Personal Introduction Page

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Learning about balance scales

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Japanese Tea Ceremony
Hello, and welcome to my eFolio! My name is Jennifer Litts. Though I have been a New Jersey resident all of my life, I have relocated to Virginia where I earned a Masters of Education in the Elementary Curriculum and Instruction as a graduate student at The College of William and Mary. When I graduated in May 2009, I became certified to teach grades Pre-K through sixth and received my Virginia Postgraduate Professional License. I did my undergraduate studies at Montclair State University in Montclair, NJ where I completed my course of study in December 2006 with a Bachelor of the Arts in Psychology and a Bachelor of the Arts in Studio Art with a concentration in Fine Metalworking & Jewelry-making. During my time at MSU, I served as a dormitory Resident Assistant, participated in a semester-long co-operative education position working in a kindergarten classroom for children with autism, and studied for a semester abroad at Kansai Gaikokugo Daigaku (Kansai Region Foreign Language University) in Hirakatashi, Japan where I studied Japanese language, anthropology, art, and sumi-e.
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The Children's Institute

While studying at Montclair State University, I took a co-operative education position at The Children's Institute in Verona, NJ. This private school is dedicated to educating children with special needs that are too severe to be served in the general public school setting. At The Children's Institute, I served as a one-to-one aide for a little boy with autism. During a normal day with this student, I assisted him through all of his lessons, lunch, centers, occupational therapy, physical therapy, and speech therapy. I also assisted in teaching the other eight special needs students in the classroom.

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The Goddard School
After graduating, I began working at The Goddard School in Sparta, NJ in January 2007. Initially, I worked with pre-toddlers ages 12 to 18 months as an assistant teacher and later was promoted to head teacher of the 12 to 18 month-old classroom in August 2007. Running a classroom for twelve pre-toddlers was a challenge that I adored, and I found great joy in my work. The experience also helped me to develop a deeper understanding of the importance of giving children a schedule to which one adheres. Following a schedule allows students to have an expectation of what to anticipate, which is something I will bring with me into my own classroom setting.

Working with children has always been a passion of mine, and I see being an elementary school teacher as a very fitting outlet for my interests and abilities. I envision my classroom to be a place where students are highly engaged and learning through co-operative group efforts, authentic materials and information, inquiry activities, and guided learning. I plan on incorporating my artistic abilities into my teaching and wish to share my inter-cultural interest with my students. As I teach, I hope to help my students develop to their fullest potentials and achieve all that they can as they move on in their educations and their lives.

During the fall of 2008, I began my classroom observations and working with my co-operating teacher, Mrs. Bonnie Wade, in her
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Planting a tree on Arbor Day!
kindergarten classroom at Rawls Byrd Elementary. Mrs. Wade is a veteran kindergarten teacher of over 30 years, and I learned a great deal about educating students as I completed my full-time student teaching position in her classroom. For my student teaching placement, I continued to work with students in Mrs. Wade's class. Currently, the school-wide population of Rawls Byrd Elementary is composed of 69% Caucasian, 19% African-American, 7% Hispanic, 2% Native American, 2% Asian, and less than 1% unspecified students. Of these students, 31% of the students are eligible for the free or reduced-price lunch program. Within my own classroom, I had twelve boys and seven girls. Three students were of African-American descent and two were of Hispanic descent. One student spent most of his time in a dedicated classroom for students with special needs. There were several other students who were pulled out of the classroom for services such as speech therapy, reading intervention, and gifted and talented services. One of the students was in the process of being assessed for special needs services and displayed the characteristics of high functioning autism or Asperger’s Syndrome. Another child in the classroom was being medicated to help treat his AD/HD.
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Me with a Bulletin Board I Made

Please feel free to look around this site and examine the different parts of my eFolio. Within it you will find information about such topics as my personal philosophy on teaching, knowledge of content areas, classroom management, and assessment skills. These pages will continue to be developed, changed, and improved as I move through my personal development, but this serves almost as a metaphor for the experience within which I now find myself. I hope you enjoy exploring my background. Thank you!