Always bear in mind that your own resolution to succeed is more important than any other.
Shiota (Kato), L.N., Mitchell, C., Kandra, Lisa V., Issacs, C. and Soper, H. V. (2007). Comparison of a clinic sample to group and individual administrations of visual organization tests. Abstracts of the 27th Annual Convention of the National Academy of Neuropsychology.
Bendell, D., Shiota (Kato), L.N., Hill, L., Monseratt, L., DeLaRosa, V. (2006). Comparison of exemplary versus conduct disorders elementary school boys. Abstracts of the 115th American Psychological Association Annual Convention.
Shiota(Kato), L. N., McHale, T., Doig, H. M., Kandra, L.V., and Soper, H. V. (2006). A comparison of methods of estimating premorbid intelligence. Abstracts of the 86th Annual Convention of the Western Psychological Association.
Issacs, C., McWhorter, N., McHale, T., Shiota (Kato), L. N., and Soper, H.V. (2006). Differentiation between left and right hemisphere forms of intelligence. Abstracts of the 86th Annual Convention of the Western Psychological Association.
Hello. I am Lorrie Kato.
I am a psychology instructor at Los Angeles Harbor College.
I have been a psychology instructor since 2003 and have taught psychology courses at El Camino College in Torrance and Los Angeles Harbor College in Wilmington.
After completing my undergraduate degree at the University of California, Irvine, I started my first career as an elementary school teacher. I began by teaching first grade, but throughout the years I gained experience teaching preschool through fifth grade, as well as special education. During this time, I earned my first graduate degree at the University of Southern California in Education with a specialization in curriculum and teaching.
Feeling the need to have a broader understanding of human behavior to better meet the needs of the students I worked with, I decided to return to school and pursue a Masters in Psychology at Pepperdine University. During this pursuit, I found psychology a fascinating and exciting field; thus, after completing the degree, I decided to change careers.
To further explore my interest in psychology, I began working as a research assistant at the University of California, Los Angeles. I was trained to conduct a battery of neuropsychological assessments on children for a research project on thought disorder in Schizophrenia and Epilepsy. I thoroughly enjoyed the knowledge I acquired through this experience, and opted to return to school once again to pursue a Ph.D. in Clinical Psychology at Fielding Graduate University. While a Ph.D. student, I worked as a psychological assistant conducting therapy and psychological assessments in nursing homes, hospitals, an adult day care center, and at a Head Start Program. I complete an APPIC internship at Foothills Psychological Services, Inc. and continued to work there as psychological assistant in their private practice after finishing the internship.
The research experience I acquired at UCLA piqued my interest in the field of neuropsychology. As a graduate student, I continued to work as a research assistant at the Developmental Neuropsychology Laboratory, under the direction of Henry Soper, Ph.D. I published papers in this area, more specifically on visual organization and intelligence. My doctoral dissertation was on the psychological adjustment of veterans returning stateside, primarily focusing on college students. This was done as a tribute to my father, who was himself a Vietnam veteran, before his passing. I was awarded a doctoral degree in 2010.
The choice of becoming a psychology instructor was an easy one as it is the perfect fusion of two of my passions in life, psychology and education.
Throughout my own experiences as an instructor, psychologist, and most importantly as a long-time student, I strongly believe in that success can be obtained through hard work and dedication. I know firsthand the struggles students face, including working full-time while going to school full-time, needing to learn how to study effectively, and the difficulties associated with balancing school and family life. I did not start off as the "ideal" student, and had to learn the study skills needed to earn good grades. It was not something that came naturally to me, nor was it something I was taught before college. Therefore, I believe that one can learn to be a better student if one is willing to put in the time and effort.
The teaching philosophy I have adopted is grounded in social-constructivism, which emphasizes the importance of the reciprocal nature of learning. Important in the learning process is the meaning that the instructor attaches to the material and the personal meaning the student brings and acquires throughout the learning process. The teacher-student dynamic, therefore, cannot be conceptualized as a one-way relationship; collaborative learning is evidenced by dialogue and discussions stimulated by critical thinking questions, with students bringing their cultures, knowledge, and personal meaning to the classroom. Learning is an active process, not a passive one; consequently, it relies on the students' willingness to take responsibility and to be actively involved in the process of learning. Furthermore, it is an ongoing process, meaning that knowledge is dynamic and ever-changing; thus, one has always has the ability to expand, explore, and change their world-view.
Based on my teaching philosophy, I believe that grades are earned and not given; therefore, personal responsibility is of utmost importance to me. From the first day of class it is important that students decide what grade they hope to earn in the course. If one decides that he or she would like to earn an A, the work begins on day 1. At the end of the semester, it is too late to decide that one would have liked to earn a higher grade. I DO NOT believe in extra credit assignments. The effort needs to be put into the course throughout the entire semester, and this cannot be made up at the end of the semester. Further, I try my best to create a positive environment in the classroom, with an emphasis on mutual respect. I respect students' time, work, and opinions, and therefore expect to have the same afforded to myself. Students who do not feel they can attend class on time on a regular basis and act in a professional manner (including not conversing during lecture, playing with cell phones, sleeping, etc.) will not be successful in the courses I teach.