Foundation Award for Teaching
Dr. Kayla Lewis
Reading Foundations and Technology
College of Education
I. Philosophy of Teaching
As someone who prepares future teachers, I take my job very seriously. I realize the importance of teaching others how to teach children. I believe the best way to lead is by example. I utilize a variety of instructional techniques within my classroom to accomplish this goal. Although lecture is sometimes a necessary component, I prefer employing hands-on cooperative learning and group discussion as often as possible. I believe students learn a great deal from me, but they also learn a great deal from each other. I believe an engaged classroom is one in which a lot of learning takes place.
The content is an essential piece of teaching, but so are relationships. I believe John Maxwell’s quote, “People don’t care how much you know until they know how much you care” rings true in any classroom. I teach my students the importance of building relationships with their own students just as I strive to build relationships with them. I believe having a mixture of strong content, engaging activities, meaningful relationships, and a positive learning environment is the best way to help each of my students reach his or her full potential.
II. Example of Courses/Topics
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RDG 318 – Foundations of Reading Instruction
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RDG 421 – Practicum – Methods of Teaching Reading and Language Arts in the
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Elementary Schools
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RDG 640 – Analysis and Correction of Difficulties in Literacy
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RDG 660 – Diversity Issues in Literacy and Content Area Instruction
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RDG 780 – Assessment Procedures for the Literacy Specialist
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RDG 781 & RDG 782 – Assessment and Remediation of Literacy Problems
III. Future Projects
My research interests primarily lie in three areas: interventions for struggling readers, culturally authentic Native American literature, and preservice/in-service teacher education. I am working collaboratively with colleagues from a variety of programs on three separate projects related to these research interests. I am working with a local school district to evaluate a new intervention program designed for struggling readers in a summer school setting. I am also working with a colleague to evaluate culturally authentic Native American literature for children and young adults. Finally, I am working with colleagues in four other programs across campus on an Interprofessional Education project aimed at helping preservice teachers and in-service teachers learn more about professional collaboration.
IV. Topics related to teaching and of interest to the University Community, for which you are available for presentations and/or consultations (e.g., presentation tools, special topics, technology, public affairs).
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Student Engagement
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Cooperative Learning
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Breaking Native American Stereotypes
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Multicultural Children’s Literature
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Interventions for Struggling Readers