Jamie Goekler

 (27)
United States - California - Novato
Jamie Goekler
3.9
6 votes
"Nine tenths of education is encouragement." Anatole France
 
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By Jamie Goekler
This is a 3-page blank practice chart for writing katakana characters in Japanese. It includes space for writing characters that are not found in the Japanese hiragana syllabary.
Subjects:
Japanese, Foreign Languages
Grades:
1st, 2nd, 3rd, 4th, 5th, 6th, 7th, 8th, 9th, 10th, 11th, 12th, Higher Education
Types:
Worksheets, Handouts, Homework
FREE
not yet rated
Digital Download DOC (0.16 MB)
By Jamie Goekler
This guide addresses language learners' attitudes, beliefs, and fears. The guide suggests strategies and techniques that enhance learning effectiveness, providing an easy-read for both high school and college students. This introduction covers
Subjects:
World Language, Foreign Languages, Study Skills
Grades:
9th, 10th, 11th, 12th, Higher Education
Types:
Research, Original Textbooks, EBooks
FREE
1 rating
4.0
Digital Download PDF (0.56 MB)
By Jamie Goekler
Easy to use hiragana syllabary.
Subjects:
Japanese, Foreign Languages
Grades:
3rd, 4th, 5th, 6th, 7th, 8th, 9th, 10th, 11th, 12th, Higher Education
Types:
Worksheets, Handouts, Homework
FREE
2 ratings
4.0
Digital Download PDF (0.14 MB)
By Jamie Goekler
This is a blank hiragana syllabary chart for practicing hiragana characters. It includes combined characters.
Subjects:
Japanese, Foreign Languages
Grades:
2nd, 3rd, 4th, 5th, 6th, 7th, 8th, 9th, 10th, 11th, 12th, Higher Education
Types:
Examinations - Quizzes, Handouts, Homework
FREE
not yet rated
Digital Download DOC (0.13 MB)
By Jamie Goekler
A must-have PowerPoint Presentation demonstrating 50+ Japanese gestures. Great tool for beginning, intermediate and advanced Japanese language learners. Table of Contents Introduction……………………………..5 Gestures & Miming……………………6 Paralinguistic
Subjects:
Japanese, Foreign Languages
Grades:
9th, 10th, 11th, 12th, Higher Education, Homeschool
Types:
Lectures, PowerPoint Presentations, Cultural Activities
FREE
3 ratings
3.8
Digital Download PPT (7.99 MB)
By Jamie Goekler
This is a 2-page chart for memorizing Japanese katakana characters. It includes characters that are not found in the Japanese hiragana syllabary.
Subjects:
World Language, Japanese, Foreign Languages
Grades:
2nd, 3rd, 4th, 5th, 6th, 7th, 8th, 9th, 10th, 11th, 12th, Higher Education
Types:
Examinations - Quizzes, Handouts, Homework
FREE
not yet rated
Digital Download DOC (0.09 MB)
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6 total vote(s)
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TEACHING EXPERIENCE

ESL Program Director 08/2012-Present Novato Community of Christ, Novato, CA • Direct 50-student ESL program for church-nonprofit • Coordinate ESL teachers, curriculum, surveys and assessments • Organize PR and recruit students and teachers Canal Alliance Opportunity Center Site/Job Development Coordinator 10/2011-Present Canal Alliance, San Rafael, CA • Manage Opportunity Center health, legal, and job trainings • Coordinate Opportunity Center outreach events • Coordinate volunteers and volunteer activities • Create and facilitate resume writing, job skills and job development workshops • Enhance employment opportunities for low-income immigrants • Facilitate twice yearly job fairs to enhance employment opportunities for immigrant and migrant workers ESL Program Coordinator, Canal Alliance, San Rafael, CA 8/2010-10/2011 • Recruited, trained and managed ESL and economic development volunteers • Assessed and referred students to appropriate levels of ESL classes in order to develop reading, writing, listening, and speaking skills and enhance their cultural knowledge of the target language environment • Conducted teacher observations for 9 levels of ESL instruction • Evaluated CASAS tests, tracked and evaluated student progress • Organized community outreach events • Assisted with data collection, research, writing and grant reporting ESL Program Director/ESL Teacher, Jumpstart Network, Novato CA 9/2009-6/2011 • Assisted with program direction, advertising and community outreach • Wrote and managed grants and reports • Assisted in managing and staffing of program personnel • Provided student orientations and advised and counseled incoming students • Tested and placed students in courses relevant to level of English proficiency • Developed ESL curriculum, lesson plans, tests and assessments for adult English language learners • Trained teachers in ESL teaching practices • Created qualitative and quantitative student surveys • Supervised and mentored students • Taught beginning-intermediate ESL classes to adult English language learners • Educated students in reading, writing, listening, speaking, grammar, reading, phonics, civics, and vocational English language skills Administration/Volunteer/Events/Outreach/Disaster Coordinator, Marin Food Bank, Novato, CA 11/2008-8/2010 • Provided high-level administrative support by conducting research, preparing statistical reports, handling information requests, and performing high-level clerical functions • Assisted Executive Director with policies and procedures, and all other applicable rules and regulations pertaining to Marin Food Bank programs and services • Maintained agency records and financial reports • Calculated volunteer hours/participation • Prepared correspondence, received visitors, arranged conference calls, and scheduled meetings • Translated programmatic information into Spanish for clients and personnel • Assisted with donor database • Promoted fundraising, solicitations, food drives and special events • Managed, directed, interviewed and trained volunteers, coordinated volunteer activities and assessed skills • Provided safety training workshops; created, maintained and updated the Disaster Plan EFL Teacher, English Opens Doors Program, Casablanca, Chile 6/2008-8/2008 • Assisted as an English teacher in junior high school, high school, adult education, and community English-language development classes with high levels of poverty in rural Chile • Became adept at adapting learning materials to ill equipped classrooms, textbooks, and technology • Developed and implemented English lessons based on listening and speaking skills for various age groups of Spanish speakers • Coordinated, developed, and implemented agriculturally-based English language lessons for a week-long CODESSER (National Society of Agriculture, Educational Corporation) Winter Language School for Chilean high school students who study, work, and live in New Zealand for one year • Solicited, organized, and coordinated funds to help a Chilean woman start a local artisan enterprise ESL Teaching Intern, American Language and Culture Institute, Chico, CA 1/2008-5/2008 • Developed unit objective and lesson plans for beginning-intermediate ESL students • Constructed lesson plans with student centered activities to promote cooperative learning • Implemented language learning strategies • Designed activities for learning language in context • Utilized whole language approaches for reading instruction • Educated students in how to interact successfully in a variety of social situations and respond appropriately • Fostered appreciation of diverse student backgrounds • Developed classroom management skills Japanese Teaching Associate, California State University, Chico 8/2006-5/2008 • Instructed beginning and intermediate Japanese language to university students • Developed curriculum, created lesson plans, and prepared multi-media presentations • Administered examinations, assessed student performance, determined course grades, and conducted classroom-based research • Created, organized, and maintained online activities, assessments, and evaluations using online WebCT and Vista programs • Utilized language laboratory equipment for the instruction of Japanese as a Foreign/ Second Language. Used audio-visual materials to practice listening skills, enrich vocabulary, and improve reading rates. Offered computer-assisted instruction in word processing programs, internet communications networks, and language skill development programs • Organized in-class and extracurricular activities to acculturate students to Japanese society and culture • Rewrote an introductory Japanese textbook following the criteria for the National Standards for Foreign Language Education and implemented them in CSU, Chico classes in spring, 2008 • Collaborated with Professor of Japanese at CSU, Chico on writing a comprehensive Japanese Verb Dictionary to be published in spring, 2008 Japanese Instructor, Upward Bound, CSU Chico 6/2007-8/2007 • Instructed introductory Japanese language and culture to college-bound high school students • Provided students with linguistic and cultural enrichment • Engaged in teaching culturally and linguistically diverse heritage language learners with backgrounds in English, Arab, Hmong, Spanish, Korean, Japanese, Russian, Vietnamese, and Chinese languages ESL Tutor, Community-Based English Tutoring Program (CBET), CSU Chico 5/2007-7/2007 • Tutored English to parents and adult community members who are non-native speakers of English • Developed thematic, student-centered, project-based instruction • Facilitated teacher and peer-coaching opportunities • Modeled good teaching strategies • Demonstrated use of CBET materials Writing Assistant, University Writing Center, CSU Chico 1/2007-5/2007 • Aided university students in understanding and meeting writing assignment requirements • Helped university students plan and get started on writing • Talked about and helped develop ideas • Assisted in setting and meeting priorities for revision work • Taught students to control such surface features of writing as syntax, grammar, punctuation, and spelling • Promoted detail-oriented, activity theory approaches Japanese Teacher, Pleasant Valley High School, Chico, CA 3/2006-6/2006 • Taught 9th through 12th grade Japanese language and culture as a long-term substitute teacher • Adapted lesson plans to meet the needs of diverse student populations • Instructed Japanese using MI Theory, Total Physical Response, and communicative learning methods and strategies • Provided positive classroom management Japanese Tutor, Student Learning Center, CSU Chico 1/2004-5/2004 • Created and implemented language lessons • Supervised up to 20 elementary Japanese language students • Created rubrics and progress reports • Compiled and analyzed exams assessing students’ language competencies Educational Assistant, Disability Support Services, CSU, Chico 8/2002-5/2004 • Assisted with test proctoring, note-taking skills, and acted as a scribe • Supported hearing-impaired students with comprehension of verbal material, vision-impaired students with written material, and learning disabled students with various academic projects • Provided a flexible, team-oriented, professional work environment for students and coworkers • Exhibited patience, empathy, and respect for diverse student populations Citizenship Program Volunteer Teacher, C.A.V.E., CSU, Chico 8/2002-12/2003 • Volunteered and coordinated instruction of ESL, history, government, and principles of the U.S. Constitution for 15 non-native English-speaking community members • Mentored students’ in various subjects to pass the INS’ oral and written Citizenship tests • Communicated in English and Spanish with respect for students’ diverse languages and cultures Teacher of English as a Foreign Language, Saitama Pref., Japan 6/2003-8/2003 • Volunteered as an English teacher; worked at two public high schools in Saitama Prefecture, Japan • Taught English grammar and conversational English • Promoted literacy in language labs • Developed and implemented English-based games in high school classrooms based on JET teaching practices • Tutored English to Japanese youth in after-school programs Spanish Language Tutor, College of the Redwoods, Mendocino Coast 8/2001-5/2002 • Tutored elementary Spanish to diverse college students • Assisted in individual and group tutorials • Established a team-work oriented, flexible, affective environment in which students practiced Spanish language proficiency AVID Tutor, California Student Opportunity and Access Program, Mendocino, CA 8/2001-06/2002 • Functioned as a role model for students with diverse backgrounds • Aided in the increase of the number of high school students taking rigorous academic classes (including honors, dual credit, and Advanced Placement courses) • Provided a developed curriculum (writing, study skills, college entrance, and multi-subject tutorials) • Taught critical thinking and collaborative learning through small groups • Taught study skills and long-term academic survival/success skills

MY TEACHING STYLE

Teachers are mentors; they open the eyes of their students based on their vision of the world around them. They dare to care; they lead students across a battlefield of emotional and physical constraints that keep them from learning, encouraging them to never give up on their goals in life. Teachers offer examples of successes and failures, sharing their personal and professional experiences to enhance the motivation of their learners. Working mostly with second and foreign language adult learners of English, I bring to the classroom my love for life and the world around me. This allows me to peer into other cultures with eyes wide open, always seeking the splendors of other ways of living and interacting with humanity. Although American English will be the focus of my teaching, I will teach my students to embrace the rich English language, enriched by the many cultures that make up its dynamic existence. In short, I teach students that to seek a vision of the world from another vantage point is an important educational goal. English, like many other languages, opens doors that allow people to become a dynamic part of English-speaking cultures while maintaining their own identities. Language learning enhances learners’ cultural and linguistic understanding, based on respect and care for all people and cultures, heritage, backgrounds, and languages. Promoting equality and a love for learning in the classroom challenges linguistic and cultural barriers, opens the door to new experiences, and cultivates the desire to see the world from a vastly different perspective. I have traveled to Canada, Japan, Chile, Argentina, and to the borders of Bolivia and Peru to discover a world full of marvelous people, scenery, languages, dialects, and ways of life. The culmination of my educational experiences abroad, the various levels of education I have received in the U.S. and around the globe, and the addition of the Master’s Program in Teaching English to Speakers of Other Languages have allowed me to grow both personally and professionally and have contributed to my global teaching philosophy.

HONORS/AWARDS/SHINING TEACHER MOMENT

California Teachers of English to Speakers of Other Languages (CATESOL) 2007-2012 Phi Sigma Iota International Honor Society in Foreign Languages and Literatures 2007-2008 CSU, Chico Outstanding Leader Award 4/2007 CSU, Chico Leaders Honor Society 3/2007 Phi Theta Kappa International Honor Society 2001-2002

MY OWN EDUCATIONAL HISTORY

California State University, Chico Thesis: Uchi-Soto: Inside-Outside: Language and Culture in Context for the Japanese as a Foreign Language Learner http://csuchico-dspace.calstate.edu/bitstream/handle/10211.4/267/11%2028%202010%20Jaime%20Louise%20Goekler.pdf?sequence=1 Master of Arts in Teaching International Languages (TESOL) 12/2010 Graduate TESOL Certificate 5/2008 Bachelor of Arts in Pre Credential Spanish 12/2005 Bachelor of Arts in Latin American Studies Minors in Japanese and Linguistics 12/2005 International Study Abroad Programs: Catholic University of Santiago, Chile 2004 Hatogaya High School, Saitama Pref., Japan 1993-1994

ADDITIONAL BIOGRAPHICAL INFORMATION

Jamie Goekler completed her M.A. in Teaching International Languages (TILs) with a graduate certificate in Teaching English to Speakers of Other Languages (TESOL) at California State University, Chico. Her Bachelor’s degrees are in Pre-Credential Spanish and Latin American Studies with Minors in Linguistics and Japanese. She has taught English and Japanese to elementary, middle school, high school and university students around the globe. Goekler was a Japanese Teaching Associate at CSU, Chico from 2006 to 2008. She participated in the English Opens Doors Program as an English as a Foreign Language (EFL) teacher in Chile in 2008 and interned as an English as a Second Language (ESL) teacher at the American Language and Culture Institute in Chico. Jamie's latest work, a Master's thesis titled "Chi-Soto (Inside-Outside): Language and Culture in Context for the Japanese as a Foreign Language Learner" is a work that demonstrates her interest in the distinctions of and similarities between language and culture as it relates to linguistic and paralinguistic communication. Goekler's latest endeavors have included work as Director of ESL Programs for Bay Area non-profits and helping immigrant populations reach self-sufficiency. She enjoys teaching international languages in her free time. Her future goals include world-traveling, teaching, helping underprivileged populations, increasing awareness of social justice issues and research as it relates to second/foreign language acquisition.

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