Jonni George

Teacher of English

Uniontown Area School District

08.2005 - 06.2024

Developed innovative lesson plans to engage students in English language learning. On average there would be 15 to 25 students per class per 90 minute session. These students ranged in learning styles from learning support to honors students.
Improved classroom management by implementing consistent routines and clear expectations for behavior. Students knew to check the board every day when entering to see what will be covered and what supplies (folders/notebooks, textbooks, etc.) will be needed for class.
Utilized multimedia strategies and technology to convey information in fresh and interesting ways. Students were shown videos using music and new ways to demonstrate various parts of our English language. One example used was viewing a playing card domino set up video that helped students remember cause and effect. This video ended by revealing a picture of Kobe Bryant. Students loved it. Students now relate that video to remembering cause and effect by creating a mental image.
Promoted a positive learning environment by modeling respect, empathy, and active listening skills during all interactions with students. My school is considered a mix of lower and middle class students. For the most part the children are accepting of each other and their differences. Sometimes, things don't go as smoothly as hoped. The comment used to remind them that with the exception of a few tiny little differences, without our skin, all humans are the same slimy, gooey, icky mess leaving a snail trail behind us. Until someone proves to be a truly horrible person, everyone should be treated equally.
Designed and implemented assessments to measure student progress in English language learning.
Created and implemented activities to foster critical thinking skills of students.
Implemented project-based learning activities that encouraged collaboration, critical thinking, and problem-solving skills among students. Designed and facilitated group projects to foster teamwork and problem-solving skills. Towards the end of the year, we do a group project that deals with persuasive writing. Students are put into the groups by the teacher, (Students do not get to choose their groups. This creates an environment where students have to work with classmates who might not have been chosen otherwise.) Since advertising uses persuasive writing as a means to talk the general public into purchasing items or visiting various places, each group does a blind pick of pre-chosen businesses to create an advertising presentation for either promotion of an existing item or the creation of a new one. As a group, the decision of what and how to promote their business is made, Once the projects are finished, they present their work as examples of persuasive writing. It has worked beautifully. Also, there is only one entry for each business so no two groups have the same place to work with,
Kept classroom organized, clean and safe for students and visitors.
Differentiated instruction to accommodate diverse learner needs, ensuring all students had equal access to education opportunities.
Served as an advisor for extracurricular clubs or organizations, contributing to the overall development of well-rounded students.
Facilitated student-led discussions, encouraging critical thinking and effective communication skills. Each class novel done was set in a different historical time period. Students would first be asked what information was already known about each period. After which students were also given more background information about that particular event covered in the novel. This way, students not only experience a crossing of curriculums, but are also encouraged to ask questions about happenings that might not necessarily be covered in another class.
Enhanced students' reading comprehension with tailored literature assignments. Students were exposed to various styles of writing and learned how to locate specific information within the passages,
Adapted teaching materials for virtual learning platforms, ensuring continuity of education during remote learning periods. During the lockdown, classes were taught remotely. Stories from the textbook and a reading program were posted online to read and discuss the whys and hows of each story, The question why was always being asked, Students had to have a reason for their responses. A simple yes or no for an answer was not acceptable. Qualification was required.
Promoted culture of inclusion, respect and collaboration in classroom.
Established and maintained professional relationships with students, staff, parents and community members.
Created and maintained safe and orderly classroom environment conducive to learning.
Collaborated with other teachers to plan interdisciplinary units that connected subjects and promoted deeper understanding among students.

Summary

Overview

Work History

Teacher of English

Education

Master of Arts - Education

Bachelor of Science - Theater Arts

High School Diploma -

Skills

Certification

Extra Curricular

Timeline

Teacher of English

Master of Arts - Education

Bachelor of Science - Theater Arts

High School Diploma -

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