"Progress is a jagged mountain."
-Anonymous
BIO:
Alex Szwed initiated his college experience at Western Connecticut State University. Following this, Alex transferred his studies to the renowned Physical Education teaching program at Central Connecticut State University. Since enrolling at Central Connecticut, he has delved into his studies improving his GPA to a profound 3.86 while making the Dean's List and the President's List. Furthermore, he recently became an Acting Performance Minor thus widening his array of skills and passions. In the spring of 2014, Alex was an assistant coach for the Branford High School Lacrosse team where he guided student-athletes to peak performance on and off the field. Following this, Alex landed an assistant coaching job during the summer of 2015 for the Connecticut Canes Lacrosse showcase team. Alex graduated from CCSU with a degree in Physical Education and an Acting Performance Minor. Alex landed a teaching job at a Westport Day School where he taught a modified PE/Health class called, Movement and Mindfulness to students with clinical anxiety and depression. In the fall of 2018, Alex moved to Maine with his fiancé and started teaching at Noble High School. While at NHS, Alex coached boys' lacrosse and graduated from Quinnipiac University with a master's in special education. Most recently, Alex and his now wife, moved to CT to teach PE/Health and Unified Sports at Enfield High School. He also has managed to coach the Unified Basketball team and join the Enfield Together Coalition to analyze survey data geared towards student drug use prevention and mental health.
Philosophy of Teaching, CCSU 2015
My philosophy of education is grounded in established learning theories, particularly Humanism, Cognitive Theory, and Social Cognitive Theory, which together inform my approach to instruction, classroom climate, and student engagement. These theoretical frameworks emphasize the importance of student-centered learning, meaningful experience, and social interaction. I believe the role of the teacher is to function primarily as a facilitator of learning, guiding students as they actively construct knowledge through exploration, reflection, and collaboration.
From a humanistic perspective, effective teaching is rooted in empathy, respect, and the acknowledgment of students’ emotional and psychological needs. Students learn most effectively when they feel valued and understood. A supportive classroom environment encourages risk-taking, autonomy, and intrinsic motivation. Cognitive theory further emphasizes that learning occurs through the active processing of experiences, particularly those that engage multiple sensory modalities. Social cognitive theory highlights the role of modeling, dialogue, and peer interaction, reinforcing the importance of respectful discourse and collaborative learning. Collectively, these approaches underscore the critical role that classroom climate plays in students’ academic growth and personal development.
Purpose of Teaching and Student Motivation
A central question guiding my professional practice is: Why do I teach? My primary goal as an educator is to empower students to become compassionate, reflective individuals capable of making informed and ethical decisions. I seek to support students in developing multiple perspectives, critical thinking skills, and a belief in their own potential.
During my field experience at Pulaski Middle School in New Britain, I observed the powerful impact of relationship-building on student engagement. By actively listening to students’ thoughts and validating their experiences, I was able to foster trust and meaningful participation. Maintaining an open, nonjudgmental stance toward students’ beliefs proved to be an effective instructional strategy that enhanced both motivation and learning.
One illustrative example involved a student who frequently avoided academic tasks due to his aspiration of becoming a professional basketball player. Rather than discouraging this goal, I used guided questioning to help the student recognize the academic requirements associated with collegiate athletics. Through this reflective process, the student independently concluded that strong academic performance was necessary to pursue his ambition. This realization resulted in increased engagement and sustained effort. Years later, a chance encounter with the same student confirmed the long-term impact of this interaction, as he reported maintaining strong academic performance in high school with the goal of playing basketball at the collegiate level. This experience reinforced my belief in the importance of connecting academic content to students’ personal goals, particularly in socio-economically challenged contexts.
Instructional Practice and Teacher Engagement
Effective instruction requires both differentiation and adaptability to accommodate diverse learning styles. However, beyond instructional strategies, teacher enthusiasm and content mastery are essential components of student engagement. Research consistently demonstrates that students are more motivated when educators convey genuine interest and confidence in the subject matter.
I view teaching as a dynamic and interactive process in which emotional engagement plays a critical role. Students are more likely to invest cognitively when lessons resonate affectively. My academic training in acting has further strengthened my ability to present content with clarity, confidence, and engagement. This performative dimension of teaching aligns with cognitive learning theory, as attention and emotional investment enhance information processing and retention.
Cultural Responsiveness and Community Context
An essential component of effective teaching is cultural responsiveness. My experiences in New Britain have underscored the importance of understanding the historical, cultural, and socio-economic contexts of the communities in which students live. Labels such as “Hard Hittin’ New Britain” oversimplify and misrepresent the depth and resilience of the community and its residents.
Teachers must recognize that while students are influenced by their environments, they are not defined by them. Instruction should be responsive to community context while maintaining high expectations for all learners. Incorporating local history and cultural narratives into instruction promotes student identity development, community pride, and meaningful learning. At the same time, educators must avoid deficit-based perspectives and instead adopt an asset-based approach that emphasizes students’ strengths and potential.
Humanistic Communication and Classroom Relationships
My instructional approach is further informed by principles outlined in How to Talk to Kids So They Can Learn, which emphasizes the role of effective communication in classroom management and student engagement. Respectful teacher-student relationships are foundational to learning. When students perceive their teacher as empathetic and fair, they are more likely to participate actively and take academic risks.
Humanistic communication strategies such as empathetic listening, validating student emotions, incorporating humor appropriately, offering choices rather than punitive measures, and involving students in establishing classroom norms contribute to a positive learning environment. These practices support both behavioral and academic outcomes by fostering mutual respect and responsibility.
Physical Education, Mindfulness, and Technology Integration
Physical Education offers a unique platform to support students’ physical, cognitive, and affective development. I am passionate about teaching a comprehensive curriculum that includes fitness, health education, yoga, sports, dance, and cooperative activities. Providing varied content ensures that students with diverse interests and abilities can engage meaningfully in learning.
Mindfulness practices are an integral component of my teaching philosophy. Incorporating structured opportunities for reflection, meditation, and emotional awareness can support students’ mental health and self-regulation. Empirical research indicates that mindfulness-based interventions in schools are associated with reduced disciplinary incidents, improved attendance, and enhanced school climate.
Technology also plays a critical role in contemporary Physical Education. My experience with heart rate monitors, fitness trackers, and digital instructional platforms has demonstrated the value of technology in supporting assessment and student self-monitoring. When implemented intentionally, technology enhances student understanding and promotes data-driven instruction.
Reflection, Assessment, and Professional Growth
I am committed to reflective practice and continuous professional growth. Effective teaching requires ongoing assessment of both student learning and instructional effectiveness across the psychomotor, cognitive, and affective domains. Aligning instruction with state and national Physical Education standards is essential to promoting lifelong healthy behaviors.
Throughout my academic and field experiences, I have actively sought feedback from professors and experienced educators. Constructive criticism, peer observation, and video analysis have been instrumental in refining my instructional practices, including classroom management, transitions, assessment strategies, and instructional clarity. I intend to continue engaging in collaborative professional reflection to support my development as an educator.
Conclusion
My teaching philosophy is the result of sustained academic study, field-based experiences, and reflective practice. I strive to be a student-centered, culturally responsive, and reflective educator committed to continuous improvement. I recognize that teaching is an evolving profession and that effective educators must adapt their practice to meet the needs of diverse learners.
Ultimately, my goal as a Physical Education teacher is to foster positive, lifelong habits that extend beyond the classroom. By promoting physical literacy, emotional awareness, and personal responsibility, I aim to equip students with the skills necessary for sustained well-being and success.
Resume:
Enfield, Connecticut
860-995-8600 Cell
szwed7125@gmail.com
PROFILE:
A dedicated educator that composes a growth mindset and a distinct motivation towards teaching children of all skill levels and backgrounds the importance of lifelong nutrition, physical activity, and fitness. Features high capabilities in; coaching competitive sports, mindfulness-based instruction, yoga, physical/mental strength, fundamentals, leadership, improvisation and theatre. Overall, functions as an appropriate role model for all children and Physical Education Teachers.
EDUCATION:
Quinnipiac University, 2018-22
Hamden, CT
Special Education, master's degree
GPA: 4.0
Central Connecticut State University, 2012-2017
New Britain, CT
Bachelor’s Degree concentrating in Physical Education, Cross Endorsement Health, BSED
Minors: Acting Performance, GPA: 3.86,
Western Connecticut State University, 2008-2009
Danbury, CT
CERTIFICATIONS:
Special Education Certification, Masters, pending
Physical Education and Health Teaching Certification in Connecticut, Spring 2017
Physical Education and Health Teaching Certification in Maine, Fall 2018
NAMI Gatekeeper Suicide Prevention, 2020
5-Year Connecticut Coaching Certification, Spring 2014
CIAC 45 Clock Hour Certification Class December 2013 - March 2013
TEACHING EXPERIENCE:
John F. Kennedy Middle School Physical Education and Health Teacher, 2024- Present
Enfield High School, 10th, 11th and 12th Grade Physical Education and Health Teacher, 2022-2024
Noble High School, 8th Grade Wellness Teacher, 9th Grade Health Teacher, 2018-2022
Westport Therapeutic Day School, Movement and Mindfulness Teacher, 2016-2017
Student Teaching Placements, 2017, 2019
Boulder Ridge Day Camp, 2014
104 Goose Green Road, Barkhamsted, CT 06063, Program Area Counselor: Lacrosse, Developing and teaching creative lessons that are fun and engaging to campers of all ages and all skill levels, Grade of Campers: K-8
*Over 100 hours of field experience from the following schools:
CCARC Adults with Disabilities, New Britain CT, Spring 2016
Chapter 126 Sports and Fitness, Bristol CT, Spring 2016
CREC Academy of Aerospace and Engineering Elementary School, Spring 2016
Central Elementary School, Simsbury CT, Fall 2015
Catherine McGee Middle School, Berlin CT Spring 2014
Pulaski Middle School, New Britain CT Fall 2013
Braeburn Elementary, West Hartford CT Fall 2012
Conard High School, West Hartford CT, Fall 2012
Rocky Hill High School, Rocky Hill CT, Fall 2012
Silas Deane Middle School, Wethersfield CT, Fall 2012
· Assisting teacher with routines
· Providing lesson plans and implementing them through effective teaching methods
· Observing and helping students' complete tasks
· Attending School-wide functions
· Collecting meaningful curriculum material, including samples of student work, pictures, teacher handouts
· Conducting a teaching-related activity that demonstrates skills
· Help teacher with classroom management and equipment
· Developing educational relationships with students
HONORS/RECOGNITIONS:
PEHP Scholar Award, CCSU, Spring 2017
President's List Award, CCSU, 2017
Foundation Scholarship, CCSU, Fall 2016
CTAHPERD's Gibson-Laemel Scholarship, CCSU, Fall 2016
CTAHPERD's Outstanding Future Professional Award Nominee, CCSU, Fall 2016
Dean's List Award, CCSU, 2013, 2014, 2015, 2016
Golden Key National Honors Society, Spring 2013
Best Program Area Counselor, Boulder Ridge Day Camp, Summer 2014, 2015
PROFESSIONAL PREPARATIONS:
Enfield Together Coalition Data-to-Action Committee, 2021-Current
Community of Anti-Drug Coalitions of America Conference, Dallas TX 2023
NEASC, New England Association of Schools and Colleges Accreditation Panel, 2018, 2022
- Representing Noble High School, Enfield High School
Maine Family Planning Sexual Health Conference, 2018
NAMI Suicide Prevention Professional Development, 2018
CREC's 3rd Annual Mindfulness Conference, 2017
· Day-long conference; developing skills to implement mindfulness into the classroom through breathing techniques, modeling personal practice, yoga, and other innovative techniques
Teacher Crisis Intervention, 2017
· Providing teachers with tactics and strategies to support students in order to prevent crisis situations or alleviate crisis.
CREC's Social-Emotional Learning through Yoga and Mindfulness, 2016
· Learning ways to implement age-appropriate Yoga into the classrooms
· Engaging in effective ways to develop healthy teacher-student relationships
CREC's Annual Mindfulness Conference, 2016
· Developing skills to implement mindfulness into the classroom through breathing techniques, modeling personal practice, yoga, and other innovative techniques
George Mumford's: The Power of Mindfulness: Secrets to Pure Performance in Work, Love and Play, 2016
· Engaging within innovative collaborations for mindful athletes, students and personal practices
CREC Integrating Mindfulness into the Classroom Workshop, 2015
· Developing ways to teach Mindfulness within the classroom
· Interacting with teachers and collaborating tactics to help students
Zen Buddhist Talk Back and Meditation, 2014
· Engaging in Buddhist ideologies, self-compassion, and breathing techniques
Yale Art Museum Field Trip, Pulaski Middle School Field Trip, 2013
Chaperone, December 2013, 757 Farmington Avenue, New Britain, CT, Class Experience: Social Studies, Teacher: Mrs. Marquez, Observing and Educating in an Urban School environment, As of 2011-2012, Total Number of Students: 531, Students Eligible for Free/Reduced-Price Meal: 83.6%, Students Who Are Not Fluent in English: 26.6%, # of Students Per Computer: 1.3, Average Class of Grade 7: 24.1 Students, Total Minority 84.2%
757 Farmington Avenue, New Britain, CT, Class Experience: Social Studies, Teacher: Mrs. Marquez, Observing and Educating in an Urban School environment, As of 2011-2012, Total Number of Students: 531, Students Eligible for Free/Reduced-Price Meal: 83.6%, Students Who Are Not Fluent in English: 26.6%, # of Students Per Computer: 1.3, Average Class of Grade 7: 24.1 Students, Total Minority 84.2%
· Teaching Interdisciplinary, Lesson on YOGA involving students who learn the purpose and history of yoga and meditation, relating yoga to social studies topics.
CTAPHERD Presider, 2013
Connecticut Association for Health, Physical Education, Recreation, and Dance, Member 2013-2014 Presider, Using iPad for PE Session, 2013, Speaker: Debby Lanier, Participators: Professional Physical Educators
· Introduce speaker
· Distribution of evaluations
· Specializing in iPad applications
CCSU New England Conference on Multicultural Education (NECME) Attendance, 2013
F.A.S.T Physical Education Open House, Southington CT, 2012
VOLUNTEER/COMMUNITY ENGAGEMENT:
St. James AME Church, Warming Shelter, Danbury, CT 2017-2018
· Over 25 hours Total Community Service
· Cook dinner and serve dessert for the homeless population in Danbury
· Build relationships with the homeless population
Habitat for Humanity NOLA, New Orleans, LA Summer of 2012
· Over 100 hours Total Community Service
· Help build and refinish damaged homes in New Orleans
· Developed new skills and knowledge of rebuilding houses including drywall, roofing and painting
Windsor Park and Recreation Fall Youth Lacrosse Clinics, Fall 2016
· Providing free, educational lacrosse lessons for middle-school aged children
· Developing and implementing fun, age-appropriate lacrosse games and activities
· Modeling and teaching values of sportsmanship and character
Sage Park Middle School 7th Grade 4-Night Cape Cod Trip Chaperone, Spring 2017
· Providing supervision to all campers during trip
· Taking care of medicine for campers
· Modeling responsible behavior for students at all times
· Engaging students' minds during activities; Namaskaket Trip, Pirate Museum, Province Town, Harbor Cruise, Plymouth Rock
ACTIVITIES:
Golden Key National Honors Society Member, 2013 – present
· Includes being top 15 percent of your class
· Being part of an esteemed community of 2 million members all over the globe
CCSU Physical Education Club Member, 2012 - Present
· Adapting new and improved learning styles and methods
· Learning new and exciting lesson plans
CCSU Meditation Forum, 2013 - Present
· Delving into mindfulness
· In depth discussions on compassion and self-compassion
· Developing ways and purposes to introduce compassion and mindfulness into curriculums
Enfield High School Yoga Club, Spring 2017
· Delving into mantras and poses
· In depth conversations about mindsets, meditations and mindfulness
· Guiding students through yoga flows and their own personal yoga practice
COACHING
Unified Basketball Coach at Enfield High School, 2021-Current
Assistant Lacrosse Coach at Enfield High School, 2021-2022
Assistant Lacrosse Coach at Noble High School, 2018-2020
Assistant Lacrosse Coach at Maine Mussels Travel Team, 2019-2020
Assistant Defensive Coach at Progression Lacrosse Summer 2015
· Providing guidance for High School lacrosse players
· Developing strong relationships with coaches and players
· Providing an overall conducive learning environment; focusing on skill development and character development
Assistant Lacrosse Coach 2014-2015
Branford High School, 185 East Main Street, Branford, CT 06405. Head Coach: Jim May, Enrollment: 944, Students Eligible for Free/Reduced Meals: 11%
Assistant Lacrosse Coach 2012-2013
Windsor High School, Windsor, CT, 06095. Head Coach: Jim Dallasander, Enrollment: 1,228, Students Eligible for Free/Reduced Meals: 27.1%, Students not Fluent in English: 1.3%, Total Minorities: 70%
· Promoting teamwork within practices and games
· Organization of practices based upon drills that help players develop fundamental and advanced skills
· Motivational skills/speaking by using positive feedback and encouragement
· Providing a role model for the players for a sense of pride and guidance
COACHING WORKSHOPS
Branford Lacrosse Youth Day Camp Workshop, AUG 2014
Branford High School Turf Field, Ages 8-13
- Teaching Lacrosse fundamentals through basic drills
- Ground Ball work, face-offs, throwing and catching
- Developing basic game play situations
Warrior Blue and Gold Hofstra Coaches Clinic, 2014
- Developing tactics for defense and offense
- Comprehending coaching awareness
- Learning innovative drills to help update the team's overall ability
Progression Lacrosse Boot Camp, 2015
Wesleyan University, Ages 15-18
- Providing Elite High School lacrosse players with masterful coaching and collegiate recruiting advice
- Developing high-tempo practice plans with college-like drills for players
JOB EXPERIENCE:
Center Day Camp,
Yoga and Mindfulness Instructor
- Teaching of Mindfulness activities and skills
- Leading campers through yoga flows
Archery Instructor 2019-2020
· Certification in Archery
- Creating safe and age-appropriate lesson plans to 2nd graders through 8th graders
CIT Coordinator 2017-Present
· Training CITs (counselors in training)
· Facilitating team-building exercises and leadership exercises for the CITs as a group
· Modeling positive behaviors for CITs involving behavior management for campers
· Developing positive relationships with CITs, campers and fellow staff members
Lacrosse Program Area Counselor, 2014, 2015, 2016
· Teaching lacrosse fundamentals to campers in K through 8th Grade
· Providing a role model for children
· Creating a friendly and positive environment for all children to learn the sport of lacrosse
· Develop fun, age-appropriate lesson plans that engage all campers regardless of skill level
· Adapting lessons and teaching styles according to certain circumstances
Swede's Jewelers Inc., East Windsor, 06088
Bench Jeweler, 2010-2014,
· Store management using positive communication
· People skills interacting with public with a genuine and helpful attitude
· Organization of employees, repairs, tools, and finances
· Jewelry repair skills using meticulous methods
· Specializing and updating the social media including Facebook, Pinterest and Instagram
Swede’s Jewelers Sales Associate, 2010-2011
Excellent customer service
In depth knowledge of all items in store
Selling items and helping customers
Cleanliness of store
SPECIAL SKILLS:
Completion of Online Mindful Education for Teachers
Certified in CPR, AED and First Aid by American Red Cross Standards
Completion of 8-Week Mindfulness-Based Stress Reduction Course
ACTING:
2014
Jesus Hates Me, Boone 2014 Davidson Hall CCSU
2015
Dollhouse, Dr. Damien Rank 2015 Blackbox Theatre CCSU Mainstage
2016
The Last Day's of Kajetan, Joseph 2016 Davidson Hall CCSU
A Winter's Tale, the Marshall and Prince Florizel 2016 Blackbox Theatre CCSU Mainstage
Carrie the Musical, Interrogator and Mr. Stephens 2016 Blackbox Theatre CCSU Mainstage
Othello, Montano and First Attendant St. Joseph's College, Capital Classics Theatre Company
ATHLETIC AWARDS:
All CCC conference in 2008 Lacrosse Season and played in Connecticut’s High school All-Star Lacrosse game.
Tomahawk Award in 2008 for MVP of the Windsor High school Hockey Team.
Physical Education, Motivated, Dedicated, Diverse, Healthy Lifestyle, Equality, Teamwork
REFERENCES:
Mark Dube
Enfield High School
PE/Health Coordinator
1264 Enfield Street, Enfield CT 06082
Phone: 860-253-5540 ext. 7585, Mdube@enfieldschools.org
Erin Dickson
Noble High School
Health Department Director
100 Noble Way, North Berwick ME, 03906
Phone: 207-216-3700, erin.dickson@msad60.org
Shelly Lajoie
Noble High School
Guidance Counselor
100 Noble Way, North Berwick ME, 03906
Phone: 207-676-2665, shelly.lajoie@msad60.org
Miranda Wakefield
Noble High School
Health Teacher
100 Noble Way, North Berwick ME, 03906
Phone: 207-251-6243, Miranda.wakefield@msad60.org
Carol Ciotto
Physical Education Teacher Education Coordinator/Professor
CCSU, 1615 Stanley Street, New Britain, CT 06053
Cell: 860-830-3731, Ciottocaj@ccsu.edu