Joseph Motisi‘s Tumblr Blog

Joseph Motisi believes in encouraging students to learn through first-hand experience and setting goals in a supportive environment, and the dedicated teacher has spent nearly a decade educating elementary, middle, and high school students using this philosophy. After graduating from Humboldt State University in Arcata, California, with a Bachelor of Science in Natural Resources Interpretation, Joseph Motisi earned a Master of Arts in Education at the University of La Verne, also in California. Furthermore, he holds a professional clear Multiple Subject Teaching Credential (K-8). In 1999, Joseph Motisi joined Community Day School in Claremont, California, as an Alternative Education and General Education Teacher. In this capacity, he taught science, English, and physical education to students in grades 7 to 10. After teaching fifth grade summer school at Vista Del Valle Elementary in Claremont, Joseph Motisi became a Special Education Teacher at the same institution in a self-contained classroom for grades four to six. Joseph Motisi joined the faculty of Claremont High School in 2003 as a Special Education Teacher. Working with students in grades 9 to 12, Joseph Motisi acted as a Resource Specialist, a Special Day Class Teacher, and a Special Education Case Carrier. In 2005, he accepted an offer to teach alternative education at San Antonio High School in Claremont. The position entailed instructing continuation high school science and horticulture classes for students in grades 9 to 12 and community day school science and horticulture courses for students in grades 7 to 12. Continuing his commitment to education, Joseph Motisi presently substitute teaches for the Etiwanda School District in California. When not educating youth, Joseph Motisi enjoys fishing, gardening, and cooking. Joseph Motisi’s salsa containing tomatillos, as well as serrano and habanero chilies, garnered first place for Best Salsa at the L.A. County Fair in September 2010.

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Joseph S. Motisi: Children’s Multiple Intelligences

By Joseph S. Motisi

As an educator in Claremont, California, I have worked with both primary and secondary students, teaching an array of classes, such as special education, horticulture, and English. In my years of teaching, I have seen first hand the different ways students learn. As a teacher, it is my job to work with my students’ individual learning styles in order to facilitate their education. Howard Gardner’s theory of multiple intelligences makes a great deal of sense in the context of educational theory.

According to Dr. Gardner, people who assume a single variable called intelligence is a fixed trait from birth are incorrect. Instead, he posits that people display intelligence in a variety of ways, most of which cannot be measured using traditional testing methodologies, like IQ tests. By providing learning techniques that focus on these other types of intelligence, each student can maximize their potential. In his research, Dr. Gardner identified eight distinct types of intelligence:

1. Mathematical/logical: These students have strong deductive reasoning skills and learn best by solving puzzles or problems that allow them to logically establish sequences and draw intelligent conclusions based on data.

2. Verbal/linguistic: These students display a high degree of verbal ability and often learn best via reading, listening, and storytelling.

3. Musical: With a good ear for and natural love of music and rhythm, these students often learn best through rhythmic and musical activities.

4. Spatial: Spatial learners are the builders in the classroom. They learn well through the manipulation of objects and benefit from visual reinforcement of concepts.

5. Kinesthetic: These are the movers and athletes in the class. They learn best through hands-on object manipulation and physical movement.

6. Naturalists: True lovers of the outdoors, naturalists learn best through exploration of nature and animals.

7. Intrapersonal: Students that are intrapersonal learners have a strong understanding of their own thoughts and feelings, doing well in learning activities that call for independent self-expression.

8. Interpersonal: These social butterflies relate well to their peers and work best in collaborative activities.

By Joseph S. Motisi

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Required Teaching Credentials in California by Joseph S. Motisi

By Joseph Motisi

Possessing nearly a decade of teaching experience in California, Joseph S. Motisi currently holds a Professional Clear Multiple Subject Teaching Credential. Every state has its own sets of rules and regulations pertaining to teaching qualifications in each level of the education system. In California, the California Commission on Teacher Credentialing oversees this process; the organization sets the standards by which all of the schools in the state must abide. A different credential is required to teach elementary, high school, and special education students. A brief overview of each appears below.

Multiple Subject Teaching Credential (K-8): This qualifies teachers to instruct in elementary school classrooms, as well as in other settings in special circumstances. Candidates who meet all of the preliminary qualifications have several options for acquiring the clear credential, including completing a state-approved program, undergoing a fifth year of study at a California institution of higher learning, or earning certification from the National Board of Professional Teaching Standards.

Single Subject Teaching Credential (K-12): Teachers can choose from a diverse range of subjects to specialize in, from science and mathematics to business and home economics. The process for certification remains similar to that for the Multiple Subject Teaching Credential. All candidates who receive a credential in a specific subject must be recommended to the Commission by the institution where they attained the credential.

Education Specialist Credential: Required to instruct special education students, this credential is divided into two separate levels. To achieve the Level I credential, applicants must complete postsecondary education and satisfy the basic skills requirement. After meeting these goals, a candidate must complete extensive training in health and computer education, plus two years of classroom instruction.

By Joseph Motisi

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An Interview with Joseph Motisi on the Present when Teaching High School Level Children

Throughout his career, Joseph Motisi has worked with several students from different age levels in elementary, middle, and high schools. His most current full-time teaching position involved teaching science and horticulture classes to students in the 7th through 12th grade. Acting as the head teacher for students in high school can introduce some major issues to a teacher’s curriculum and overall sanity, and I had the benefit of talking with Joseph Motisi about topics of concern when working with high school children.

Q: Thank you for speaking with me today, Mr. Motisi. First, what are the factors that make teaching high school students so different from any other age group?

A: Thanks for having me. Teaching high school students can be an intriguing, experience, and I have definitely found pleasure in educating students who are this age. This being said, some factors that place high school students on a different level include the fact that they’re going through puberty, the presence of new hormones and fresh emotions, and the pressure to figure out what they want to do with their life after graduation.

Q: What’s one of the benefits of teaching high schoolers?

A: Their thought processes become very sophisticated at this age, and many students are starting to think critically for the first time when they enter high school. The possibilities for learning outcomes are endless with teenagers, as their capacity for knowledge can be limitless when they really put forth an effort.

Q: Do you have any advice for other high school teachers who may be just breaking into the industry?

A: My first thought is to advise them to treat their high school students as adults in as many instances as possible. Even though they are still technically children, it is our job as educators to prepare high schoolers for the world that lies ahead of them. We must hold these students accountable for their work and expect the highest level of effort from them.

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Joseph Motisi's website.

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Joseph Motisi's profile on Twitter

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Joseph Motisi's profile on Naymz