Michael Camba

While I complete my MSW at Columbia University, I tutor students from elite private schools in Manhattan many of whom are my former students. Some of the aspects that I cover are:

• Assisted children with daily homework tasks by uncovering and removing obstacles to success
• Developed student confidence though attentive instruction in History, Latin and Logic, applying positive reinforcement strategies
• Provided one-on-one and small group reading instruction to over 5 students falling behind in study skills
• Collaborated with students to complete homework assignments, identify lagging skills and correct weaknesses
• Educated students on study tips and exam strategies
• Interacted with parents, students and co-workers to build support networks and enhance student success
• Collaborated with parents to create tutoring sessions appropriate for student's age, learning preference and learning style
• Responded to after hours email and telephone requests to provide students assistance with specific questions

• Designed engaging lesson plans that promoted critical thinking and historical analysis.
• Facilitated classroom discussions to enhance student understanding of global events and cultures.
• Developed assessment tools to evaluate student progress and adjust instructional strategies accordingly.
• Collaborated with colleagues to create interdisciplinary projects that reinforced historical concepts across subjects.
• Implemented innovative teaching methods that improved overall student performance and interest in history subjects.
• Contributed to departmental initiatives for curriculum development, assessment design, and professional development opportunities for colleagues.
• Boosted collaboration among students with group projects focused on analyzing historical events from multiple perspectives.
• Evaluated student performance through formative assessments, summative assessments, class discussions, written reflections, and project-based learning tasks to inform instructional decisions.
• Strengthened students'' critical thinking abilities by implementing Socratic seminars and debate activities within the classroom setting.

As the middle school latin teacher I was responsible for

• Introducing middle school student to the Latin language in the 6th grade
• Expose and have students acquire various verb tenses, noun declension, vocabulary acquisition and translation skills into their daily work with the language.
• Incorporate aspects of the Greek and Roman culture when appropriate.

With the 7th and 8th grade classes

• Introduce more advanced Latin grammar and syntax structures
• Translate texts from various Latin authors such as Ovid.
• Incorporate and introduce various literary themes and styles as the students translate texts.

The goal of my program in the middle school was to surpass the established middle school Latin curriculum and introduce an Upper (high) school level curriculum,

As a Subject Expert Teacher I taught:

• Latin in grades 5 and 6
• Introductory Logic/Rhetoric in grade 7
• Classical History in grade 5
• World History in grade 6

Using a modied Socratic method of teaching:

• I devised a curriculumn for each class based on a question and answer format that led to the discovery of information
• Classes were heavy on discussion, critical thinking and comparative analysis of topic and themes

In additon to me regular teaching duties:

• I also developed and run a rooftop terrace garden program for the school in which both vegeatables and owers are grown which are used throughout the school
• I further created and taught a study skills summer course for the middle school to prepare them for the upcoming academic year

I left this position due to an ethical decision the school made that I was uncomfortable with.

As the Science teacher for the lower school at The Geneva School

• I incorporated a science program to meet the educational needs of lower school students
• I incorporated music, poetry, song, hands on activities, and in-class experiments as a way to introduce science
• Covering a wide range of topic from the solar system to plants to the water cycle
• The classes utilized a Classical method of teaching-a modied Socratic of questioning and answering, as well as more age appropriate methods of jingles, songs and visual aids
• Assessment ranged from the regular written assignments and note-taking to hands on activities and experiments to assess understanding of a topic

As the 5th Grade Latin teacher,

• I effectively used a curriculum that introduced the Latin Langauage to middle school students with vocabulary, basic grammar and syntax skills as well as beginning Latin to English translating techniques

I was let go from this position when the subjects were absorbed by tenured teachers.

During my time at AHHS, using a modied Socratic method of teaching,

• I developed the Latin curriculum at the school for freshmen, sophomores and juniors at this College prep school
• In this development, I have strengthened freshmen introductory, beginning and basic understanding of Latin Language including translation, syntax and grammar
• At the sophomore level, a continuation with more complex syntax structures and grammar as well as translation of Caesars Gallic Wars
• The Junior level concentration is of translation of major writers of Latin Language including Jerome, Plautus and various authors of the Golden Age of Rome
• I required students to present group presentations twice an academic year based on aspects of Roman culture and civilization
• Roman history as well as Christian teachings and culture are also apart of the classroom dynamic and learning on all levels

As a World History teacher,

• I present in a Socratic method various aspects of major ancient civilizations including Egypt, Greece, Rome, China India and Meso- America
• Emphasis is placed on discussion, critical thinking and research paper writing
• Students compose 4 original research papers per academic year based on historical aspects approved by me
• Primary documents of the specic civilization and culture are also introduced and analyzed in class in order to provide a more complete understanding of the culture

I left this position when the shrinking student numbers elimated the position.

Serving as a substitute teacher for the Tarrytown, Harrison and Briarcliff Manor School Districts in the elds of Social Studies, English and Latin.

I created and develop curriculum in a variety of subjects for a college preparatory high school (9th through 12th) following specic guidelines stipulated by the Los Angeles archdiocese. I taught

• World History and Cultures (Honors & Regular)
• World Literature
• Economics,
• Latin I, II, and III grade levels

Regular World History

• Using a modied Socratic method of teaching introduced student to a variety of past civilizations
• I introduced students to the literature of each civilization with primary documents to gain a better perspective of the culture and for the students to learn and develop close analytical skills of complex historical documents
• Required a group based fall project in cooperative learning. Students compare and contrast 3 civilizations based on specic features of a civilization (i.e. religion, architecture, social classes)
• Required student engagement in a spring group semester project that accounted for historical events worldwide within a 300 year period (Almanac of History)
• Used various methods of assessment such as daily homework, oral quizzes, essay tests and traditional objective testing

Honors Specific

• Required students to develop research papers with an initial topic proposal and thesis questions. Upon approval, students are required to write a 3-5 page paper in MLA format once a month to further develop research and paper writing skill

World Literature -Senior Elective
Developed and wrote curriculum/guidelines as well as goals/objectives for class which were approved for the University of California system.

• Using a modied Great Books method of teaching, introduced students to various pieces of literature from ancient as well as modern civilizations (Gilgamesh, Bhavagavad-Gita, Iliad, Song of Roland, Robin Hood, Curse of Capistrano, etc)
• Required students to read independently from a varied selection of 19th and 20th century novels from throughout the world ( and submit a modied 10-12 page book report

Engaged students in active class discussions on the varied ancient literary works and modern literature that accounted for a substantial percentage of their overall grade.
Economics (Senior elective)

• Utilized the Socratic teaching method introduced students to the fundamentals of Modern America Macro and Micro Economics
• Required students to research a Fortune 500 company and provide an 8-10 page research paper based on their findings

Created an income project to demonstrate real life expenses and income levels Presented material providing practical application through current events
Latin classes (I, II, and III)

• Developed a specic curriculum for Latin I, II, III based upon university level material using primary sources as texts
• Required students to develop and present oral presentations based on the ancient Roman and Greek civilizations
• Prepared students for participation in the National Latin Exam in spring of academic year with students placing above the National Average
• Placed emphasis on the Classics when learning in the classroom

I left this position to move to New York City