Section Two: Teacher Candidate Background Experiences

Introduction

The experiences that makeup my introduction to the world of teaching would not be

classified as common by any means. My surroundings were not such that the prospect of leading

a life of education was in the forefront. Moreover, it was through a series of forks in the road that

led me to where I am today, and the gratitude I have for those pivotal moments are hard to put

into words, but I will attempt it through this section of my portfolio. In section one of this

portfolio I went through the general aspects that led me to teaching with a large emphasis on

sports as my muse. The introduction also worked to lay out the fundamental aspects of this

portfolio in relation to how it will guide my experiences at Medaille College in the Md ED

program. I touched briefly on my methodologies regarding creating a safe space for children to

learn by working to develop strategies that enhance the learning of various types of learners. The

validation of my beliefs were shown through the works of theorists such as John Dewey who

believed in the concept of “progressive learning” which valued the practical aspects of obtaining

understanding through doing (Janse, 2019). Building on the foundation of section one, in section

two I will expand deeply on the influences that better define me as a future teacher.  This section

will be broken down into; educational background, work experiences as they relate to education,

school observations, practicums, and lessons learned, philosophy of education, & resume

(Mebratu, 2020). My background, experience, and philosophies may be unique in that they are

based on an unconventional path. I believe however, that this is what makes me a good teacher,

as my yearning to help those children who may have those unconventional paths to education

and my ability to relate to them, creates a genuity that cannot be forged. 

Educational background 

When reflecting on my beginnings in education such as elementary and middle school,

my memories are limited in the fact that I had little time to settle into a role. Having moved to

several schools in a short period of time and being the child of a teen mother who was forced to

drop out of high school, you could say survival came before my education. It was not until I

settled at my last middle school that I was able to explore an aspect of education that up until that

point was not at the forefront of my existence as a child. I had been shy and introverted, always

the new kid and never a sole part of my classroom from my perspective. However, at my last

school, I was introduced to who would be my forever friends. They changed me, or brought out

of me who I really was, creating a sense of inclusivity, an environment where I could be myself

and also have other children around me that related to my experiences to that point. It was the

first time that I was able to discover sports. I was naturally talented in football and basketball and

was encouraged for the first time to join a sports team. Having an environment where individuals

reached out to the standoffish kid like me, made all the difference in shaping who I was and was

the first pivotal point in my journey. All the while, I had little motivation in my school studies

with the exception of my grade five teacher who changed my outlook on what learning could be.

He strayed away from textbooks, focused on getting us up, acting out scenes from our English

books, and playing sports and outdoor activities to explain math. It was the first time that I could

see that there was a space for children like me to learn; unconventional but accepted. Howard

Gardner's theory of multiple intelligences is one that my teacher was implementing into his

work. He was able to rationalize the need for students to be able to learn in not only one frame of

teaching but multiple to acquire their own way of strategizing and problem solving (Smith,

2002). 
 By high school, my world revolved around physical education as I was one of the starting

players on my football team that was ranked top in the city. The competitive nature was where I

thrived best, but it was not solely the act of playing the game that grew my love for the sport, but

the community that came with it. My coaches were teachers at my high school and were the first

to inspire me to continue my educational journey. Neither of my parents had finished high

school, and no one in my family until that point had gone to university or college making

aspirations seem out of reach. One of my couches was a guidance counsellor. In addition to the

role he played as my couch, he was a mentor for me in pursuing a post secondary education. He

made me believe that it was a tangible goal, one that was necessary for me. We talked about

education as he saw before I did, that my role as a leader within my school community could

translate into the world of education.

Oftentimes I would be asked to have conversations with other students, ones that were

going through life’s struggles or those that could not see their own potential as I was used to

treading in those waters. I wanted to help, always striving to create that inclusive atmosphere,

and taking time to teach and review things with those who needed some extra time or other

forms of learning. I still remember the first time he mentioned teaching, me a teacher. I had

never been a top student and could not see myself in a profession with such responsibility and

professional recognition. The seed that was planted that day would change my life, as my drive

to excel in my studies was propelled by this goal that sat deep in my mind. He assisted me in

applying for university and getting into the school of my dreams. 

I began my undergraduate degree in Social Sciences still not being solidified in where

this journey would take me. Although I decided to stop my pursuit of football having turned

down requests to play for multiple schools, I still stayed connected to my football roots spending
my spare time volunteering for the team as a coach. During my time in University I took many

courses, but my course in sociology of education was another pivotal point in my life. My

professor broke down multiple theorists, their perspectives on teaching, theories of learning,

child behaviour, and how educational techniques have changed over the decades. She focused

intentionally on her inspirations, why she believed that education is the key to changing the

world for the better. She would ask questions that would sit on your chest and linger long after

the lecture was complete. What would the world be without knowledge and education? These

questions inspired me. I was being brought back to that deeply planted seed, the one that told me

I was meant to be a teacher, that it was my calling.

Although I knew that my path was different from others, I knew that my deep

understanding of people, my empathy, compassion, and yearning to learn, would make the true

definition of a teacher. One experience that was manifested through my professor’s lectures was

the explanation of Robert Rosenthal's theory of the Pygmalion effect. It is the theory that the

belief that one has on your ability to reach success will result in that success (Rosenthal, 2010). I

wanted to be that for students, the person who believes in them when they cannot believe in

themselves. I knew then that being an educator was my true calling and I believed it

wholeheartedly.   

Work Experience 

The conclusion of my football career although bittersweet, gave rise to the beginning of

my coaching career. It would be the first time that I would officially be placed in the role of

teacher as opposed to the one being taught. It is an aspect of my life that gives me a great deal of

purpose and connects me to not only the students but the community that I love to serve. I
volunteered and continue to do so to this day, as the couch of the receivers, the position I played

for the duration of my football career. The dedication of our coaching staff goes far beyond the

field, as we have created a family unit that has resulted in us becoming the number one team in

Canada for three consecutive years. It is an accomplishment that I hold near and dear to my heart

along with the members of the community that makeup our team. Through this experience, I

have been exposed to many challenges that one would face as a teacher in a classroom setting.

De-escalation of tense scenarios, striving to motivate students, dealing with home scenarios that

affect performance, modifying learning to best suit the learner, one on one time to discuss and

reflect with players on progress and things to work on in the future, in addition to numerous

other scenarios.

It has been a full circle experience working for the past six years on a coaching staff with

the same men who initiated the inspiration for my own career and steered me in the positive

direction that my life has gone. Dedication of time and energy into the team for travel, weekly

games, and daily practices has given me a taste of the dedication needed to be a motivated

educator. The act of educating does not stop at the end of the lecture but continues into all that

you do and all that you are, and I have encompassed that philosophy in my role as coach.  

Although my heart has been in my career as a coach, the experience being on a volunteer

basis had me left with having to gain a side job to assist in life realities of school payments and

various other expenses of life. For the previous 5 years I had been working at a local restaurant

as a server, but shortly after joining the team was promoted to a managerial position. These

duties included the management of the team with delegation of duties, authority, and

responsibility of weekly inventory, and recording and management of funds and financial

statements. These experiences placed me in the role once again of leader in addition to a trainer
for new staff. Whilst being a server gives you great interpersonal experience, the job of manager

gives additional instances where those interpersonal skills are tested. Growth in relation to

understanding various people’s personal circumstances and understanding various personality

types, has played a large part in shaping my professional attitude. When dealing with the public,

we are placed into scenarios with not only different personalities but various age groups that

include children and adults. My interaction with families including parents will be applicable to

the inevitable interactions I will have with students' parents and caregivers as a teacher. 

The exposure to my role as a mentor and manager sparked my interest in pursuing my

own business where I could further perform in an active role as a leader and team builder. During

some summers I had been a part of a landscaping team and again was quickly promoted to

supervisor. This role included creating teams for various job sites, quoting jobs, and completing

them daily.

 My knowledge of the trade grew quickly setting roots for my next venture. Having all

the skills and knowledge necessary to excel in the trade, I knew that I was ready to start on my

own as a small business. This past year I was able to gather friends with background in

landscaping and begin doing individual jobs. Organizational skills, and team building during this

entrepreneurial endeavour has been vital and I have grown exceedingly proficient in these areas.

My conviction as an employer has benefited as I have been exposed to scenarios of frustration

and have had to step in as a mediator and de-escalator. The team that I put together is made up of

immigrants who have recently come to Canada with the hopes of starting a new life. With these

individuals came exposure to a deeper and more personal understanding of other cultures and the

experiences and struggles of other people.

 Having to relate to persons from various backgrounds was something that I was not new

to being raised often in an inner city setting however, employing people from these scenarios and

being in a position of authority over them gave me the opportunity to form a greater

understanding.  Learning to relate to them in any way, even in small instances formed trust and it

was my ability to gain their trust that allowed them to be more honest, loyal, and open to me in

terms of their feelings and thoughts. This ability to generate an environment rooted in trust and

understanding results in people not being afraid to be themselves. I am confident that I can

generate the same attitude and atmosphere I have carried throughout my career till now into my

classroom to allow students to be open in expressing who they really are. 

School Observations and Classroom Applications

My first set of observations began in a highly populated private Buffalo, NY elementary

school administered by Medaille College. I was situated in a grade one classroom for the first six

weeks of observation and would then transition into a grade three classroom for another six

weeks. At the beginning of my first day, we were told that school had already started prior to the

week we began. As my classmates, teacher and I walked down the hallways, each classmate

being dropped off to their classroom, I could not shake the feeling of anxiousness circulating

through my body. Upon my arrival, my teacher immediately introduced me to the class and as I

stood there and looked around, my nerves began to release, and a euphoric sense of happiness

eased my nervousness. I plunged myself in a smaller than life elementary chair, sitting at a table

that I was bigger than. My teacher asked me to help with the morning attendance and of course, I

wanted to do everything possible to demonstrate that I was willing to help. It did not click until

the day finished that my fieldwork teacher understood how important it was for me to know the

students’ names. Being able and willing to know the students’ names was a tool to connect with
the students on a respectful level. As the weeks continued to pass, I got so involved with all of

the students. I was in placement on Monday mornings so before the class began, I would sit with

some of the students’ and talk about what they did on the weekend. Next thing you know, I am

walking down the hallways with some of the students’ holding hands on the way to the cafeteria.

I knew going forward that in order to be the teacher I wanted to be, I needed to take the time to

develop a safe and inclusive working environment.

As Parrett & Budge (2016) mention, in order to establish a system of learning in powerful

ways, a safe, healthy, and supportive learning environment needs to be implemented. A safe and

comfortable working environment will improve student learning, promote higher order thinking

and reinforce your commitment to your students’. As the first six weeks came to end, I

transitioned into a grade three classroom with a similar hard working, very committed teacher.

As soon as I stepped foot in my next teachers’ classroom, I could feel the intense and powerful

commitment she had for her students’. Her routines, transitions and rules were followed by the

students’ out of respect for their teacher. I could immediately sense that the students’ admired

their teacher and wanted to be at their best for her every Monday morning. Her classroom

reminded me a lot of B.F. Skinner’s work on operant conditioning. McLeod (2015) suggests

Skinner’s operant conditioning consistent of three responses that can follow behaviour. This was

apparent in my new placement, as my teacher had a gold star collection board that was in place

for students who participated in good behaviour throughout the week. This would have been an

example of Skinner’s positive reinforcement, where students would receive a prize if they

behave up to standards. This classroom management technique is one I plan to implement in my

future classroom and believe their solutions to all disruptive classroom behaviours. 
 During my second semester at Medaille College, I was fortunate enough to be placed

within a Buffalo, NY public school. The contrast between the two districts was evidently

noticeable within the first day in the school. The public school was like a family barbeque which

was vibrant, full of life and energy. As my classmates and I sat with our new fieldwork

instructor, we were asked which grade level we would like to be placed. Although I was given

the option to consider another grade one or three class, I knew I wanted to challenge myself with

something I was not comfortable with. As I stepped foot into the grade six classroom, my teacher

welcomed my arrival with open arms and was more than willing to help with any questions I had

and as the weeks passed by, I got to know the students’ on a deeper, more personal level.

However, unlike the other grade levels, this semester I found myself walking around the

classroom to get more engaged with the students. Grade six was not like my grade one or three

class, I learned very quickly that students’ have strong social, independent, and problem-solving

skills. I knew that I could not sit around and simply wait for the students to come to me for help,

I had to change what I was used to and adapt to the environment I was in. Going forward, I

decided to walk around the classroom, pacing up and down the rows of desks observing the

students’ and their habits. As luck would have it, my simple yet effective method for student

engagement had worked. Students’ were more likely to ask me questions when I was walking

around, as it was convenient for them when I was standing right beside them. After reflecting

upon my first two weeks in my grade six fieldwork, I knew I had to adapt in order to gain the

confidence and respect of the students’. It was an overall successful placement that drove me to

consider new adaptive and alternative ways to engage with the class. 

Overall, each fieldwork placement provided different, unique, and respectable teaching

techniques that were similar to my teaching philosophy. Although at some points I disagreed,
was confused, and vowed to not do the same, it was an eye-opening practical experience. Being

witness to firsthand teacher questions and student responses, I was able to further develop my

own reflection on how to promote a safe and healthy environment and classroom management

skills. I do believe that teachers should learn from their mistakes and need to consider their own

assessments in order to grow. Likewise, this mentality will aid in student development, learning

and engagement in the classroom. As mentioned before, creating, and sustaining a healthy, safe

working environment for the students’ is the true end goal. Thus, by being adaptive, constructive,

and open-minded, I believe the student-teacher relationship will develop a standard to uphold

within every classroom. 

Philosophy of Education

Introduction

The foundation of teaching should be supported by the resilience of a developed

philosophy that defines not only aspects of the educator themselves but the basis of goals to

which they have set for the projection of education for their generation of students. It is a

composite reflection of strategies and perspective that cultivate the intentions of the educator.

The philosophies that will be explored in the upcoming sections were influenced by my own

personal experiences in addition to the experiences fostered by my practical in class time and

studies at Medaille College. Although my philosophies will be laid out in full, it is my intention

that these ideas continue to develop and grow as education is ever changing and should never be
considered complete. Teachers should always be in a constant mindset that is open, willing to

learn, and willing to listen. I wish to be seen that way by my students and to be the teacher that

begins to define the feeling that they get when they think of school, that the sensation they feel is

not one of worry, anxiety, or discouragement, but feelings of yearning, happiness, and growth. 

Curriculum

The basis of thought is grown from the fundamental studies of science, mathematics, and

language but should be projected further into the development of self through personal

development and the strive for health as a whole (mind, body, and spirit). The compilation of

curriculum is taught through lesson plans and other tools however the delivery of these concepts

should go further in that the curriculum stimulates learning rather than simply memorization of

concepts that can then be regurgitated on assessments such as tests. Paulo Freire discusses the

banking concept which is one of the most common methods of teaching curriculum that uses the

act of the teacher teaching and the student obtaining and then believing those thoughts

(Micheletti, 2010). The disadvantage of this delivery is the removal of personal developmental

thought that is necessary in creating learners and true students instead of dehumanizing the

process (Micheletti, 2010). He proposed the concept of “problem-posing” where teachers and

students are solving problems and learning as a unit with a teacher as a guide or facilitator rather

than the power of choosing what is unimportant or unnecessary being left solely on the teacher

(Micheletti, 2010). It is a concept that furthers the thought of fluidity in curriculum that should

exist to gain the most advanced form of learning. It is the responsibility of the educator to

navigate the given curriculum and determine the vitality or importance of the aspects that are

deemed necessary while still meeting the goals and guidelines of the school board. To determine

that aspects of curriculum may be detrimental rather than beneficial.

  The curriculum should not only create an environment of personal thought and

expression in the topics of mathematics and sciences but also in topics such as technologies and

social studies that should have as much of an impact on the learner as the more common maths

and sciences. We must allow for students to be given all the tools necessary rather than placing

our own emphasis on topics we believe to be more important than others. This will lessen the gap

between learners who are considered more successful because they are able to obtain or learn

those fundamental studies better than a student who succeeds greatly in the arts or technology.

This leads to the capacity for learners of curriculum being hindered by the delivery of learning in

a singular form as opposed to multiple to engage all types of learners and those who learn at

various paces (Hall, 2002). Curriculum must be delivered where inclusivity is obtained to

individualized or student-centered curriculums that benefit the students on an individual basis

(Hall, 2002). This concept was developed by Tomlinson called “differentiated instruction” with

the emphasis being on recognizing that not all kids “are alike” and therefore we must not use

curriculum as if they are but vary our lessons based on these personalized needs (Hall, 2002).

 Learning

Learning is the action of obtaining information in a way to which it can be utilized as a

tool in other experiences. To learn is to have knowledge and knowledge is power that no one can

take from you. This is a concept that I believe deeply and the reason for the passion I have for

education. Learning must be delivered in an engaging way which is best obtained through the act

of doing rather than simply observing. Being involved in the process of understanding makes

obtaining information tangible, and quite simply, more fun! John Dewey's concept of

experiential learning further develops this thought with the understanding that while “doing”,

students will set personal goals that can be met and are therefore a part of their own development
process (Ord, 2012). We must be active in our strive to create an engaging atmosphere for

learning, one that encompasses multiple forms. Especially when dealing with a younger group of

individuals such as myself in elementary school settings, we cannot expect learning to occur in a

simply dull environment. We must make learning happen through stimulation of senses,

activities, and all that surround them. Classrooms should be interactive tools, not simply relying

on the teacher as the only interactive aspect of the environment. Collaboration and learning to be

integrated members of society is a necessary and vital form of the education system that is

overlooked (Parsons, 1951). We are not simply teaching kids things such as history and math,

but we are bringing together members of our community and teaching them how to coexist in a

positive and inclusive environment (Parsons, 1951). Therefore, emphasis on teaching these

seemingly obvious and tedious things must be given the highest value in our classrooms.

School

School should be a place of sanctuary for the student, a place that in its definition

promotes safety, inclusion, and warmth. I believe that the setting should be one that brings

students together by promoting inclusivity and self worth through an inspiring environment. The

school should not be a dead building, it should always feel alive with energy. By creating spaces

that are engaging, inspiring, and motivating, we will get the most out of our students in their

learning because they will be free from distractions and worry and be free to open their minds to

the possibilities an education can bring.

Learner

To be a learner is to be one who is seeking knowledge, however too often we place

learners into categories of good and bad based on basic achievements and not on an
individualized range of styles that make up learners. The theory of multiple intelligences though

simple is revolutionary in its simple yet ground-breaking concept that not all students are great at

all things or learn in the same way, but we all are good at things and we all can learn (Smith,

2002). Gardner explored the various types of learners to which we must engage during our

lessons such as intrapersonal, interpersonal, naturalists, kinesthetic, musical etc. (Smith, 2002).

For the learner to learn, we must utilize all forms of learning that could pertain to these learning

styles. This challenges the concept that one lesson plan with one style of teaching with the main

example being the use of a chalkboard and talking, will result in the potential success of all

students (Smith, 2002).  

 Assessment

Assessing learners is most referenced as the means of marking tests, or a student giving a

right or wrong answer. However, this simplicity can lead to the inhibition if we gage assessments

in too simplistic a form. Assessment should include the process of problem solving, effort,

engagement in classroom settings, the thought process, in addition to answers given being

considered right or wrong. For is the student totally wrong if their thought is logical, well

developed, and conclusive in nature just simply because it is not what the evaluator expected? Is

the student just simply wrong if the answer to the math problem is incorrect but the steps leading

to their answer were all correct up until the last step? We must encourage as we assess and test

the rightness within the seemingly wrong. Holding the process of problem solving and the beauty

of free thought as things to find pride in is vital for to diminish confidence in those things is to

hinder a leaner. 

Classroom management 
 The classroom environment should be one that strives for order, inclusivity, and a

uniform group. Conflict will arise but should be managed through de-escalation tactics that

create the least resistance. Avoiding using extreme measures of punishment will hopefully result

in an easier transition to de-escalation. In terms of my personal experiences in coaching,

threatening, or using suspension of games as a tactic for prohibiting bad behaviour naturally

resulted in an uproar and could also result in the conclusion of lack of respect. If the students do

not believe you respect them, they will be less likely to respect you as an authority figure.

Maintaining the attention of students is also fundamental in maintaining order within the

classroom. Giving students tasks to complete when work is done is one way to continue to have

the engagement of the classroom. An example could be joining in a game on the carpet when the

lesson is completed or doing a small chore that they are assigned to complete by the end of the

day that they could get started on (Alber, 2015). Management is most easily obtained through a

well throughout plan for what could cause disruption (Alber,2015). One teacher's account was

that she knew from previous experience that students coming into the classroom from recess took

longer to settle down and refocus. She then thought of having them line up with their hand on the

wall and ask them a silly question to allow them to enter the classroom. This made for a more

manageable transition from breaks throughout the school day (Alber, 2015). 

The teacher

Teachers are vessels of knowledge and must be able to facilitate learning. Reflecting on

the classes where I learned or obtained the most was when I was challenged to think through the

question and when I was encouraged for my progress. We as educators must stimulate critical

thinking and problem solving by challenging our students to find their voice and learn how to

break things down that works best for them. Avoiding becoming comfortable is a way to stay
engaged and continue to learn from our students and continue to seek knowledge on how to

better portray our curriculum. Caring is an aspect of being a teacher that is often overlooked.

However, I believe that we all remember those teachers that we sensed cared about us and our

well being (Nias, 1981). Being actively respectful of the process that our children are going

through will help them to trust us to teach them (Nias, 1981). 

Resume

The resume below is a document displaying the relative works and experiences that

reflect my readiness for a career in teaching. In addition, it displays my efforts for community

work, and educational accomplishments that qualify me for the next venture in my career and is

a summary of the various aspects that have been discussed in sections one and two of this

portfolio. 
 Darren Ivey
43 Firenze Drive, Hamilton, ON, L9C 46T2 darrenivey82@gmail.com (289) 339-4659

EDUCATION

Master of Science in Education In progress

Medaille College, Buffalo, NY
● Primary-Junior Qualification

Bachelor of Arts, Graduate June 2017

McMaster University, Hamilton, ON

CAREER RELATED EXPERIENCE

Teacher Candidate Placement Pending

Field Work: Grade 1&3 September 2019 – December 2019

Maple West Elementary School, Buffalo, NY
● Created and executed engagement with students assisting in daily tasks delegated by my teacher
● Engaged in obtainment of feedback from the Associate Teacher ensuring I grow and make
changes for continued success that would be applicable to the classroom
● Experienced modifying lessons and plans for students with an I.E.P

Field Work: Grade 6 January 2020 – May 2020

Hamlin Park Elementary School, Buffalo, NY
● Created and executed engagement with students assisting in daily tasks delegated by my teacher
● Engaged in obtainment of feedback from the Associate Teacher ensuring I grow and make
changes for continued success that would be applicable to the classroom
● Experienced modifying lessons and plans for students with an I.E.P
● Worked independently to assess individual presentations skills of students

Field Work: 1&3 September 2019 – December 2019

St.Therese of Lisieux Catholic Elementary School, Hamilton, ON
● Organize and instructed physical education classes through engaging and inclusive curriculum
● Received feedback from Associate teacher to modify lesson plans
 ● Involved in several guided reading groups focusing on development of student’s skills using
individualized techniques

VOLUNTEER

St. Thomas More Football

2014 –current
● Continue to volunteer as a coach for the HWCDSB
● Responsible for organizing drills, plays and an inclusive environment for the team focusing
on the receivers
● Dedicate time to daily practices, weekly games, and field trips with the team

Niagara Youth Flag Football

July 2019- current
● Worked as a couch organizing drills, displaying tactical techniques, and creating a team
environment
● Engaged kids ages 5-13 in the sport of football through motivational techniques and team
building

CAREER RELATED SKILLS AND INTERESTS_____________________________________

● Efficient in Microsoft Software including Word, Excel, and PowerPoint

● Ability to utilize technology including Smart Board and iPads
● Engaged in sports programs and eager to translate that knowledge to coach school sports teams

REFERENCES
References Available Upon Request

Conclusion
 The self reflection that I engaged in throughout the development of section two of this

portfolio allowed me to revisit the pivotal points that led me to where I am today. I hope that my

goal to express my passion in the most vulnerable sense was obtained. Through the written

reflection it became evident to me that my personal experiences through my education, volunteer

experience, and school observations, directly influenced my philosophy of teaching and was a

full circle moment. My progression from student to potential educator was shaped and molded

through all that I have endured and through my experiences that were practical, raw and real. I

was able to express and form a true idea of what my philosophy of education is that I will put

into practice. The vital works of theories of the many theorists I have been exposed to during my

studies at Medaille College, such as Hall and his theory of differentiated instruction, truly

changed my perspective on pedagogy (Hall, 2002). Lastly, I was able to develop a cumulative

list of my experiences and skills through my resume that displays why I would be an asset as a

teacher candidate.  In section three of this portfolio, I will put all that I have learned into practice

through a series of artifacts which will support my readiness and preparedness by displaying my

skills through a formulation of personal works.