“To enable their joy!”
Every action I take as a teacher is directed toward the above statement. Without attempting to overreach or go “over-the-top”, I hold this statement as fundamentally true and vital. To the best of my knowledge, ability, skill, and experience, every aspect of encounter with me is my attempt to enable a student’s joy, now and in the future, no matter the subject, nor the task.
Students may even dispute that this is what is happening. That is the absence of experience and wisdom talking, but I am patient. How could anyone contemplate teaching, in reality, without patience. Impossible. Whether recognized or not now, and I am willing to try and explain where beneficial, how what I am able to do now comports to the above maxim.
I want to be able to take part in the development and enrichment of students’ lives as they prepare for their futures, encouraging them to excel in all that they do.
An important motivator for student learning is for me to build a clear expectation of success, encourage the students in all that they do and provide fair and beneficial assessment. I need to ensure that the curriculum directly links to the learning outcomes/essential learnings of each key learning area while recognizing and acknowledging achievement.
As a professional I respect my peers and will teach students to respect others by being a good example. Respect is vital, especially because there are many social and cultural differences in schools.
I believe that as a teacher I play a huge role, not only in the development of students for their future but also to build their confidence, purpose and personal sense of responsibility. Therefore I need to continually reflect on what I have said and done in the classroom to correct any errors and to learn from successes.
Teaching and learning online is more difficult, in my experience, both for student and for teacher. It is a “limited bandwidth”, in terms of human emotion and pathos, method, and therefore can be more easily frustrating to the student. It requires an additional level of maturity for a student to be successful learning online. I will not be physically present to any student, by definition, to encourage, cajole, ensure, motivate, etc. Students must assume greater responsibility, while more convenient, for engaging actively in the pedagogical exercise, and reaping the recognition of performance thereof.
I provide exercises and pedagogy, upon experience, I find appropriate for the student in front of me. I grade accordingly, fairly, and impartially. To earn an “A”, it must be earned. To earn an “F”, it must be earned, etc. I try to provide very timely feedback and encouragement and precise direction to students, so that, of their own volition, they may correct course in a timely way to most benefit their studies and the results thereof.
Matthew P. McCormick, 1/16/18
Spring 2002 2. TCM 130 – Into Telecom, TCM 233 – Voice Communictions
Fall 2002 3. TCM 250 – WAN/LAN, TCM 474 – Infosec, IT 320 – IT Architecture/OS
Fall 2009 2. CNS 378-Host Infosec – ONLINE
Spring 2010 1. ECT 582-ecommerce – ONLINE
Summer 2010 2 TDC 477 – Network Security – ONLINE
City Colleges of Chicago – Harold Washington College
Spring 2013 1. CIS 120
Fall 2013 2. CIS 120
Fall 2013 3. Algebra 1
Fall 2014 2. Math of Finance
Spring 2015 3. Math of Finance
Fall 2015 3. Math of Finance – ONLINE
Fall 2014 1. IS 120
Spring 2015 1. BU 345 – ONLINE
Fall 2015 1. CPS 445 – ONLINE
University of Wisconsin – Madison
Fall 2017 1. ISyE 601 IoT
Spring 2018 1. ISyE 601 IoT
University of the Cumberlands
Fall 2018 1. ISTCOL 439 Cybersecurity Capstone II – ONLINE
Spring 2019 1. ITSIOL 332 Interconnecting Cisco Network Devices 1 – ONLINE
Spring 2019 1. ITSIOL 432 Cisco Routing & Switching Essentials – ONLINE
32 courses taught = 4 yrs full-time, 4-4, or, +5 yrs, 3-3
Tutor for Varsity Tutors (2018-present), Wyzant (2018-present), Tutapoint (2018-present), Mindojo (2019-present).
Lakeland University – CPS 445:
Systems Analysis & Design/Intro to Visible Analyst/SDLC/Agile/Scrum
This a Computer Science capstone course. Students, upon completion, will have:
-identified and described the phases of the systems development life cycle (SDLC), and understand the various agile methodologies used in the analysis of current software development.
-develop and evaluate system requirements through business analysis (BA)
-use tools and techniques for process and data modeling, such as data-flow diagrams, data dictionaries, and CASE tools which allow the business analyst and software developer a common reference ensuring business priorities in software design.
-explain the common ways projects fail and how to avoid these failures, through real-world scenario, and
-plan and undertake a major individual project, complete a feasibility analysis of a proposed system, and prepare and deliver coherent and structured verbal and written technical reports, and code.
Wisconsin Technical College System Certification, valid until 8/2021:
#51 – Teaching & Adult Education
#52 – Preparing to Teach Online/Teaching Methods
#52 – Preparing to Teach Hybrid
#54 – Educational Evaluation
#55 – Guidance & Counseling
#69 – Educational Diversity
#50 – Curriculum & Course Instruction
#53 – Educational Psychology