I have recently completed my final semester at Adelphi University, and I have received my Master's Degree in Literacy from Birth-Grade 12. Prior to attending Adelphi, I completed my Bachelor's Degree at Stony Brook University; graduating with a double major in English (Education) and Philosophy, and a minor in Political Science. I have my New York State Provisional English Teacher Certification for Grades 7-12 and Literacy Birth-Grade 12.
During my studies for my undergraduate degree, I had a very positive learning experience student teaching both middle school and high school students in the Bayport-Bluepoint School District. I taught English in three seventh grade inclusion classes, and three tenth grade inclusion classes. I was successfully able to practice and understand how to differentiate instruction and scaffold my lessons. By becoming familiar with the different ability levels within the classrooms, I was able to meet the individual learning needs of my students, as well as tune in to their specific learning styles. I used this information to inform how I approached cooperative learning and assessments. This experience prepared me to embark on a career as a teacher by guiding my lesson planning, and helping me incorporate the NYS Common Core Standards into the lessons I taught.
I am currently an English Substitute at Eastport-South Manor Junior-Senior High School. I teach mainly English classes from grades 7-12. This teaching experience is valuable, because I work closely with teachers and get to know the students very well. I have learned how to adapt to any classroom and execute any lessons that teachers have left for me to teach. Through my experience substitute teaching, I have learned a lot about myself as a teacher, and have strengthened my classroom management skills. Along with substitute teaching in this school district, I have also completed two leave replacement positions in my building. The first was a two-month leave replacement for a high school AIS English teacher in the spring of 2014. The second leave replacement also lasted two months, and it was for a middle school Wilson reading specialist in the fall of 2014. Both of these leave replacements helped me grow as an educator by teaching me how to plan and structure lessons and adapt my teaching to meet my student's needs. I hope to have my own English classroom one day, or even work as a reading specialist. My goal as an educator is to help students become independent and active learners, while engaging students in higher-level thinking skills.
Undergraduate Degree: Stony Brook University - Bachelors, English, Education, and Philosophy
Graduate Degree: Adelphi University - Masters, Literacy Birth- Grade 12
swimming, crossfit, and reading
What is your teaching philosophy?
It is my desire as an educator to help students grow to their full potential by instilling in them a love for learning, and encouraging them to become independent learners. I envision my students as being active participants and valued members of the classroom community, which is created through a mutual respect and appreciation for each other.
What might you do in a typical first session with a student?
I would use the first session with a student to get to know the student, as well as get to know areas of weakness that they need to improve. I would want to learn about the student's interests, as well as his or her goals as a learner. We would also generate a schedule and plan to reach that goal. A running record for reading and a writing sample would be collected so that I can clearly evaluate student needs.
How can you help a student become an independent learner?
The teaching of literacy needs to include a balance of reading and writing instruction that provides students with a variety of strategies that meet their diverse needs. Literacy instruction needs to be differentiated based on each individual student. In both the reading and writing processes, there should be a gradual release of responsibility from the educator to the students, until the students are independent readers and writers. Modeling the learning process is essential when helping students think independently.
How would you help a student stay motivated?
I would try to appeal to my student's interests by providing him or her with a choice of reading materials. I would also try to get to know my students and what genre(s) they enjoy reading, so that I can incorporate appealing texts into my instruction.
If a student has difficulty learning a skill or concept, what would you do?
If a student has trouble mastering a concept or skill, I would try to approach the concept differently. I would also consider how this particular student learns. He might be a kinesthetic learner, or a verbal learner. It is important to understand how a student learns best. I also believe that modeling the reading/writing process for students is important when they are struggling to understand the process itself.
How do you help students who are struggling with reading comprehension?
How do you evaluate a student's needs?
I like to use an assessment to evaluate a student's literacy needs. This evaluation identifies specific needs and weaknesses in the areas or reading comprehension, fluency, decoding, and writing.