Experience Summary
Ever since I was in Honors English in high school back in the seventies (yes, I am a "well seasoned" teacher versus "an old teacher"), I knew that I wanted to dedicate my college years to taking every writing and literature class I could get my hands on. Once my composition was chosen as the "model essay" in my English Comp 101 class at Adelphi University, and was read by students for many years after I graduated, I knew that I meant to be a teacher and share my love for literature, writing, and "coloring outside the lines," inspiring students to be reflective, thoughtful and creative readers, writers, thinkers, and speakers. I have over 15 years experience teaching students in grades 5-12 and my greatest asset is teaching students with very diverse skill sets and cognitive abilities.
Teaching Style
My teaching style is based on student-centered, social-emotional learning, where my core values are focused around differentiated, individualized instruction based on the learning profiles and interests of my students. NO two students learn the same and it is extremely important for me as an educator to meet the student "where they are," and utilize techniques and strategies that motivate learners to be invested participants in this partnership.
My Hobbies
My hobbies are blogging, reading memoirs, participating in charities for shelters and animals with special needs, events that raise money for individuals with cancer, and spending as much time with my rescue Chihuahua Rat Terrier Bernie Sanders and 5 lb Chorkie Finley.
Other Comments
I can't think of something I love more than spending time with my dogs or helping homeless dogs and cats other than teaching students how to value all areas of literacy, and feel confident and resilient asking questions, reflecting on what they read and discuss, and become metacognitive thinkers (thinking about their thinking). I may be a seasoned senior teacher, but I wear tie dye Converse sneakers and have a dragonfly tattoo on my hand so my mindset and pedagogy does not subscribe to an age or prescribed teaching style.
| Composition |
 This is one of my top subjects!
Proficiency: Expert
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| Along with being an English and Special Education teacher and teacher for gifted and talented students, I was a writer for The New York Times for six years, specializing in feature and human interest articles on individuals in the arts. |
| Creative Writing |
This is one of my top subjects!
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| As an English teacher for students with a wide range of competencies and learning profiles, I used creative writing as a tool to motivate students to "think outside the box," and use photographs, paintings, every day objects, random words in a book, and free writes to jumpstart their thinking and create stories and poetry utilizing their higher level and critical thinking skills. |
| Journalism |
Proficiency: Expert
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| As a professional writer for The New York Times for six years, along with being an English and Special Education teacher, I have a wide range of experience of helping students learn the art of effective leads, essential components of maintaining reader interest in news, feature and human interest stories, and balancing a solid understanding of the essential components of an interesting, well-crafted article for newspapers, magazines and online publications. |
| Reading Comprehension |
This is one of my top subjects!
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| Prescribed reading strategies are used for a reason, but when those strategies do not take into account the learning profiles of the student using these strategies, then it will leave both the teacher and student feel disconnected and frustrated. For students with executive function or cognitive deficits, challenges with reading comprehension and expressive and receptive language skills, it is key for any educator to assess student comprehension and understand where the disconnect is. Many students benefit from chunking (reading short passages and asking questions) rather than tackling 20 pages in a book without engaging in "during reading" strategies (taking notes; asking questions; highlighting vocabulary words they do not understand; putting questions marks next to sentences that are confusing; etc.). I have over 15 years experience working with students whose greatest challenge was reading comprehension, and once we break down larger pieces of text into smaller, more manageable pieces, students start to build confidence and resilience and think more about "their thinking," which are the building blocks to becoming proficient readers and learners. |