My name is Sylwia Gorczyca and I am a 3rd grade teacher. I graduated Summa Cum Laude from Rider University, double majoring in Elementary Education and Psychology. My minor is in Early Childhood Education and I also have a certificate in Leadership.
Rider University’s educational program has fully prepared me for the demands of a teaching position. Through Rider, I have had a variety of very unique field placements. For five semesters, I have had at least one, sometimes two, field placements. These have ranged from preschool through grade 5, inclusion and gifted-talented classrooms, and in affluent and urban areas. I am passionate about teaching and working with students so I try to get as much experience as I can. This is why I decided work to become certified as a substitute teacher. I subbed throughout college, taking any day off I had to be in the classroom, teaching. After graduation, I spent the remainder of the school year as a long-term substitute in Princeton. These experiences have confirmed my passion for teaching and helped prepare me to teach.
Through these experiences, I have been working with the Common Core State Standards and have become very familiar with them. I have written and taught many lessons for a variety of grades. For two semesters, I worked in classrooms that exercise the Responsive Classroom Model; therefore, I have become very familiar with it and developed a tremendous passion for it. Incorporating technology in the classroom has become a huge part of my everyday practice. One of my placements was piloting a technology based Google Chromebook Program and I am currently implementing interactive whiteboard activities to support my lessons. I have had experience with Teacher’s College Reading and Writing Project, Guided Reading, inquiry based science, and the Math in Focus Program. Also, I have used various assessments tools such as anecdotal observations, conferring, running records, spelling inventories, and other formative assessments. During my semester of student teaching, I have been observed several times and evaluated on the Charlotte Danielson Framework for Teaching Evaluation Instrument.
Outside of the classroom, I perform a vast amount of community service that helps me gain experience as a future teacher. As of now, I have completed approximately 1200 hours of community service through the Bonner Community Scholar Program. The majority of these hours have been dedicated to helping low-income urban youth improve their literacy skills as well as teaching English Language Learners to read, write, and speak English. I have also participated in events such as Relay for Life and Restore the Jersey Shore. I hope that my interests prove that I am passionate in helping others and in improving our community.
I believe in a curriculum that values academic excellence and is rigorous and challenging so that students become deep, critical thinkers and problem solvers. I have a passion for learning and I believe that my passion is evident to students. All people should be lifelong learners and I hope to instill a love of learning in my students so they can grow into lifelong learners. I have always respected different learning styles and through my field work experiences, I have learned how to adapt my instruction accordingly through various differentiated lessons. With my tremendous passion for Responsive Classroom, I want my students to feel comfortable and cared for because then, they will take risks, take on challenges, and grow into both compassionate people and intelligent adults. This model also helps students become responsible citizens in a global society.
I believe that my passion for learning has brought me to where I am now. In my future, I am eager to learn more to continue growing as a teacher.
Rider University’s educational program has fully prepared me for the demands of a teaching position. Through Rider, I have had a variety of very unique field placements. For five semesters, I have had at least one, sometimes two, field placements. These have ranged from preschool through grade 5, inclusion and gifted-talented classrooms, and in affluent and urban areas. I am passionate about teaching and working with students so I try to get as much experience as I can. This is why I decided work to become certified as a substitute teacher. I subbed throughout college, taking any day off I had to be in the classroom, teaching. After graduation, I spent the remainder of the school year as a long-term substitute in Princeton. These experiences have confirmed my passion for teaching and helped prepare me to teach.
Through these experiences, I have been working with the Common Core State Standards and have become very familiar with them. I have written and taught many lessons for a variety of grades. For two semesters, I worked in classrooms that exercise the Responsive Classroom Model; therefore, I have become very familiar with it and developed a tremendous passion for it. Incorporating technology in the classroom has become a huge part of my everyday practice. One of my placements was piloting a technology based Google Chromebook Program and I am currently implementing interactive whiteboard activities to support my lessons. I have had experience with Teacher’s College Reading and Writing Project, Guided Reading, inquiry based science, and the Math in Focus Program. Also, I have used various assessments tools such as anecdotal observations, conferring, running records, spelling inventories, and other formative assessments. During my semester of student teaching, I have been observed several times and evaluated on the Charlotte Danielson Framework for Teaching Evaluation Instrument.
Outside of the classroom, I perform a vast amount of community service that helps me gain experience as a future teacher. As of now, I have completed approximately 1200 hours of community service through the Bonner Community Scholar Program. The majority of these hours have been dedicated to helping low-income urban youth improve their literacy skills as well as teaching English Language Learners to read, write, and speak English. I have also participated in events such as Relay for Life and Restore the Jersey Shore. I hope that my interests prove that I am passionate in helping others and in improving our community.
I believe in a curriculum that values academic excellence and is rigorous and challenging so that students become deep, critical thinkers and problem solvers. I have a passion for learning and I believe that my passion is evident to students. All people should be lifelong learners and I hope to instill a love of learning in my students so they can grow into lifelong learners. I have always respected different learning styles and through my field work experiences, I have learned how to adapt my instruction accordingly through various differentiated lessons. With my tremendous passion for Responsive Classroom, I want my students to feel comfortable and cared for because then, they will take risks, take on challenges, and grow into both compassionate people and intelligent adults. This model also helps students become responsible citizens in a global society.
I believe that my passion for learning has brought me to where I am now. In my future, I am eager to learn more to continue growing as a teacher.