Norwood Public Schools
About
My service stands out because although I adhere to a strict set of expectations for every class/tutoring session, I also understand the need to provide support and patience with many students, esepcially ones who struggle academically and/or emotionally. Students I have taught in the past have always been comfortable coming to me with problems within the classroom and outside of the classroom. Students have also come to see me just to discuss the previous night's basketball game or the new album that was just released.
I also believe my experience working with a wide range of age groups throughout the year has opened me up to a wide array of strategies to address a number of different issues and situations. My experience working in Special Education has reinforced these strategies greatly.
Teaching is a pleasure because each new day brings a new load of challenges and opportunities to connect with young people. It is amazing to share my experiences with the students and hear their stories as well.
I love trying to incoroporate their interests into whatever subject we are studying. For example, in my current position as a History Teacher at Norwood High School, I have invited students who play instruments to sing along/play songs dealing with civil rights issues from the 1950's and 1960's. We, as a class, have connected the protests in Hong Kong to comments made by professional athletes.
Additionally, connection is important on a social-emotional level. When a student is having a bad day, it is essential to be understanding and supportive. Providing that support and seeing the appreciation that students have for your interest in them is one of the most rewarding feelings I have had working in education.
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Frequently asked questions
What is your typical process for working with a new student?
I typically will begin with an ice-breaker to get to know the student a little before engaging in the work and so the student can get to know me. Depending on the age, one game I like to play is "Name Picnic", where a student will say his/her name and bring something to our "picnic" that begins with the first letter of their name. For example, "My name is Danny, and I'm bringing the donuts to the picnic!"
Simon Says is also a great way to get to know a student's interests while also giving them a chance to move around before getting to school work. This is also a great game to play when doing periodic movement breaks.
Following the ice-breaker, I like to lay out the expectations with the student and explain why we are here and what we need to get completed in the time we have. I after I make expectations known, I like to ask where the student feels like he/she have strengths and where the student feels like he/she has room for improvement. I will typically ask which school subjects the student enjoys and which skill sets he/she think they have honed. I will usually ask a student to show me work in a class that they sturggle with and begin working there.