Terence Paul Rydberg
MS, Education, BA, Communications / Music
Technical / professional training in the Guitar
Telephone: (773) 445-4122
terence.rydberg@gmail.com
Objective
To utilize current strategies and theories to plan, organize, and implement structured lessons with a public institution for instruction at secondary / post - secondary levels with an established and well-defined curriculum guide for education in English language training.
Summary
Previously held a position of responsibility for course programmes and resources. Details: In various capacities of education and training in human resource management programs, curricula in private education, including teaching of English as a Second Language (ESL), provided students with language skills to include academic, business, and professional applications. Diversified experience in teaching, working with multicultural / national groups of people. Background in working with human resource programs for staff development, and the instruction given at elementary, secondary, and tertiary levels of education to instruct in English conversation and composition. Highly motivated professional who can provide an organization with:
- An excellent and thorough technique to teaching the English language
- A definitive approach to course requirements, procedures, and methods
- A teaching philosophy that seeks to inspire and motivate students to reach their best levels
- A strong team player with skills to organize, motivate, and manage.
- Teaching Experience: Teaching English to speakers of other languages (TESOL), and Teachers of English as a Second Language (TESL), with three years of experience as an English Instructor, of which one (1) year was overseas / international in the Japans (Korea), in addition to professional experience in the field of education as a teacher of ESL in a post-secondary program of education for individuals with physical disabilities. Experienced in teaching: General English to Adults, Young Learners, and English for Academic Purposes (EAP), In-house Business English for Corporate Clients, English for Teachers.
Qualifications
- Instruct students through lectures, discussions, visual aids, and other effective teaching methods for student comprehension. Prepare lessons and outlines to use in class that effectively cover the material. Administer various types of assessments to monitor student's comprehension of the material. Perform various administrative duties such as taking attendance, organizing the classroom, and recording grades. Coordinate conferences to review students performance and attend faculty meetings and training sessions.
- Capable to also perform functions of product trainer, clinician in music (guitarist) instrumental specialist for musical instrument manufacturer, musician/product specialist to hold clinics at retail music stores to demonstrate how to get the most out of what may also be wanted in an instrument, and talk about (as well as demonstrate) the specifics of an instrument's features and benefits, help regional sales representatives of a music business from a company, and assist store managers when a clinic or training session is being held.
Experience http://guitar-logic.net
- Experienced editor / writer for books and associated materials for music education. Worked closely with authors, designers, and freelance artists to produce high-quality resources in a timely manner. Several years of professional experience; advanced musical knowledge; excellent writing and editing skills; familiarity with design software for musical notation, in addition to English, journalism, related fields, and music.
- Wrote Pro Lessons, published by Guitar-Logic, Copyright © 2006 as technical manuals for instruction to teach instrumental skill in music education and the performing arts in guitar and bass studies, to also include music theory, technique, and improvisation, with professional experience in private instruction to provide individual tutoring. 22 hrs per wk / self employed - private students 1/1990-1/2006 - Teacher of English and ESL in post-secondary program of education, in addition to subjects of special education for Individuals with physical disabilities at ICRE - R Roosevelt 9/2000-9/2002
-Teach in subjects of pre-vocational education and special education (Autism, PH, TBI. and TMH). 10/1999-9/2000 The Anixter Center
- Administer, score, and interpret results of standardized, norm referenced tests of achievement, criterion-referenced and diagnostic tests, including an informal reading inventory. Teacher for subjects of music and reading at middle school and high school levels of education 10/1998-10/1999 RMHS
- Teacher of elementary and secondary students at Esperanza Community Services, Inc., a Waldorf School. 10/1997-10/1998
- Cross categorical classroom teacher for exceptional children (CD, LD, SED, TMH), in affiliation with Special Education Services, Inc. 10/1995-10/1997
Education
- MS, Education, Chicago State University Chicago, IL
- BA Communications / Music, De Paul University, Chicago, IL
-Instruments - Acoustic / Electric and Classic Guitar
- Technical / Professional training: Independent study of the classic guitar for professional development.
- Scholarships, academic, and other experience: Illinois Teacher Scholarship to defray 100% of tuition for graduate work, leading to Master Degree in Education from Chicago State University.
- Independent contract experience in employee training, English for Business Communication at Dow Chemical Korea, Ltd., Motorola Electronics and Communications Incorporated, and The Coca - Cola Company, in addition to adult education classes in English as a Second Language (ESL), TOEFL, TOEIC, and ESL classes (for grades K-12) 2/1994-2/1995.
- Curriculum in Education, with particular attention to subjects of Assessment. Tests and Measurements, also including criterion referenced measures of an informal reading inventory, in program for Master Degree in Education.
- Reference materials include musical literature in classic guitar studies, in addition to numerous arrangements of contemporary music of acoustic, ballad and jazz genres in guitar.
Birth Date June 17 1957
Marital Status Single
Nationality USA
II
Job description with reference to previous or current employment (ICRE-R). - Communicate to instruct students of all levels of competence, as well as students with physical and mental impairments. Knowledge of English as a Second Language (ESL), to instruct non-English speaking students. Capable, patient, and tolerant to relate to problem students with profound emotional problems. Capable of using ESL methods and materials in preparing and delivering instructions. Capable also to evaluate students, select objectives to meet student's needs; to guide and direct faculty staff regarding necessary training and development of students. Capable of maintaining effective working relationships with staff, assigned students, and parents of assigned children.
- Taught elementary and secondary subjects, vocational subjects, and developmentally delayed children;
- Evaluated educational development and learning readiness, using professional teaching skills to promote the habilitation, rehabilitation, daily living and prevocational skills of students with developmental and mental disabilities with responsibility for preparation and maintenance of Individual Education Programs (IEP) for assigned students;
- Adapted and revised standard practices and specialized teaching techniques to meet the individual needs of students;
- Planned curriculum and prepared lessons and other materials considering individual needs, abilities, learning levels, and physical limitations of students;
- Provided functional supervision within the classroom to teaching aides and technicians;
- Conducted initial diagnostic assessment of the academic and motor skill level of students who also have severe developmental and mental disabilities, using prescribed assessment procedures and tools;
- Evaluated students as to their educational assets, interpreted tests of student's abilities, and developed written individual educational programs (IEP) for students as part of the rehabilitation program for eventual community and employment placement, using the "least restrictive environment model."
- Implemented educational readiness/prevocational and daily living training curriculum for students;
- Used hand-over-hand training to develop fine motor skills;
- Used balance beam exercises to strengthen coordination;
- Taught reading, basic arithmetic, social awareness, telling time, money management, positive work attitudes, and good grooming;
- Instructed and directed paraprofessional staff in implementing the classroom educational program and in keeping detailed daily records of student progress; - Evaluate and made educational program changes, as students progress;
- Evaluated student learning potential and progress by observing, and by administering educational, diagnostic, and achievement tests;
- Participated in educational staff conferences to determine the IEP for instruction and placement of individual recipients, to gage the rate and scope of educational progress and to advance academic and vocational knowledge, and to increase marketable work skills;
- Counseled students regarding educational and vocational matters;
- Maintained daily attendance records and advised supervisor of any problems with student attendance;
- Provided documentation of student records on a regular and as needed basis;
- Requested specialized instructional materials, equipment and specialized teaching aides needed for special education of students;
- Provided in-service training for faculty staff who provide assistance to carrying out prescribed programs of instruction with individual students;
- Attended workshops and professional meetings.
III
Essay on Education by
Terence Paul Rydberg
The theme of this essay is to outline my qualifications to teach with a professional institution in a position which would allow for further development and promotion within the institution that will offer education and training services for clients in adult education young adult learners.
I could help such a training center to implement a curriculum-based course plan to also teach English in a computer generated software curriculum for learning to provide an individualized education plan for each student to acquire skills in ESL at his own level and rate of learning for success.
The programs at a training center would also be designed to meet the needs of students, for language tutoring and instruction in order to be able to communicate in the English language.
Students would complete certain assessments of the curriculum-based program before going to class.
This may also include an informal inventory of language skills given by the teacher in an interview with the student - individual thematic units of the course plan, and interviews with teachers to set goals for learning.
Experiences that students have at the training center may also result from business partnerships for learning programs, courses, tutoring, and language laboratory.
Individuals would be able to take courses where they can acquire and apply knowledge to use technology in learning English.
Labs would be available for help in listening, speaking, reading and writing using computers.
Teachers at a training center should use up-to-date and effective teaching techniques and study materials in a communicative approach to language learning and teaching.
What would make the educational program different from other English as a Second Language (ESL) programs in education might be an application of the following five components of a conceptual framework for professional preparation: 1) conceptualization, 2) curriculum-based, 3) assessments, 4) partnerships, and 5) technology.
The course plan and educational software programs to teach English would give students curriculum-based experiences in learning; oral language classes in English would be taught at the (site-based courses); students would learn listening and speaking skills, in the English language, with an understanding of phonics, spelling, and grammar.
The student-centered, curriculum-based program for learning, with emphasis on the transference of skills acquired in language, would take place in comfortable classrooms with a computer laboratory.
The views of teachers should be consistent with the philosophy of education endorsed by a professional institution, which has a commitment to prepare knowledgeable, dedicated, and responsible participants in the quest for improvement in a plan, which also supports the belief that "every student can learn."
Curriculum-based, computer generated software, programs have been tested and used, effectively.
The subject of English as a Second Language (ESL) in a curriculum in education for career development and professional success would be offered with classroom training and bilingual support for reinforcement of acquired skills in communication.
The goal to teach ESL, in such a course plan designed to provide professional language instruction and laboratory to working professionals, could also include college students, and adults.
Computer generated software curriculum may provide an individualized education plan for each student to acquire skills in ESL at his own level and rate of learning.
Some commercial curriculum based-software programs combined with a course plan for oral language classes, are taught in a variety of modalities for learning, auditory, visual, tactile, kinesthetic, etc. , to reinforce concepts learned and skills acquired in communication.
Instruction may consist of both formal and informal measures for assessment.
Assessment of students is needed for instruction to teach students and manage instruction.
Language skills could be taught with the use of self-correcting language materials within the context of a commercial language using computer software programs in language for students to learn phonics, spelling, reading, writing, listening, and speaking skills for both school and professional success.
The commercial transition program with oral language classes at the training center, may be used to teach learning strategies, content, and study skills to promote transitions in education from school settings to work for students, who may later need to prepare for college examinations and professional careers.
With reference to the commercial transition program with oral language classes at the training center, the following syllabus is presented to utilize current strategies and theories, plan, organize, and implement structured lessons at institutions for professional instruction at secondary / post - secondary levels with an established and well - defined curriculum guide for education in English language training.
The training center may also be designed to offer intensive language training to individual and corporate clients.
The instructional skills of teachers at the training center, which may also include communication, problem solving, innovation, editing and report writing, have been applied to human resource management programs for staff development of company employees and executives.
As a Faculty member at such a training center, I would have also taught English to students, provided cross - cultural training, and related consulting services, with additional assignments to teach subjects of English as a foreign language in preparation of executive personnel.
The immense influence that language has, not only for understanding in fields of the literary and dramatic arts, but also for achieving success through the continual development of international relations in fields of commerce, government, and industry is clear.
Methods of language instruction have been adapted to the global needs of international business for corporate executives and employees to acquire proficiency in the English language.
For, if business is to succeed, it must articulate the needs of its customers, noting that profits gained in the current world economy are analogous to the command of English, perhaps more than any other language.
Expertise achieved in business communication, in the realm of international trade over and above academic goals of learning, translates into larger annual profits.
The administration, faculty, and staff at such a training center would accept the challenge to define course plan requirements, procedures, and effective methods for communicative approach to language learning and teaching.
As part of the professional team of staff at such a training center, I would be challenged by the needs of students to conceive of new goals and find ways to accomplish them.
As leaders in fields of education and training, teachers are inspired to lead, teach, and motivate people to achieve optimum results.
IV
Teacher: Terence Paul Rydberg
Syllabus
I Objectives
1. To develop a fundamental understanding of grammar, style, and usage in the English language. With the practice of skills in speech and composition students will be able to speak and write standard American English, in a grammatical, well organized, and coherent manner for a variety of purposes.
II
To relate contemporary issues in cultural experiences of students with their acquisition of a second language, and student's development of proficiency in English.
Requirements
1. Required reading
A. The following texts relevant to the acquisition of English as a Second Language. (To be determined also by the instructor in conference with the administration, faculty, and staff of the school according to curriculum objectives for learning).
2. Critical Review
Each student will prepare a speech outline on topics for discussion of his her individual choice using language and information that is appropriate and approved by the institution.
The outline should contain the following: 1) a concise statement ( 1 paragraph) of what the speaker purports to communicate about the subject through speech, 2) what the student found valuable in the subject, 3) what the student feels to be incorrect, inadequate, or dissatisfying about the subject, and 4) how knowledge or experience of the subject under discussion might be of value.
Students will make a critical review of each individual speech and group discussion.
This review should be no longer than 5 type written pages ( approx. 1,500 words), and is due after each discussion.
III Composition
Each student will write a concise, carefully considered paper of no more than 5 type written, double spaced to elucidate briefly the positive elements of his or her experience in an academic, business, and / or professional milieu.
Such composition may also include negative elements (what did not meet the expectations of his / her experience ) with suggestions to remedy difficulties encountered.
This paper will be due at roughly the middle of the term. It will be graded on how well the student has used the course materials to define and synthesize his / her experience, evidence of careful consideration and review, clarity, and accuracy of expression.
IV Final Examination
In addition, a student may request a take home final examination comprised of no more than four essay questions, each of which must be answered in no more than two double spaced type written pages (approx. 2,400 words).
Students will be given a choice from among six to eight questions. The questions will be given near the end of the term, and the essays must be submitted within two weeks.
In general, questions may be drawn from those included in this syllabus for example, or be related to them. Course requirements are subject to directives of the school authority relative to academic supervision of an intensive transitional program of instruction for students to acquire proficiency in English language skills of composition and speech vocabulary development.
V
Grades
Grades will be based on the papers and on the final exam. Grades represent an effort on the part of the instructor to evaluate a student's work, not his or her inherent ability or personal qualities.
In evaluating a student's work, particular attention will be given to the following:
- Evidence of attentive listening to what is being said;
- Evidence of careful application;
- Composition;
- Integration of new learning with one's experience;
- Logic and consistency in presentation of speech, as well as written communication;
VI
Grades represent the following:
A = Excellent: the work done evidences unquestionable superiority in a quality of communication, clarity of understanding and expression, and carefulness and thoroughness in work accomplished.
B = Good: the work done evinces a clear understanding of the material, articulation of such understanding, and careful attention to the method (s) in which work is done.
C = Average: the work is done adequately, on time, with care, shows an understanding of the essential elements of the material, and an ability to express that understanding correctly.
D = Poor: the work gives evidence of carelessness, or lack of understanding of some of the essential elements of the material.
F = Failure: requirements are not met; evidence of significant failure to acquire a minimal understanding of the material of the course and an inability to express that understanding in a competent fashion.
VII Incompletes: Only in the most extenuating of circumstances will the grade incomplete be given, subject to the approval of the academic supervisors.
These circumstances include: 1) physical incapacity due to illness or injury, and 2) death in the family. A student who wishes to take an incomplete under these, or any other, circumstances must make a written request of academic supervisors.
VIII Valuation:
10% = Daily Quizzes
20% = Homework Assignments
10% = Class Participation
30% = Critical Reviews
30% = Final Examination
Evaluation may be subject to change at the discretion of the instructor relative to curriculum objectives for learning.
IX Questions for Review ( The following, for example)
1. Discuss the advantages and disadvantages of an educational system.
2. Is it effective to have adults and younger people in the same class? Explain.
3. What are the advantages, if any, of learning English?
4. Compare and contrast the lives of the elderly in your own country with that of another.
5. What improvements would you make to a method of instruction or to an educational system?
6. Tell how children are cared for in your country. What comparisons could be made with childcare in other countries?
7. In some countries, people usually live in "nuclear families" (a father, a mother, and children living together) and in other countries, people live in "extended families" ( with grandparents, and perhaps, uncles and aunts all living together in the same house). Describe the family system in your country.
8. Which system is better? Nuclear families or extended families? Why?
9. Describe a typical diet of people in your country.
10. Compare the diets of people in your country with that of another.
Which do you think is healthier? Why?
11. Compare the system of health care in your native country with that in another country.
12. Discuss how the system of health care in your own land, or of another nation, could be improved.
13. Describe the differences between spouses in the past and today (either in your country or another).
14. Compare the social roles among men and women in another country from a perspective of social ethics in your own nation. What can be understood by the term, "quality of life'" and how can this apply to people of all ages?
15. Compare an amount of "community spirit" that may exist in two different areas ( for example, in one specific area with another in your native country, or that between metropolitan and rural areas in your country).
16. Compare American movies with those made in your own nation.
17. What are some problems that may result when people fail to communicate with one another, and how may such difficulties, in some instances, be adequately resolved? Students, as individuals, are also encouraged to contribute to such a list of questions and topics for discussion.
X Critical Review
Theory and facts without direct application are relatively useless. Application without a theoretical base, without having a rationale for what you are doing, is also worthless.
The approach needed to adequately teach, write, etc. essays to integrate both theory and practice by offering a theory basis, i.e., handouts, formal essays, exercises in grammar and speech, as well as your own opinions with direct application among individuals (you).
Not only application, but also the opportunity to plan, actuate, predict, and control the management of your own group project through explanation, discussion, examination, and sharing with your peers what you did, how, why, etc., is significant.
You, a colleague, as an active participant in your group project perform as a key instrument in an ensemble, not merely as a passive audience to notes conducted by a teacher.
Each team of students will be expected to conduct discussion for students at a professional level as colleagues.
The team will decide upon the subject matter (Composition, Grammar involving verb tenses and prepositions, speech vocabulary development, etc.), the approach to be used, and "teach" the class.
Prior to their presentation date, it is expected that they will meet with the instructor to discuss their plans. A copy of their plan / outline will be provided to the instructor prior to the presentation. All team members will be responsible for leading their colleagues in discussions on dates of presentation.
Following the presentation of each team, you will be responsible for a critical review of the discussion.
You will be expected to tell why and how you conducted your discussion, answer questions from students, and elicit comments.
It should be recognized that experience in group discussion will be authentic, and it will give colleagues a chance to test their knowledge of English as a Second Language (ESL) in direct application of skills they have acquired.
It will be an opportunity for students to combine theoretical and empirical knowledge through "hands on experience," planning, executing, and critiquing a discussion.
This will be further discussed in class. In addition, each member of this class will be expected to write a short critique that will show an integration of his knowledge of ESL, critical thought, and application. This is due no later than two weeks after each discussion.
Late papers will not be accepted. Attendance is important, especially where much of the learning may take place on an interactive and experimental, as well as on an individual, basis. True learning requires active participation, i.e., experience. This learning experience requires your presence of mind and body in order for you to gain the most.
V
Research Activities that may contribute to skills in Communication with up-to-date and effective methods for Language Instruction.
The research in the modes of the scales of western music derived from the Kingdom of Arabia may be possibly applied to the needs of students in academic programs in an Islamic and Arabic studies department in a college of sciences.
This is with reference to Book II of Pro Lessons - technical manual for instruction in guitar, a member of the lute family of instruments, derived from the Ud, an exquisitely beautiful instrument of music that is also indigenous to the cultures of the Middle East.
Further research also with the introduction of various media in promoting teaching and learning through music may include my own arrangements of music with lyrical presentation for guitar, as a popular instrument, in addition to voice.
Pro Lessons I and Pro Lessons II are printable technical books for self-study on how to play the guitar.
Pro Lessons III was written to provide a method for instruction in the bass, also based on concepts of logic in studies of the guitar.
The guitar is a C instrument.
It has six strings, now normally tuned E A D G B E, and a fretted fingerboard.
These free lessons are designed to get you started in order to read music.
Guitarists, more than many other musicians, are called on to play chords.
The free lessons with some familiar songs introduce elements of harmony, melody, and rhythm for basic understanding of how harmony may support a melody in music.
The beginning guitar player may want to select some of the these more simple songs to practice.
These songs should be practiced slowly.
Play each note of melody in time. Use a metronome.
If you can't play it slow, you can't play it fast.
Play the chords and the melody in these short songs.
Pro Lessons I presents a definitive outline for technical study in the guitar with materials for learning and teaching the guitar for students to acquire the basic skills in music performance with an approach of logic, at beginning and intermediate levels, and to develop effective listening and practice skills needed to . . . play the guitar.
It provides an introduction to the logic of the Guitar, and practical review of lessons for Pro Guitar Players.
Pro Lessons presents exercises of direct teaching in the guitar.
Not only one scale of music is learned, and not just with standard fingerings, in these particular exercises for study in the grammar of the guitar.
Several things may, in fact, be learned in just one scale exercise.
1) the notes of music
2) tablature
3) diagrams of chords
4) the fret, or position, of the fingers
5) exact fingering with precise digitations
6) position of the hand on the neck of the guitar that may also naturally fall into place with proper digitization. 7) use of open strings when applicable to quality of sound to also facilitate movement of the hand on the neck of the instrument in change of position
in order to render specific tones for each note, independently9) and in relation to the other notes of the scale
10) for each and every note in scales of music as an instrument of something called music
11) with particular attention to intervals of sound from the construction of the instrument itself
12) for resonance of each tone independently, and in relation to other notes of music (overtones) in order to produce harmony.
These are some of the important things that are provided in these three technical manuals for instruction.
Pro Lessons I starts with the chromatic scale in music, right hand technique for picking, in the use of the plectrum, with left hand technique for the fret board, continue to major and minor scales, intervals, arpeggios, dominant and subdominant guitar chords so that you will be able to really . . . play the guitar like a professional.
Pro Lessons II, also based on logic of the guitar from Egypt, in musicology, a Mecca of art in music, offers slightly more advanced lessons for practice of independent notes in scales and arpeggios.
It also includes chromatic scales, chords of major and minor scales and arpeggios of music from the middle east, with exercises for coordination, and for the development of skills in instrumental technique later needed in studies of classical and flamenco guitar styles of Europe and of Spain, also in harmony for an instrument of contemporary music.
Pro Lessons offer a practical guide of review for professional Guitar Players in an application of modern guitar chord theory based on intervals and an origin of the chromatic scales in world music.
Software programs for musical notation in order to transcribe elements of song for language learning and teaching have been used, in addition to resource materials for language learning and teaching.
The Pro Lessons may lend themselves to application for materials development, linguistic contrasts between English and Arabic for application in the transliteration of traditional songs also from the Kingdom of Arabia, and of world music, into standard American English, with the effective application of technology to enhance student computer-assisted language learning for cross-cultural communication, and included in current research activities.
