Reflections from my experiences at Oyster Bay High School
"Follow effective action with quiet reflection. From the quiet reflection will come even more effective action." ~Peter Drucker
Over the
course of these two years, I have been fortunate enough to work with incredible
staff and students who have given me the opportunity to grow professionally. As
a new teacher at Oyster Bay High School, I have felt extremely welcomed by
everyone in the faculty. All of the teachers in the English Department have
treated me like family and I am grateful for having such a supportive
supervisor as Dr. Valerie Vacchio. If I ever have any questions, I never hesitate
to ask Dr. Val or anyone else in the English department, for they are always
generous and helpful. I also have had the opportunity to work with teachers
from other disciplines whether I was collaborating with several staff members
on the panel for the National Honor Society membership list, team-teaching in
my inclusion class, collaborating with others at faculty meetings, coaching,
chaperoning, or simply enjoying the spirit and company of the teachers in this
school.
Throughout these two years I especially think that I have developed professionally as a result of all of the workshops and conferences in which I participated. This experience began when I went to the Tri-State Consortium Training. I worked with teachers from other disciplines and districts, as well as with teachers from Oyster Bay. This was a special experience, not just due to the fact that I participated in this mind-opening conference, but also because I got to know more Oyster Bay teachers, such as the entire science department. I even learned that I previously had taught one of the Science teacher's sons a few years ago! Next, I had the opportunity to venture to Teachers’ College and listen to speakers I greatly admire such as Kate Roberts, Kylene Beers, and Mary Ehrenworth. I was able to use strategies for “close reading” in my lessons, as well as develop my students' enjoyment in the act of reading closely. The TC workshops I attended have definitely inspired me and helped me develop further as a teacher with newly improved instructional practices. I have also participated in several in-school workshops where Cornelius from TC presents teaching strategies to best meet the students’ needs. Implementing his strategies and creative ideas has helped me improve upon specific aspects of my lesson plans. The LILAC conference I attended called, “All Students Can Do This!” was also extremely helpful with scaffolding ideas regarding persuasive and argumentative writing. The teachers who presented had created a useful presentation and packet. I have used ideas within their presentation in my own classroom, and have adapted ideas that could work in specific units of study. Similarly, through several in-district workshops, I have learned more ways to implement the new common core standards into my instructional practices. Presentations on the new English Regents exam and the ways to align common core standards within each lesson have helped me gear writing assignments towards what will be expected of the students.
Every single Professional Development experience was meaningful and has helped me continue to thrive as an educator. One of my main accomplishments as an educator from my first year at Oyster Bay was when I presented at the LILAC conference titled, “Critical Thinking for Critical Times.” This was the first time that I have ever presented at a workshop or conference, and I felt excited, accomplished, and inspired when I realized that I was able to present useful and engaging ideas to other educators. One of my favorite workshops that I attended this year was titled, “Socratic Seminar Training: Teaching Thinking Skills That Improve Students' Ability to Read, Write, Speak, and Listen” presented by Nancy Letts. Everything that Nancy Letts presented to us was meaningful and I found myself picturing my students using the resources she gave to us, as well as engaging their mind in cognitive thinking skills to hold intellectual discussion in the classroom. The information she presented helped teachers to create an instruction vehicle to implement and integrate standards in reading, writing, speaking, and listening. Nancy Letts provided structure for educators to facilitate thoughtful dialogues, and modeled this exercise for the teachers in the workshop. I am looking forward to using her strategies and ideas in the classroom!
Other than collaborating and growing with educators in and out of district, the best part of my job has been working with students and learning from each other. I had the opportunity to work with several grade levels these past two years. As a high school teacher, working with the 10th and 11th graders has been memorable and rewarding. My tenth grade and eleventh grade students are always a great group of curious, hard-working, motivated and eager students. It has been a wonderful experience working with the mixed ability levels in all of my classes. The diversity amongst students has caused me to once more develop my teaching skills. Although the students all have a different style of learning, through practice in differentiation, I try my best to engage and challenge all students. Working with AIS students in eleventh grade has also been a rewarding experience. It is a joy to motivate a student who often struggles, to try his best throughout the year. It is an even better feeling to watch that student succeed. Throughout my work with the AIS students in 11th grade, we’ve built relationships based on diligence and positive attitudes, and I am extremely proud of the work that they have accomplished.
As a middle school teacher, I have truly enjoyed beginning my mornings with my 7th grade Literacy Connections class. The students in this class have been enthusiastic since day one and it has been such a delight to watch their minds open throughout the year. I also worked with the seventh grade students during ELA preparation, when I held afternoon classes every Thursday the month prior to the ELA exam. Together, Emily Hawe and I created lessons that would help the students in preparation for the ELA. Additionally, I work with 7th grade students in AIS every other morning. Together we practice skills necessary to help our skills in active reading and critical thinking. Inference skills and stamina are two main focus areas we work on together, especially when preparing for the ELA exam’s contents. In addition to teaching middle school, I have also been fortunate enough to coach middle school Track & Field and Soccer. Thus, I get to work with more 7th and 8th graders outside of school. I am thankful for having the opportunity to meet students in almost every grade level. It is a wonderful feeling when I can walk through the hallways and know not only the names of students who walk passed me, but also their interests, their personalities, and their goals.
Over the past two years here at Oyster Bay I have tried many things in the classroom for the first time. After observing my colleague and mentor, Emily Hawe, and reading educational books on Socratic Seminars and classroom dialogue, I taught students how to hold Socratic Seminar discussion. Students learned techniques of dialogue, continuing conversation, inquiry, and became more confident in themselves. This practice in the classroom became a successful way to communicate ideas and deepen everyone's understanding of a specific text. In addition, it is entirely student centered and students take the role of the observer, the questioner, as well as the conversation continuer. Students provide useful immediate feedback as well as constructive criticism, and oftentimes, students say exactly what I had wanted to mention! Hearing feedback from one's peers, rather than the usual instructor, is an eye-opening experience for some students.
Another instructional practice that I tried for the first time was incorporating book clubs into our units of study. Students were given a selection of multi-cultural books to read about and choose. Once students chose their text, I taught them literary theory, and the multiple criticisms that good readers use while reading. Within each book club meeting, students not only discussed what they read, but they took the lens they were reading through and discussed how it deepened their understanding of the text itself. At the end of the first book club unit, students utilized the “Reader-Response” criticism and brought in sources (articles, songs, poems, short stories, art work) that related to their book’s main theme. Using these student-picked sources, the class was assigned a synthesis essay. The synthesis essay is the new written response on the Common Core NYS English Regents, thus students had their first synthesis essay experience using sources that they chose and in which they were interested.
It is interesting to notice the changes I have made just from one year to the next regarding book club instruction. Although the first time I worked with book clubs it was a successful unit that kept the students engaged and challenged, this year I changed specific parts of the book club experience to add more higher-level thinking and student-made questioning. I changed the timing the students had in book club talks in order to give students appropriate time with three additional questions that reflect their analysis and the types of questions that they will see on the new Common Core Regents exam. Students are always asked to present their controversial questions that will lead to the end of the unit research practice and synthesis essay. Overall, the adjustments I made reflect my own growth as a teacher from one year to the next. I know I will continue to modify lessons in order to continue to prepare students for career and college readiness.
Furthermore, with the helpful and constructive feedback and reflections from administrators over these past two years, I made sure to create lessons that encompassed the non-negotiable of every lesson: the attribution theory, mastery objectives, activators, summarizers, questioning techniques, and formative assessment. Reflecting on one of my earliest observations with Dr. Vacchio, I remember how she mentioned that I should work on wait-time and group work accountability amongst students. Not only was she giving me great feedback, but she also gave me resources and scholarly books to read and inform me on how to better my instruction. Thus, through the supportive staff, hard-working and challenging students, and overall incredibly warm and welcoming school environment, I could not be happier anywhere else. I am looking forward to continuing my development as the best teacher I can become, and I hope to have many more accomplishments inside and outside of the classroom in the years to come.
"The fact that I can plant a seed and it becomes a flower, share a bit of knowledge and it becomes another's, smile at someone and receive a smile in return, are to me continual spiritual exercises." - Leo Buscaglia
Throughout these two years I especially think that I have developed professionally as a result of all of the workshops and conferences in which I participated. This experience began when I went to the Tri-State Consortium Training. I worked with teachers from other disciplines and districts, as well as with teachers from Oyster Bay. This was a special experience, not just due to the fact that I participated in this mind-opening conference, but also because I got to know more Oyster Bay teachers, such as the entire science department. I even learned that I previously had taught one of the Science teacher's sons a few years ago! Next, I had the opportunity to venture to Teachers’ College and listen to speakers I greatly admire such as Kate Roberts, Kylene Beers, and Mary Ehrenworth. I was able to use strategies for “close reading” in my lessons, as well as develop my students' enjoyment in the act of reading closely. The TC workshops I attended have definitely inspired me and helped me develop further as a teacher with newly improved instructional practices. I have also participated in several in-school workshops where Cornelius from TC presents teaching strategies to best meet the students’ needs. Implementing his strategies and creative ideas has helped me improve upon specific aspects of my lesson plans. The LILAC conference I attended called, “All Students Can Do This!” was also extremely helpful with scaffolding ideas regarding persuasive and argumentative writing. The teachers who presented had created a useful presentation and packet. I have used ideas within their presentation in my own classroom, and have adapted ideas that could work in specific units of study. Similarly, through several in-district workshops, I have learned more ways to implement the new common core standards into my instructional practices. Presentations on the new English Regents exam and the ways to align common core standards within each lesson have helped me gear writing assignments towards what will be expected of the students.
Every single Professional Development experience was meaningful and has helped me continue to thrive as an educator. One of my main accomplishments as an educator from my first year at Oyster Bay was when I presented at the LILAC conference titled, “Critical Thinking for Critical Times.” This was the first time that I have ever presented at a workshop or conference, and I felt excited, accomplished, and inspired when I realized that I was able to present useful and engaging ideas to other educators. One of my favorite workshops that I attended this year was titled, “Socratic Seminar Training: Teaching Thinking Skills That Improve Students' Ability to Read, Write, Speak, and Listen” presented by Nancy Letts. Everything that Nancy Letts presented to us was meaningful and I found myself picturing my students using the resources she gave to us, as well as engaging their mind in cognitive thinking skills to hold intellectual discussion in the classroom. The information she presented helped teachers to create an instruction vehicle to implement and integrate standards in reading, writing, speaking, and listening. Nancy Letts provided structure for educators to facilitate thoughtful dialogues, and modeled this exercise for the teachers in the workshop. I am looking forward to using her strategies and ideas in the classroom!
Other than collaborating and growing with educators in and out of district, the best part of my job has been working with students and learning from each other. I had the opportunity to work with several grade levels these past two years. As a high school teacher, working with the 10th and 11th graders has been memorable and rewarding. My tenth grade and eleventh grade students are always a great group of curious, hard-working, motivated and eager students. It has been a wonderful experience working with the mixed ability levels in all of my classes. The diversity amongst students has caused me to once more develop my teaching skills. Although the students all have a different style of learning, through practice in differentiation, I try my best to engage and challenge all students. Working with AIS students in eleventh grade has also been a rewarding experience. It is a joy to motivate a student who often struggles, to try his best throughout the year. It is an even better feeling to watch that student succeed. Throughout my work with the AIS students in 11th grade, we’ve built relationships based on diligence and positive attitudes, and I am extremely proud of the work that they have accomplished.
As a middle school teacher, I have truly enjoyed beginning my mornings with my 7th grade Literacy Connections class. The students in this class have been enthusiastic since day one and it has been such a delight to watch their minds open throughout the year. I also worked with the seventh grade students during ELA preparation, when I held afternoon classes every Thursday the month prior to the ELA exam. Together, Emily Hawe and I created lessons that would help the students in preparation for the ELA. Additionally, I work with 7th grade students in AIS every other morning. Together we practice skills necessary to help our skills in active reading and critical thinking. Inference skills and stamina are two main focus areas we work on together, especially when preparing for the ELA exam’s contents. In addition to teaching middle school, I have also been fortunate enough to coach middle school Track & Field and Soccer. Thus, I get to work with more 7th and 8th graders outside of school. I am thankful for having the opportunity to meet students in almost every grade level. It is a wonderful feeling when I can walk through the hallways and know not only the names of students who walk passed me, but also their interests, their personalities, and their goals.
Over the past two years here at Oyster Bay I have tried many things in the classroom for the first time. After observing my colleague and mentor, Emily Hawe, and reading educational books on Socratic Seminars and classroom dialogue, I taught students how to hold Socratic Seminar discussion. Students learned techniques of dialogue, continuing conversation, inquiry, and became more confident in themselves. This practice in the classroom became a successful way to communicate ideas and deepen everyone's understanding of a specific text. In addition, it is entirely student centered and students take the role of the observer, the questioner, as well as the conversation continuer. Students provide useful immediate feedback as well as constructive criticism, and oftentimes, students say exactly what I had wanted to mention! Hearing feedback from one's peers, rather than the usual instructor, is an eye-opening experience for some students.
Another instructional practice that I tried for the first time was incorporating book clubs into our units of study. Students were given a selection of multi-cultural books to read about and choose. Once students chose their text, I taught them literary theory, and the multiple criticisms that good readers use while reading. Within each book club meeting, students not only discussed what they read, but they took the lens they were reading through and discussed how it deepened their understanding of the text itself. At the end of the first book club unit, students utilized the “Reader-Response” criticism and brought in sources (articles, songs, poems, short stories, art work) that related to their book’s main theme. Using these student-picked sources, the class was assigned a synthesis essay. The synthesis essay is the new written response on the Common Core NYS English Regents, thus students had their first synthesis essay experience using sources that they chose and in which they were interested.
It is interesting to notice the changes I have made just from one year to the next regarding book club instruction. Although the first time I worked with book clubs it was a successful unit that kept the students engaged and challenged, this year I changed specific parts of the book club experience to add more higher-level thinking and student-made questioning. I changed the timing the students had in book club talks in order to give students appropriate time with three additional questions that reflect their analysis and the types of questions that they will see on the new Common Core Regents exam. Students are always asked to present their controversial questions that will lead to the end of the unit research practice and synthesis essay. Overall, the adjustments I made reflect my own growth as a teacher from one year to the next. I know I will continue to modify lessons in order to continue to prepare students for career and college readiness.
Furthermore, with the helpful and constructive feedback and reflections from administrators over these past two years, I made sure to create lessons that encompassed the non-negotiable of every lesson: the attribution theory, mastery objectives, activators, summarizers, questioning techniques, and formative assessment. Reflecting on one of my earliest observations with Dr. Vacchio, I remember how she mentioned that I should work on wait-time and group work accountability amongst students. Not only was she giving me great feedback, but she also gave me resources and scholarly books to read and inform me on how to better my instruction. Thus, through the supportive staff, hard-working and challenging students, and overall incredibly warm and welcoming school environment, I could not be happier anywhere else. I am looking forward to continuing my development as the best teacher I can become, and I hope to have many more accomplishments inside and outside of the classroom in the years to come.
"The fact that I can plant a seed and it becomes a flower, share a bit of knowledge and it becomes another's, smile at someone and receive a smile in return, are to me continual spiritual exercises." - Leo Buscaglia