012 - BACHELOR OF EDUCATION

Schulich School of Education, Nipissing University, North Bay, Ontario

Primary/Junior Division

iTeach Laptop Learning Program

TRIBES Learning Community Certification 

June 2008 - BACHELOR OF ARTS, CONCENTRATION IN HISTORY

University of Ottawa, Ottawa, Ontario

June 2002 - SECONDARY SCHOOL DIPLOMA, HONOURS

East Northumberland Secondary School, Brighton, Ontario

On-Going Professional Learning

It is my goal as an educator to continue my professional development. I plan on achieving this development on a number of levels, with varying degrees of structure. I believe that the people we interact with on a day-to-day basis have a great deal of influence on how we develop as professionals. I will continuously  be making strides to develop, on a personal and professional level. It is true, that we as human beings are always learning. This is a fundamental belief that I hold as an educator, and one that l will instil in the students in my classroom.

There are a number of opportunities that will allow me to achieve the standard I have set for myself.  I have made the commitment to complete Additional Qualification and Additional Basic Qualification courses within two, five and ten year periods. In the same time span, how I develop my abilities as an educator will fall in line with my personal philosophy. 

Within the next two years, I will have completed the Special Education(AQ), first distinction, as it falls in line with my prior professional development. I will also have completed the Intermediate Division Physical Education(ABQ), broadening my potential teaching field. 

Within a five year period, I hope to have found the opportunities which would allow me a classroom of my own, I expect that I will have completed several more ABQ and AQ courses, and found where best to insert them into my personal philosophy. 

Finally, a decade from now, I hope that my hard work and dedication to my students and the field, have guided me towards happiness. A setting that fosters awareness, health, safety and advancement are attributes of the learning environment that I will create to inspire the next generation of learners.

References

Sheila Mercer, Head Teacher

Woodlands Primary Academy

Church Walk, Bradwell, Norfolk,  England NR31 8QQ

Phone: 01493 665314; Email: head@woodlands.norfolk.sch.uk

Amber Simpson, Head Of Curriculum

Elanora State School

K.P. McGrath Drive, QLD 4221

Phone:(07) 55599222; Email: asimp62@eq.edu.au

Ivor de Sousa, Head Teacher

Northfield St. Nicholas Primary School

St. Margret's Road, Lowestoft Suffolk, England NR32 4HN

Phone: 01502563528; Email: ivor.de-sousa@northfield-st-nicholas.suffolk.sch.uk

Work Experience

July 2009 - December 2012

Residential Counsellor at Killarney Residence,

Ottawa-Carleton Lifeskills INC., Ottawa, Ontario

My responsibilities were to provide individuals who are developmentally disabled with encouragement, opportunities and experiences in a friendly and supportive manner. My aim is to promote self-development and ability to foster interdependent relationships with other members of the community. 

May 2006 - September 2011

Child/Youth Counsellor at the Tenth Line Assessment and Emergency Centre

MARYHOMES INC., Ottawa, Ontario

Implemented short and long term social, cultural and educational plans. Liasoned with professionals in fields of law, social work and youth judiciary system. 

Volunteer Experience

Spring 2012 - Classroom Volunteer, under Jillian Parish - Grade 6 

Newcastle Public School, Newcastle, Ontario

  • Employ effective one-to-one instructional and personal based activities
  • Aid in classroom management 
  • Instruction of curriculum material in the Sciences, Physical Education, Arts and Social Studies

Winter 2012 - Co-ordinator, Grade 6 Vs.Teachers After-School Hockey Program

Newcastle Public School, Newcastle, Ontario

  • Organized and Supervised a weekly program of after-school hockey
  • 15 students and 5 teachers committed to playing every Thursday from 4-5pm
  • Ensured proper rules and etiquette were maintained 

Winter 2012 - Co-ordinator, Grade 5/6 Intermurial Basketball

Newcastle Public School, Newcastle, Ontario

  • Organized a ten(10) team, 56 game schedule with 90 students
  • Enforced rules for game play and proper basketball attire
  • Referee and monitored all games on two different Nutrition breaks throughout the school day.

Skills

Skills