Peter Nguyen

th
2110 N 28 St (402) 904-2026
Lincoln, NE 68503 Totluong12@yahoo.com
Web site: http://petetheteach.weebly.com/

Education
Bachelor of Science in Education and Human Sciences University of Nebraska-Lincoln
Anticipated Graduation: May 2019
Scholarships:
 George and Mary Haskell Scholarship
 P.H. Irene A. Hines Fund
 Ruth McDill Hathorne & Mary McDill Wickman Fund
 Robert & Gladys Kinyoun Scholarship

Deans List:
 3 semesters with a GPA of 3.75 or higher.

Praxis Status: Praxis I Passed

Praxis II Pending

Related Field Experience in Education

Student Teaching

Grade 3, Hartley Elementary School, Lincoln, NE Spring 2019

 Teaching and creating lessons for all subject areas.
 Implementing differentiated techniques for approaching and on level students in reading and writing
lessons.
 Communicating weekly with my CT, ESL teachers, SPED teachers about particular students’
progressions & if not, pinpointing where we are falling short in communication, consistency or a new
plan with accommodations.
 Creating and implementing writing, reading and math lessons with technology. (Using Apple TV for
reading, mirroring app on IPad for math, Kahoot quizzes and GoNoodle for engaging time fillers and
attention getters, etc.).
 Partook in all in-person and phone conferences. Participated in SAT meetings and shared my
contributions such as forms of interventions and observations pertaining to academics and behaviors.
 Provided before school help on Thursdays for students involved in an intervention program called
‘Dreambox’.
 Closely monitored students progress in math by checking math homework daily and reporting areas of
concern for specific students or the entire class.
 Took initiative and created a focus/behavior rewards chart for a student that receives intervention
throughout the day. I created a sticker rewards chart with Transformers characters all around it and
bought stickers I knew he would love to pick and look at. Once he earns 15, he can have a reward of his
choice; lunch with me, some extra time to play games, etc. He can only earns stickers for focus,
participation and collaboration with other students.
 Joining students during lunch to create better relationships that will relay into the classroom. Two
students in particular that really struggle with new adults because of tough personal situations. One is
identified as ‘ED’ and the other student’s father was just sentenced to life in prison.
Practicum Experiences

3rd Grade, Rousseau Elementary School, Lincoln, NE Fall 2018

 Led a select few of lessons that primarily consisted of math. Lessons included word problems with
multiplication and division.
 Managed small guided reading groups as well as math and writing interventions.
 Had lunch daily with students and created very strong relationships with the majority if not all students.
I received some of the most heart warming goodbye letters.

Kindergarten, Campbell Elementary School, Lincoln, NE Spring 2018

 Co-taught for a month and half to two months before eventually taking over the responsibility of
teaching all subjects everyday for the last month and a half.
 Led lessons in Whole Group Reading, Guided Reading, Math, Writing, Unit Studies
 Developed and applied a behavior management plan with student that consisted of the student replacing
his tendency to blurt with a bubble in his mouth. I kept record of how many times he switch from
undesired to desired behavior and once he earned 10 tallies he ate lunch with me.
 Cooperated with teachers as well as other student teachers to create a unit concerning ‘Drug Safety’ in
Unit Studies.

1st Grade, Hill Elementary School, Lincoln, NE Spring 2014

 Led a few math lessons by myself concerning addition and subtraction.
 Co-taught math lessons with another practicum student as well as CT.
 Graded daily homework and reported back to CT areas of struggles in content as well as students whom
failed to hand in homework.
Additional Experience in Education
Kit and Dick Schmoker Reading Center Tutoring Program, UNL Summer 2018
 Conducted Benchmark Passage assessments, Phonological Awareness Screening assessments to find
student’s DRA level as well as administering writing assessments.
 Developed reasonable goals based on assessments that would increase growth in DRA and writing
development by using PALS-1 for reading and SRSD for writing interventions. Other interventions that
would play as crucial support for both reading and writing were Fluency, sight words and word work.
All of which were tailored to specific levels.
 Developed daily lessons that met the specific needs of my student. He is a very shy student that is very
subconscious about his academic ability so for the first week or so I was not able to accurately identify
his reading or writing levels because of his resistance.
 Created a strong relationship of trust over the summer and made some huge social and academic gains.
 Recorded data through Reading and Spelling Logs, Writing Rubrics, and post-assessments.

Work Experience
Tutor, America Reads, Clinton Elementary School, Lincoln, NE ` August 2013-May 2015
 Primary focus was to work with kids 1 on 1 that were struggled with understanding material and/or were
gifted and need challenges.
 Focus on subject area was math and reading.
 Occasionally, I helped teachers prepare materials for lessons. (Cutting out laminations, rulers, etc.)

CLC worker at McPhee Elementary School: August 2015-December 2016

  Assisted kids with homework, and also helped students stay active through physical activity in the
before and after school program.
 Learned a lot about group management such as call backs, rhythm clapping. As well as individual
processing protocols.
 Understanding that every child needs to be spoken to and processed in different way. Challenging at
times but great experience.
 Learned and experienced how to create fun and interactive activities that helped me grow as I took these
lessons and incorporated physical elements for formals, evaluations, etc.

Private 1 on 1 tutoring sessions: January 2016-Present

 Primary objective was to look over the math this student was doing over the week, check homework and
try to pinpoint areas of struggle in her understanding. I would try to find consistent areas of struggle and
try to further solidify her understanding.
 If the student did well with understanding the new math concept, I would create an array of problems to
really check how consistent her understanding was before I would move on to something else for our
session.
 At Clinton, 4th grade staples the homework for the week in a packet so it’s easy to plan for something
else to do by checking the packet to see what’s next. Sometimes, I’ll introduce her to very simple
variations of multi-digit division, multiplication and algebra to test her capabilities.

Local Substitute Teacher: August 2018-Present

 Main goal is to provide an environment enriched as possible with the absence of the teacher.
 Arrive early and be well versed in the duties of the day.
 Create relationships so that behavior is not a problem for the day.

Volunteer Experiences
Concession Volunteer for Special Olympics, Lincoln, NE August 2013-August 2016
 Provided customer service duties (taking orders, answering questions, greeting)
 Assured that the day went by smoothly (directing coordinators and coaches to designated gyms,
questions of attendees were answered competently, remained stocked up on goods, cleaned up the
concession after duties were completed.

References

References available upon request