Why Gamification
Through the design structure of Gamification, students have the opportunity to take ownership of their learning process. The goals set by the students permit them to aim for mastery in historical thinking skills through a self-regulated pace in the curriculum. using their self-determination as their motivation. With more self-efficacy, students have more opportunities to shape their best self in the classroom, in hopes to transfer the same mindset to other areas of life.
Best Self in History
Striving for the best self in history requires one to engage in a transformative experience. This experience begins by inviting students to analyze, investigate, inquire and invent solutions that can impact the human history. It is with great urgency that students ought to engage in historical skills that involve their discovery of the roles they play in our society, environment, and global community as they are writing the the current chapter of history.
Best Self in Teacher
An instructor needs to create a learning environment where students can have the opportunity to engage in differentiated learning. Through curriculum design, feedback, assessment and instructional teaching, the instructor sets cognitive skills to engage students into learning. The teacher commits to the best self by meeting students where they are and supporting them to achieve their personal goals, creating pathways for improvement through feedback that is applicable and relevant to academic achievement.
Best Self in Boarding School
A major course load, extracurricular activities, homework, boarding, socializing among other tasks are the lifestyle of students in boarding school. How do policies, social and academic contexts at Loomis Chaffee promote and encourage mastery when students have busy and demanding schedules? Does the boarding school structure provide students with the motivation and risk-taking elements necessary for students to develop competence in their interest?
Stay in Touch
Kevin Guevara
4 Batchelder Road
Windsor CT, 07060
Tel: (908) 405-7071
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About
Journey of an Educator
My life experience of being a first-generation immigrant from El Salvador to now being a United States citizen directly informs my identity as a teacher and the learning environments I create for my students.
I arrived in New Jersey at the age of ten, not speaking a word of English. My zest for learning enabled me to master the English language and flourish in various academic, artistic, and athletic pursuits. I moved with my mother to Long Island in middle school in search of better opportunities. Seeking financial independence, I returned to New Jersey at the age of fifteen to live with my older brother and attend North Plainfield High School.
In pursuit of my personal passions and career aspirations, I self-funded my study of music at Raritan Valley Community College. I then transferred to Pillar College, where I developed a deep appreciation for philosophy and religious studies.
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As a recent college graduate, I joined the Pingry School community as a coaching Varsity Soccer and Middle School and Freshmen Lacrosse while also coaching Varsity Wrestling at North Plainfield High School. These experiences exposed me to mentoring athletes and ignited my passion for students. Soon enough, Pingry allowed me to fill two leaves-of-absence in History at the 5th and 7th-grade levels, giving me tremendous perspectives for the classroom.
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My commitment to grow as an educator took me to Watsonville, CA, where I taught 8th-grade religious studies at Monte Vista Christian School. As a novice teacher, I began to encounter the complexities of teaching, which made me aware of my need to pursue a more formal avenue for training.
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I was fortunate to find the Loomis Chaffee School, which extended the Penn Fellowship. My zeal for becoming the best teacher I could be brought me to Windsor, CT, where I continue to forge my craftsmanships of teaching, learning, coaching and advising.