Roberta Stathis

 (7)
United States - New Mexico - Las Cruces
Roberta Stathis
4.0
39 votes
Every child is capable of success. Every teacher is responsible for leading the way.
 
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This resource includes the following teacher and student materials that focus on the structure and punctuation in compound sentences: four-part lesson plan, instructional charts with full-color photographs, sentence frames, a student worksheet, a
Subjects:
Grades:
3rd, 4th, 5th
CCSS:
$3.00
25 ratings
4.0
Digital Download PDF (1.58 MB)
This resource includes the following teacher and student materials that focus on the use of correlative conjunctions (e.g., both/and, either/or): four-part lesson plan, instructional charts with full-color photographs, sentence frames, a student
$3.00
5 ratings
4.0
Digital Download PDF (1.63 MB)
This resource includes the following teacher and student materials that focus on the difference between and use of active voice and passive voice: four-part lesson plan, instructional charts with full-color photographs, sentence frames, a student
Subjects:
Grades:
8th
CCSS:
$3.00
3 ratings
3.8
Digital Download PDF (1.34 MB)
This resource includes the following teacher and student materials that focus on the use of negative past tense contractions (e.g., wasn't, weren't): four-part lesson plan, instructional charts with full-color photographs, sentence frames, a student
$3.00
2 ratings
4.0
Digital Download PDF (1.67 MB)
This resource includes the following teacher and student materials that focus on the use of modals (can, could, may, and might): two four-part lesson plans, instructional charts with full-color photographs, sentence frames, student reference sheets,
$3.00
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Digital Download PDF (1.74 MB)
This packet includes 12 grammar lessons (one for each month) based on a holiday or special event that takes place during the month. Each lesson begins with background information for the teacher and includes charts for instruction and student
$7.00
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Digital Download PDF (10.45 MB)
Research over the last decade has confirmed that explicit instruction in the rules of grammar helps students achieve higher levels of academic language proficiency. However, many teachers came of age during an era when grammar was not explicitly
$14.00
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Digital Download ZIP (8.38 MB)
Includes background information for the teacher and a one-page student reference sheet on writing a summary.
Subjects:
Grades:
3rd, 4th, 5th
CCSS:
FREE
4 ratings
4.0
Digital Download PDF (0.94 MB)
This white paper outlines the role of grammar in the Common Core State Standards and discusses how Grammar Gallery, a web-based K-12 grammar program, addresses these standards.
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Digital Download PDF (2.79 MB)
A white paper that discusses how effective academic vocabulary instruction provides students with opportunities for meaningful and productive practice.
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Digital Download PDF (1.81 MB)
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TEACHING EXPERIENCE

My teaching experience includes both K-12 and higher education: College Level -- Graduate teaching assistant at the Claremont Graduate School (1984-1985); lecturer in the Schools of Education and Social and Behavioral Sciences, California State University, San Bernardino (1984- 1988); lecturer in the College of Arts, California State Polytechnic University, Pomona (1988-1992); college instructor at New Mexico State University (2010). Primary/Secondary Level -- Elementary and middle school tutor and substitute teacher in the San Bernardino Unified School District, CA (1973-75); English language development teacher at the Singapore Children’s Society (1999-2001); resource teacher in the Holy Cross Catholic School catechism program, New Mexico (2005-2008); social studies teacher in Las Cruces Public Schools (2013). Over the last 16 years, I have authored and co-authored several educational programs, including Grammar Gallery, the nation's premier web-based grammar program for K-12 students. I also have written many articles and books in the area of social studies and English language development. In addition to my teaching experience, I have spearheaded a wide range of educational and research projects for many organizations. I spent the first part of my career in higher education, serving in leadership positions in the California State University. While at California State Polytechnic University, Pomona, I was the associate vice president for university affairs and had responsibility for oversight of the university’s public affairs program, which involved the planning, management, and evaluation of a broad range of public affairs programs and publications. I moved from higher education to the K-12 publishing industry, where I worked first as vice president for research and special projects and later as the executive vice president and interim company president. I oversaw new product development, strategic planning, marketing initiatives, and governmental affairs. I continue to focus on the development of instructional materials that meet the needs of English learners and students working below grade level.

MY TEACHING STYLE

To achieve outstanding success in the classroom, I believe teachers must possess the following skills and attributes: 1) Content Knowledge. First, outstanding teachers must have something to teach. In other words, they must be exceptionally well versed in their field of expertise, which presupposes a strong grounding in and passion for their content. 2) Instructional Expertise. A second critical skill of outstanding teachers is knowledge about how to teach. They must understand the teaching-learning process and have the skills to teach effectively in classrooms characterized by a wide variety of student learning styles, abilities, interests, experiences, and goals. Instructional expertise includes the idea of knowing which strategies and activities to use and when to use them, as well as the judicious use of assessment to inform subsequent instruction. 3) Core Belief in Students. The third critical attribute outstanding teachers must possess is a fundamental belief in students and the desire to help them achieve their potential. Relationships are at the core of learning and teachers must have faith in and care about their students and work tirelessly to create a learning environment in which students can and want to succeed. 4) Core Belief in Learning. In the same way that outstanding teachers must believe in their students’ ability to learn and achieve, they must also hold that same belief for themselves. Outstanding teachers reflect on what they are doing that works, what isn’t working as well, and how they can improve their craft in order to be more effective teachers. This assumes a continuing commitment to professional development.

HONORS/AWARDS/SHINING TEACHER MOMENT

I have won several prestigious fellowships and received awards for my scholarship and writing skills, including: Harvard Management Development Program, 1989 Institute for Educational Leadership: Education Policy Fellowship, 1987-88 California State University Administrative Fellowship, 1985-86
Passed comprehensive examinations for Ph.D. with distinction, 1985 Hausam-Fisk Prize for outstanding work in education, 1984 Norman K. Russell National Fellowship, 1983
Claremont Graduate School Award for distinguished work in education, 1983 Claremont Graduate School Fellowships, 1981-82 and 1982-83

MY OWN EDUCATIONAL HISTORY

I hold a bachelor’s degree in anthropology and social sciences (1975) and a master’s degree in education (1985) from California State University, San Bernardino. I earned a doctorate in education (1989) from the Claremont Graduate University in California. I'm currently pursuing alternative licensure at New Mexico State University, Las Cruces.

ADDITIONAL BIOGRAPHICAL INFORMATION

Throughout my career, I have sought opportunities to teach at all levels, including elementary and middle school as well as at the university level. I developed a “High School-College” program at the college where I worked, which involved working with high school students interested in concurrently enrolling in university coursework. I have continued to work with the youth in the Las Cruces community through faith-based organizations, participated in History Day events, judged high school culinary contests, and helped organized two summer study abroad programs (2010 and 2012) for NMSU students.

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