Throughout my life, I have had a love for language: writing, reading, and understanding. This love led me to major in English, pursue graduate work in the field, and ultimately to seek teacher certification so that I can share my love of language with students.
Teaching first drew me in as a high school student, when I took an internship class during my senior year, in which I spent an hour every school day as an assistant in an elementary school classroom. In college, I chose to devote my studies to English literature, composition, and linguistics. After graduating from the University of Louisville, I began tutoring college students in composition through the Campbellsville University Writing Center. I tutored and reviewed essays for English language learners, students in remedial English, and students with diverse abilities and majors.
When I moved back to Louisville, I began teaching ninth grade English for a homeschooled student, then grammar for two middle school students, and I eventually added four writing students in different grade levels. With these students, I grew as a teacher. Two of my students were exceptional learners, so I had to adapt my instruction to meet their needs. In the past year, I have worked as a substitute at a school for students with special needs, an experience that has taught me about differentiating instruction for a wide range of abilities. As an employee of a local, privately-owned learning resource center, I taught test preparation and preparation for college composition. These varied experiences have given me a wide repertoire of instructional tools and settings.
Since I began my Master of Arts in Teaching, my passion for educating young people, specifically middle school students, has grown. Throughout my coursework and field placements, I have encountered effective teachers, diverse learners, and frequent opportunities to teach in different settings. I have gained experience with large group instruction, small group instruction, and multiple co-teaching methods. I have worked with special needs, gifted, twice-exceptional, and English as a Second Language students. Through these experiences, I have developed my skills as a teacher; now, I seek to become one.
Thank you for your consideration.
Sincerely,
Katharina B. Snyder
Teaching first drew me in as a high school student, when I took an internship class during my senior year, in which I spent an hour every school day as an assistant in an elementary school classroom. In college, I chose to devote my studies to English literature, composition, and linguistics. After graduating from the University of Louisville, I began tutoring college students in composition through the Campbellsville University Writing Center. I tutored and reviewed essays for English language learners, students in remedial English, and students with diverse abilities and majors.
When I moved back to Louisville, I began teaching ninth grade English for a homeschooled student, then grammar for two middle school students, and I eventually added four writing students in different grade levels. With these students, I grew as a teacher. Two of my students were exceptional learners, so I had to adapt my instruction to meet their needs. In the past year, I have worked as a substitute at a school for students with special needs, an experience that has taught me about differentiating instruction for a wide range of abilities. As an employee of a local, privately-owned learning resource center, I taught test preparation and preparation for college composition. These varied experiences have given me a wide repertoire of instructional tools and settings.
Since I began my Master of Arts in Teaching, my passion for educating young people, specifically middle school students, has grown. Throughout my coursework and field placements, I have encountered effective teachers, diverse learners, and frequent opportunities to teach in different settings. I have gained experience with large group instruction, small group instruction, and multiple co-teaching methods. I have worked with special needs, gifted, twice-exceptional, and English as a Second Language students. Through these experiences, I have developed my skills as a teacher; now, I seek to become one.
Thank you for your consideration.
Sincerely,
Katharina B. Snyder