Classroom Share

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United States - New Jersey - Edgewater
Classroom Share
3.9
6 votes
"The art of teaching is the art of assisting discovery" -Mark Van Doren
 
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An extensive rubric assessing student's blog posts. I generally use this first and then, as the year progresses, assign different students to assess peer blogs.
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1 rating
4.0
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Seminar questions for students to discuss as a whole. An alternative way to assess student understanding and reading participation.
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Poem provided, graphic organizer using the TP-CASTT format, directions for writing an analytical paragraph, rubric, and student example are all included!
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Great for cooperative learning groups. Handout of the major symbols found throughout chapter 7 for students to analyze.
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1 rating
4.0
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I usually teach this unit around the holidays and find this assignment a great way to keep students engaged the week of Winter Break. Having student create hashtags for each post also provides me insight with how well they're understanding the
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This graphic organizer has students look at the literal, figurative, and symbolic meaning of the major symbols seen throughout the short story.
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Print out these 15 statements, post them along your walls, and have students walk around and write their responses on this sheet. It's a great way to introduce some of the major ideas/themes that will be presented throughout the novel!
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Following the TEPAC method of writing, students are asked to use one of the symbols discussed on "The Great Gatsby" Chapter 7 Analysis Handout and write an analytical paragraph. I often use this method to help students develop their ability to
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4.0
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A graphic organizer to aid students in analyzing Rudyard Kipling's "IF" using the TP-CASTT format. Included is the poem, graphic organizer, and rubric. The poem was copied from poetryfoundation.org
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A great conversation for students to have that explore their own opinions of the themes/conflicts seen throughout "The Great Gatsby".
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End of reading mini-writing assignment asking students to follow the TEPAC writing structure to craft a thematic analysis paragraph. Rubric included!
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I integrate an excerpt of Benjamin Franklin's autobiography when reading Washington Irving's, "The Devil and Tom Walker" as a way of contrasting ideas (having virtues vs. having vices). I use this seminar to have students explore where they stand on
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Included in this packet is Whitman's poem, "O Captain! My Captain!", analysis questions that force students to go back into the poem and annotate, an excerpt from the Library of Congress which discusses Whitman's purpose for writing the poem, an
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4.0
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This graphic organizers invites students to explore each of the main character's wants/needs/desires as well as their conflicts/obstacles. By identifying these items, it should lead students to craft a thematic concept each character represents.
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This guide discusses the main ideas seen throughout the novel. It can be used as a whole class seminar, or fishbowl discussion guide.
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I use this handout in small groups to have students begin their own journey analyzing "The Great Gatsby".
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I use this assessment for lower level/special education students. Or, in districts where formal assessments are mandated.
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A graphic organizer where students need to analyze quotes said, determine what was going on in the novel and what the quote means, and then discuss whether it was an instance of Nick being judgmental or reserving judgement. I appreciate this
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3.5
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A great anticipatory activity to get students discussing the major themes and conflicts presented throughout the play.
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TEACHING EXPERIENCE

I am an educational consultant, tutor, and classroom teacher in Northern New Jersey. I have had the pleasure of teaching grades 8-12, but have the most experience with upperclassman. The past four years I have spent teaching AP Literature and AP Language as well as American Literature and enjoy every minute of it! Teaching AP has allowed me the opportunity to find new styles of teaching and truly develop my scaffolding skills immensely as I currently work in a lower socio-economic district where the students generally don't come to my class having the foundation they need to succeed on the AP exam. Throughout my career, I have taught in school districts ranging from the wealthiest to some of the poorest. I've come to realize that no matter where I teach, students all have similar needs, many of which boil down to wanting a safe space where they can explore their own opinions and desires. Owning my own tutoring and college admissions counseling company, Achieve Success Academy has broadened my knowledge of what students actually need to learn, and the most effective ways to guide them toward their own authentic success. When I'm not coaching, teaching, or tutoring, I'm either blogging, working on my first book for teachers, or developing teacher resources. I absolutely love what I do and feel blessed to have so many different opportunities presented to me! It is my goal to help teachers breathe a little easier and work towards the common goal of changing students' lives and experiences both in and out of the classroom!

MY TEACHING STYLE

My teaching style is laid back, outside the box, yet expectation driven. It took a while for me to find the courage to teach in this authentic way. Often, this means not following the guidelines I was taught in my formal training and listening to my own instincts. I spent many years teaching the way I was "taught": Do Nows on the board, strategic group work, guided reading questions to coincide with reading assignments, reading check quizzes, formal assessments. While these all led me to success as a teacher, I felt like I was missing something--students were coming into my classroom, doing their assignments (most of the time) and leaving. I was craving a stronger connection--a human to human relationship, not a teacher-student relationship. I soon decided to trust my instincts more and be more daring in the classroom. While reading literature and writing is still a focus, I work diligently to create meaningful connections to my students' lives. These connections have been successful because I've humanized myself. I am honest to a fault--I tell my students when I am experimenting, ask for honest feedback, and admit when something isn't working, sometimes stopping the lesson immediately. I believe this has created an authentic classroom where students truly believe I care about them, not just covering the content, where students feel safe enough to speak their truth, where students can come for 42 minutes a day and know that not only do I want them to invest in their education, but in themselves. I love teaching this way, I love conducting seminars where I say nothing and have them all find the truth on their own, I love allowing students to choose who they work with--none of this happens on the first day of school, there is some setup of expectations, but once the students start taking ownership of the curriculum, it brightens my heart and invigorates my passion for teaching all over again. I feel blessed to have the classroom I have and hope my resources will help you find your own authenticity in the classroom as well.

HONORS/AWARDS/SHINING TEACHER MOMENT

The biggest honor I receive comes when students are graduating high school. I have received so many letters thanking me, not for teaching English, but for teaching students how to look at things in a new way. It fills my heart with so much love and appreciation as I read how students have found joy in analyzing literature and how those skills have prompted them to begin looking at their own lives. Many of my AP students are more interested in science and math and plan to pursue those fields in college, but they share with me that my classroom has given them an appreciation for literature or a different outlook on life. I also frequently hear from students their fall semester of college thanking me for all the writing I had them do, that they see the benefit of it now that they are in college. This fills my heart and drives my passion more than any other distinction I could be given. It also makes me feel like the countless hours I spent grading those writing assignments were worth it! I have also received formal awards from my district, specifically being named the B.E.S.T. teaching of the month and letters commending me on the improved testing scores on both PARCC and AP exams. These honors are greatly appreciated, although I'm sure you share in my opinion, pale in comparison to hearing a "thank you" from a student.

MY OWN EDUCATIONAL HISTORY

* New Jersey teaching certification for English Language Arts 6-12 * M.A. in Teaching * B.A. in Journalism--concentration in print

ADDITIONAL BIOGRAPHICAL INFORMATION

I have a blog on my tutoring/college admissions counseling website, Achieve Success Academy which I hope can help you in regards to test prep and the college admissions essay. I also have a teacher-centered website ClassroomShare which over the course of the summer will be up and running with free resources on how to create an authentic classroom. I hope you enjoy it and find my resources helpful!

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