Related Experiences

RELATED EXPERIENCES

October 2017 – Present                             

Special Olympics Moose Jaw Community Executive Council Secretary

Special Olympics Saskatchewan, Moose Jaw, Saskatchewan

Responsibilities: record meeting minutes and develop written documents for the Community Executive Council; communicate with the Special Olympics Saskatchewan provincial office; support and oversea Special Olympics Saskatchewan sport programs in the community; develop monthly newsletter and Special Olympic Moose Jaw’s Facebook publicity page; recruit volunteers and donors; act as chair of meetings when required

                                                 

November 2009 – Present                             

Coaching and Advising

Active Start/Fundamentals Coach (January 2018 – Present)

Special Olympics Moose Jaw, Moose Jaw, Saskatchewan

Girls’ A Basketball Coach (December 2015 – Present)

Westmount School, Moose Jaw, Saskatchewan

Bantam Boys’ Volleyball and Cross Country Coach; Student Representative Council and We Day Committee Advisor (September – December 2014)

Mossbank School, Mossbank, Saskatchewan

Junior Girls’ Basketball Coach (November 2009 – June 2011)

Robert Southey School, Southey, Saskatchewan

Responsibilities: teach the relevant skills; motivate by positive means; plan and facilitate discussions, meetings, competitions, and practices; provide opportunities for student growth and independence; act as a positive role-model

IMG_3767volleyball 14volleyball 2014

 

February 2015 – July 2015                            

Autism Interventionist

Regina Qu’Appelle Health Region Child and Youth Services, Autism Services, Regina, Saskatchewan

Responsibilities: administer discrete-trail-training and the Picture Exchange Communication System through faded prompting and reinforcements to meet the programming goals of pre-school aged children; keep specific, objective data; provide and plan for community socialization programming and respite care; communicate progress to both parents and clinicians

 

September 2012 – April 2015                             

Literacy Tutor

Campus for All, University of Regina, Regina, Saskatchewan

Responsibilities: provide social opportunities and connections for adults with intellectual disability; model positive social relationships; motivate by positive means; act as a guide on the side; assist with the completion of modified course assignments; differentiate content, instructional strategies, resources, and assessment; develop literacy (essay writing and reading) and organizational (goal setting and time management) skills; assist with career preparation

 Campus for All Write-Up                                             

 

July 2011 – July 2015                 

Senior Counsellor (February – August 2014)

Medication Counsellor (May 2012 – August 2013)

Counsellor-in-Training (July – August 2011)

Camp Easter Seal, Saskatchewan Abilities Council, Saskatoon, Saskatchewan

Responsibilities: ensure safety, welfare, comfort, enjoyment, and independence of campers ages 6 to 70+ with level 2 to 4 care needs; assist with recruitment, interviews, and staffing; provide adequate, continuous training to all staff; provide constructive, unbiased verbal and written feedback and conflict resolution; review camper files and act as case manager; work as a liaison between the care provider, camp manager, camp nurses, counsellors, and dietitian; implement behavior modification plans; provide attendant care; administer medications under the direction of the camp nurse; assist with medical emergencies; serve, housekeep, and maintain campers’ belongings

Camp Easter Seal Performance Review 1Camp Easter Seal Perfomance Appraisal 2 Camp Easter Seal Performance Appraisal 3   Skills Assessment skills assessment page 2

 

May 2011 –  April 2014                      

Ambassador Leader/Senior

Ambassador Program, University of Regina, Regina, Saskatchewan

Responsibilities: act as 1 of 14 University of Regina representatives; plan and promote Welcome Week activities and other social events; organize and execute a fundraiser committee (Camp Easter Seal Steak Night); lead campus tours and Junior/Senior Ambassador training

Ambassador 2 AmbassadorSaskatchewan Abilities Donation 

 

September – December 2013          

Tutor Mentor

Campion College, Regina, Saskatchewan

Responsibilities: assist instructor with delivery, differentiation, and assessment of English 100; provide one-on-one tutoring and feedback

 English 100 page 1 English 100 page 2English 100 page 3 English 100 page 4

 

June 2009 – August 2011                  

Youth Worker

Southey Play Program, Southey, Saskatchewan

Responsibilities: plan and execute activities for children with various abilities ages 5 to 12; clean facility

Activities  and Interests

  • Membership: Participant in the UR Guarantee and UR Fit programs at the University of Regina, Regina, Saskatchewan.
  • Personal Interests: coaching, writing, reading, cooking, and exercising (running, biking, swimming, and basketball)
  • Volunteering: Hope for Shailynn Taylor Committee; Help Portrait Moose Jaw; Special Olympics Saskatchewan Winter Games; Taking notes for students with varying abilities, social event coordinating with Astonished!, and participating in the Campion College Engaged Learning Program at the University of Regina, Regina, Saskatchewan.

Campion College Engaged Learning Program Huda School Science Fair

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Recent Posts

Multisensory Approach to Letter Formation

As per our school’s Learning Improvement Plan (LIP) focusing on student writing growth, I am embedding different modalities of letter formation into our phonics lessons. The students are enjoying a multi-sensory approach to writing: play-dough, chalkboards, whiteboard tables, wiki sticks, letter magnets, wooden pieces, etc. A new favorite is writing our letters with paint brushes in shaving cream. It is a really simple lesson that warrants student engagement.

A typical phonics lesson activity: Lakeshore letter-sound buckets for sorting initial sounds.

Shaving Cream Letters Lesson:

  1. Hold up letter cards and get students to state the letter name, sound, and action.
  2. Students copy the letter, starting at the top, with paint brushes in shaving cream. They form the lowercase and the uppercase for each letter.
  3. Students “erase” their letter with their brushes and repeat the process for the rest of the target letters.

Writing letter ‘v’ in shaving cream.

But What About the Mess?

I find that it is not as messy as it may seem. Each student needs to roll up their sleeves and be reminded not to eat, fling, or touch the shaving cream with their hands. We talk about how it smells good but would not taste good (you may want to note that it is NOT whipped cream). I get students to wipe off any excess shaving cream on the side of their tin (get baking pan tins with higher edges rather than baking sheet tins with lower edges) and then at the end of the lesson we use paper towel to clean the brushes before putting them in water.

Ready for the next letter!

The Benefits

The best part of shaving cream letters is that students do not feel pressure to form their letters perfectly. If they make a mistake, they simply can “erase” and try again! The teacher can observe the letter formation and remind students to hold brushes appropriately and start from the top during the lesson so the practice is meaningful. All students, especially those who dislike pencil-to-paper work, seem to buy-in to the novelty of shaving cream letters. No tears, busy minds at work, and smiling faces… seems like a win to me!

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