Mr.+Merritt's+Bio



For the last fifteen years I have been an educator, first and foremost. I have taught nine year-olds to question the processes that shape the world around them, twelve year-olds to solve for x, and recently, my own five year-old to ride her bike. I enjoy the sense of purpose and satisfaction the role provides. I believe there is a science to effective teaching. So I recently had an opportunity to return to school as a full time student in the University of Washington’s College of Education. I have worked to break the skills of effective teaching down into analyzable parts and find ways to employ these skills in my own teaching. My experience is broad and unique, as I have taught in public, private, and international schools. Each has provided me invaluable experiences in a variety of backgrounds, cultures, and educational systems. In Seattle public schools there are many challenges. In a classroom of 24 first and second-graders, I learned how to effectively manage time and materials, and adjust instruction for a variety of curriculum. The Bush School in Seattle is a private school where the values of the school match those of my personal values as an educator. I believe in inquiry-based, student-centered, authentic education. At this private, independent school, I was able to team teach with other competent and dedicated professionals. In this situation, I learned how to work in a partnership with a peer and utilize grouping options in order to better identify and accommodate for ranges in student abilities and learning styles. I embraced the school’s approach to learning in non-formal environments and developed as a coach and outdoor educator. It was at this time that I began my Masters degree in education at the University of Washington. The six years at Jakarta International School were extraordinary. I had the rare opportunity to work with professionals from all over the world. Working with colleagues who have been raised in different educational systems but who strive to create an effective and integrated curriculum has been unique. During my time at J.I.S., I have been involved in a large overhaul and streamlining of curriculum and instruction at all 13 grade levels. It has been a process of exploration and discovery for me as an educator and student of education. Curriculum in Australia, New Zealand, and Great Britain share many similarities with those of the United States. But educational systems of Japan, Singapore, and Korea differ in methods and benchmarks. It has all added to my knowledge base and has made me a more aware and cooperative collaborator. My time abroad has also raised more questions about the effectiveness of the American approach to education in math and science.  Indonesia is a country of remarkable cultural wealth and history, but is not known as a hot-bed of educational innovation. There are many reasons for this, but one principal problem is there are so many children in this country and too few schools and teachers. Many local schools open for twelve or more hours and run as many as three sessions per day. As a result of such little time in the classroom, students are most often asked to simply read and memorize much of the material. While working at J.I.S. I have spent time working with the Foundation of Excellence in Education to help improve teaching methods of local teachers. Preparation for these teacher-training sessions has required me to compile and analyze my own teaching philosophy. I have also developed my skills as a presenter and enjoy the challenges associated with teacher-training - skills that helped me as a teaching assistant at the University of Washington. The idea of being at the forefront of teaching is appealing to me. To be at the forefront, one must have access to new ideas and research. I intend to continue to foster my connections with the University of Washington as a resource for me and my students as I continue my work as an international educator.