Emily Wijnaendts

I am a certified NYS English Teacher who teaches 9-12 grade at a local high school. I am passionate about helping students work towards their writing goals, particularly with the college application process.

I have always had an affinity for literature. I learned to read at the budding age of three, unaware that this ordinary skill would cultivate into a lifelong passion. I received books as Christmas presents and spent my recesses curled up in the library. Literature is my escape, an alternate reality, and a place of solace. Reading produces an indiscernible feeling; it is a flutter in your heart, a fever dream, and as if for a second you can grasp the meaning of life. It took me years to realize that my passion was more than just a hobby; it is my calling. I am honored to be an English Language Arts educator.

Receiving my Bachelor of Arts from the University of Vermont served as a catalyst toward my career choice as an English Language Arts Educator, particularly due to the following inciting incidents: receiving extensive coursework rich in literary and cultural studies, studying abroad in Canterbury, England, and teaching English as a Second Language in both South Korea and Spain. My experience teaching foreign learners has taught me to be adaptive and to approach teaching with an open mindset. I am cognizant of the needs of my students, noting how not all students have the same learning style. I believe teaching in such strikingly different educational environments aided me in becoming a successful educator. I am hyper-aware of cultural differences and how each child has a different personal experience.

In 2021, I completed my Master of Science at the University of Rochester, with a concentration in Secondary English Education (Grades 7-12) and an advanced certificate in Urban Teaching and Leadership. Since then, I have taught 7th, 8th, 9th, 10th, and 12th grade. In all of my classes, I cultivate authentic inclusion by scaffolding instruction without diminishing the rigor. I utilize data-guided instruction through formative assessments to check that my students understand the content before moving forward in my instructional planning. Most importantly, I implement student-centric learning experiences;

Nevertheless, I acknowledge the developmental needs of adolescent learners; teenagers are not yet grounded in their identities and therefore need routine guidance. As an ELA educator, I guide students in navigating the complexities of both academic knowledge and social responsibility. I hope to have the same honor when working with you on your writing.