Rebecca Storr: My Story

1. Rebecca Storr:My Story I was born and raised in Ringgold, Georgia. My family struggled financially until I was older. We had what we needed, but very little more. I was brought up in a very loving environment and taught to value education in school and in life. I graduated from Georgia Tech with a degree in Mechanical Engineering, but didn’t immediately receive a job offer. I worked in Education for two years while continuing the search, developing my interest in helping others learn. I then worked for DuPont and Invista as an Engineer for ten years. I was married in August of 2006, and became a mother in October of 2008. While nearing the end of my maternity leave, I was informed that I had been laid off from my job. I returned to Education, deciding that I wanted to share my love of Math with others, especially those who think they cannot “do” Math. I am proud to be teaching Coordinate Algebra at LFO, my alma mater, building another generation of successful Warriors!

2. Cultural Viewpoint and Student Expectations • Since I have had health problems my whole life, I have a more thorough understanding of balancing illness with success in school and a career and expect my students to do the same. Attendance is essential for learning! • I was blessed to have been able to go to college and have a well paying job, but through relationships and travel to other countries I have seen how fortunate we are as a country. I try to relate this to students and help them know how fortunate they are to have such opportunities. Don’t waste your opportunity for an education, no excuses! • Growing up as a female with an interest in traditionally male dominated subjects I know what it is like to be teased and thought of as less than feminine. I want to encourage students of both genders to pursue their dreams, especially if they don’t conform to what society perceives as “normal”. • I believe that anyone can learn no matter their background or perceived ability to learn. If there is dedication and persistence in both the teacher and student, learning will occur. No matter the physical or mental condition, everyone can and should continue learning. It is a privilege not a right! • A teacher cannot make someone learn, the student has to be an active participant in their education.

3. Discovering Student Obtain Method Use team building exercises to learn fun facts about each student. Spend time trying to speak to each student individually to develop a relationship of trust and understanding Tailor group and individual projects to build on what they know from their surroundings and backgrounds, combining each other’s strengths to create a final product Monitor learning progress through formative assessments and individual instruction to learn how each student learns best and at what pace they are comfortable so lessons can be adjusted to cover the needs of the whole class • Classroom relationships • Teacher student relationships • Difference in backgrounds and personalities • Difference in learning styles and speeds

4. Guidelines for Classroom Behavior • Respect others. Respect yourself. Respect your school. • Arrive on time. • Raise your hand before speaking. • Sharpen pencil during non-instructional time. • Pick up after yourself. • Leave other people's materials alone. • Do not interrupt other students' learning. • Keep hands, feet and objects to yourself. • Keep your hands clean and take care of personal hygiene in the rest room during breaks. • No vandalism. Don't write or carve on your desk or school property. Treat equipment with care. • No food or drink other than water.

5. Guidelines for Learning • Listen to others and participate in class discussions. • Stay on task. • Do your assignments. • Bring materials and have them ready. • Listen to directions. • Cooperate with your group. • Do your own work. I need to know what YOU know. • Participate in your own learning, I cannot learn it for you I can only provide the means for learning.

6. Consequences • For the first instance, a verbal warning will be given. • Points are deducted from the students weekly behavior status grade for additional instances of the improper behavior, one point for each instance. • If this behavior is not self-corrected within the week, the student will be relocated in the classroom, and the parent will be contacted. • If the behavior persists, the student will be given a detention with the teacher and the parent will again be contacted. • If the problem is still not remedied, an office referral will be written and an administrator will become involved.