Tag Archives: English Language Arts

06.16.23
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TNCS 2nd- and 3rd-Graders Go Places with Teacher Sarah Weiskopf!

The New Century School values what each individual member of the community brings to the beautiful whole. This is no less true for TNCS teachers, who are, after all, helping introduce young humans to the world and what it offers. Their unique perspectives incrementally broaden students’ horizons and ignite the passion for exploration.

For TNCS grades 2 and 3 English Language Arts and Global Studies teacher Sarah Weiskopf, this is a deeply held tenet.

I really believe in guiding the student toward self-construction, showing them where the tools are, so they can kind of teach themselves. In the Montessori way, you put things out, you give a lesson, and you inspire students toward learning. In that inspiration toward learning, they actually are making themselves into whole human beings. So I like to just be the guide and kind of step back and allow that knowledge and exploration to unfold.

How Sarah Weiskopf Came to TNCS

Ms. Weiskopf started teaching at TNCS in the 2021–2022 school year. She is about to commence her third year at TNCS and is even helping out with summer camp in the meantime.

But she traveled a few dozen thousands of miles to get here. To start this journey from the beginning, Ms. Weiskopf attended Skidmore College, a liberal arts college in Saratoga Springs, NY, for her undergraduate degree. After an on-campus job in the dining hall taught her that food service was definitely not her thing, she began working in a preschool and loves that experience.

She bookmarked that for a bit, not yet certain that teaching children was her avocation, and moved to Prague in the Czech Republic in 2013. There, while teaching English as a second language to adults, she realized that she preferred teaching younger students after all. So, she interviewed at the International Montessori School of Prague as an ELA support teacher and was hired. “Then someone in the 1st, 2nd, 3rd classroom was leaving temporarily, and I took over in that classroom as the assistant,” she explains. “I fell in love with the theory behind Montessori, and watching it in practice was really inspiring.”

She lived in Prague for 3 more years, then made a pit stop in Southeast Asia to do some teaching-subsidized travel there. When she returned to the United States, she had a goal: earning a Master’s degree in Montessori Education. So, instead of going home to her native town of Pittsburgh, PA, she arrived in Baltimore to enroll at Loyola University Maryland. She took a slight detour back to food service to support herself through graduate school, waiting tables and bartending.

With her Master’s degree in hand, Ms. Weiskopf has been teaching for several years. She decided to remain in Baltimore, which is close enough to Pittsburgh to see her family regularly, and bought a house here last year. She taught in Baltimore City and Baltimore County private schools for a bit, but, when the pandemic hit, some of her students’ parents approached her about leading an at-home school in Monkton. She had a cohort of 13 students in grades 1st through 7 and taught all subjects (with the help of an employees she brought on to help out with the upper-level math. They did most teaching and learning outdoors. “In the winter, we had a little garage space that we worked in with space heaters,” she recounts. “We did a lot of hands-on learning. For instance, the kids were really into biking, so I taught the 7th-graders how to use power tools, and they  built bike ramps and little bridges on the property. That was a blast!”

Ms. Weiskopf at TNCS

When in-person school was about to start back up, Ms. Weiskopf got the call to interview at TNCS, having been recommended as a candidate by a teacher friend. Although she misses teaching all subjects and having her students all day long (à la Montessori and her pandemic pod experiences), she is enjoying her time here and especially appreciates her co-teacher Swati Mehta. “She and I are really able to share ideas back and forth and collaborate,” said Ms. Weiskopf. “We are so in sync at this point that it’s just second nature working with her. So I really love the ability to have a co-teacher in that capacity.”

And for you, TNCS parents, she wants you to know that your involvement is most welcome.

The part of the job that I love the most, actually, is parent/teacher relationships. I really see teaching as a partnership between me and the students’ parents or  family members. I can’t do my work without their involvement; they can’t do their work as parents without my involvement. So I really do think that we are a team. I’m an open book, and I really want parents and family members to come and ask questions, see lessons, and really be involved.

Outside of TNCS

Although teaching requires a monumental amount of energy, commitment, and care, Ms. Weiskopf finds plenty of latitude for extracurricular activities: “I like to spend time with my fiancé hiking, biking, and walking our dog Phoebe. We love to travel and go camping as often as we are able! We have a workshop in our basement for home renovation and DIY projects. We most recently built a coffee table.”

Wait—fiancé? You read that correctly; besides starting her third year at TNCS, Ms. Weiskopf has another big event to look forward to: she is getting married in December! As the seasoned traveler you are, we know you will fare very well on that upcoming journey!

12.31.21
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Book Review Number Two: Finding Courage and Growth in the Classroom!

With this final post of 2021, Immersed returns to an idea from Gab Sussman, English Language Arts (ELA) teacher for upper elementary and middle school students at The New Century School. Ms. Sussman thought it would be nice to feature stand-out book reviews by her students, both to recognize their hard work as well as to encourage others to give these worthy assignments their all.

Immersed sees yet another advantage to this scheme: highlighting the exemplary ELA program at TNCS. Ms. Sussman has worked hand in hand with TNCS school counselor Daphnee Hope and TNCS Dean of Students Adriana DuPrau to integrate her core class subject with the important social and emotional learning that has been emphasized this year. Reading books and writing about them is a way to connect to our inner selves as well as to the world outside, a truth Ms. Sussman holds dear. And this book? It’s tailor-made for teens in tough situations.

A Book Review of Bronx Masquerade by Nikki Grimes: By Dez Horvath

Bronx Masquerade is written by Nikki Grimes, and was awarded the Coretta Scott King Award, which is awarded annually by the Ethnic and Multicultural Information Exchange Round Table, and is only awarded for “the most distinguished portrayal of African American experience in literature for children or teens.” Nikki Grimes was also awarded the 2017 Laura Ingalls Wilder Medal, the 2006 NCTE Award for Excellence in Poetry for Children, and the 2016 Virginia Hamilton Literary Award. Ms. Grimes also has published other books, such as What is Goodbye?, Garvey’s Choice, and Coretta Scott King Author Honor books Talkin’  About Bessie, Jazmin’s Notebook, The Road to Paris, Words with Wings, and Dark Sons. Ms. Grimes is also the author of Meet Danitra Brown, and lives in Corona, California. Fun fact, Ms. Grimes had the idea for this book for 5 years before starting to write it down, and it’s a good thing they did because this book had such an impact. It has such an impact, schools started their own “Open Mike Fridays.” With all these awards Ms. Grimes has gotten, Bronx Masquerade has GOT to be good.

All of Ms. Grimes awards are amazing, but the only way to get awards is to have a good story. Bronx Masquerade’s partly main character is Tyrone Bittings, and I say “partly” because they are the only one that speaks after everyone else’s chapters, and they are the character that introduces you to the story. Tyrone is currently in high school, along with pretty much all the other characters introduced in the story. Wesley Boone, Chankara Troupe, Raul Ramirez, Diondra Jordan, Devon Hope, Lupe Algarin, Gloria Martinez, Janelle Battle, Leslie Lucas, Julianne Alexander, Tanisha Scott, Sterling S. Hughes, Amy Moscowitz, Sheila Gamberoni, Steve Ericson, Raynard Patterson, and Porscha Johnson. All these characters are important because they all interact and impact each other’s lives, there is also one or more chapters written from their perspective. All these characters are in an English class together, and their teacher, Mr. Ward, starts an exercise called Open Mike Friday where students read their poems aloud to the class. At the start, everyone thought of everyone a certain way, that didn’t fit who they actually are and everyone started as not caring about everyone else, but then over time, all the poetry encouraged people to open up, show who they really are, and bring everyone together. Everyone respected each other and grew afterwards. Then came the end of the school year, and the book, and an assembly was organized, and it would be the final Open Mike Friday. Tyrone got up on stage and shared how Open Mike Friday made them feel, and what it resulted in. “I just wanted to say I’m really glad I got to do this poetry thing because I feel like, even though the people in our class are all different colors and some of you speak different language and everything, I feel like we connected.” Then some final poems were shared, and the book came to a close.

The two themes I have found in Bronx Masquerade are “courage” and “growth.” The reason I have found “courage” is because at the end of every single chapter, there was a poem. In the book, the students had to go up in front of the whole class, and read their poem, in high school. That takes some courage. And a lot of the characters’ chapters showing their perspective stated they were nervous (I would give an example, but I don’t remember the people that said they were nervous, and I don’t want to have to read through the whole book). The reason I found “growth” is because at the beginning of the book, people thought school was dumb, some people were bullies, etc. and then grew and matured from the Open Mike Fridays. An example is on page 160, “The first time he got up there, I rolled my eyes like half the sisters in class, certain he was going to spout something lame or nasty about girls and sex, or gangsters. I mean, that’s all we ever heard him talk about, right? But there was nothing lame about this poem, and none of it was about sex. It was about what’s going on in the world, and about trying to make sense of it. It was a poem by somebody who really thinks about things, and that somebody turned out to be Tyrone.” Open Mike Friday really had an impact on all the students.

The events of the book really had an impact on the characters, but what about the impact it had on readers? The point of Bronx Masquerade is to, “ignite dialogue and facilitate discussion in the classroom on a wide array of topics concerning, and affecting, teens.” When writing this book, Ms. Grimes wanted schools to think about what might be going on with a teenager, and take action. You never know what could be going on in someone’s life, especially a teen’s. Ms. Grimes doesn’t mean just sit down, and have a small discussion. They aren’t even just saying to ONLY discuss it. There are many ways to facilitate discussion concerning teens, like “Open Mike Friday.” Nikki Grimes’ hope to impact schools in the way they wanted worked amazingly, and I bet if certain readers read the book, they might realize what a teen could be going through, and do something. 

Only some people can be impacted by Bronx Masquerade, knowing its message, and do something. A kind of reader I would recommend this book to is some sort of school staff so they could help Nikki Grimes’ hope of getting schools concerned about teens. An employee of a school could orchestrate something with staff higher in ability, and help any teens in their school. Another kind of reader I would recommend this book to is someone who likes poetry, drama, and school settings in books because Bronx Masquerade has all of that. Whoever enjoyed the things I listed would love Bronx Masquerade. What a person would need to know to enjoy this book is that people can change in general, but also for the better. They would need to know that people aren’t perfect. People can be good, they just need a certain push to do so. Everyone in Bronx Masquerade start off in the book with some kind of flaw about them. At the end, they’ve all grown, and realized their past ways were wrong, or they can do something about what happened to them in the past, and move on. Bronx Masquerade is a great book, the goal it was written for was accomplished very well, and you should go read it (there’s a reason it has a big award).

Courage: A TNCS Core Value!

If this rings a bell, it’s because courage was also a primary theme of TNCS student Shonbeck Glazer’s book report. Let’s find out why Ms. Sussman chose this review as the next to spotlight:

Dez’s book review stood out to me immediately. His appreciation for Bronx Masquerade is crystal clear, and it was wonderful to hear him share his reflections, both in class with his reading buddy, and through his writing. I know that this book provided many windows for Dez, and he highlighted so many important nuances of Bronx Masquerade. I’m excited for his hard work to be featured in Immersed, and in turn, be celebrated by the TNCS community. We’re so proud of you, Dez, and are grateful for your insight!

And we are grateful to you, Ms. Sussman, for helping TNCS students find their own courage and growth and ending the year on such a high note. Here’s to an even better 2022 at TNCS . . . one that includes in-class poetry slams, perhaps? (Hint, hint.)

10.01.21
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Gab Sussman: Opening Windows to the World in ELA!

Middle school at The New Century School enters its fourth year with a fresh new face as homeroom teacher: Gab Sussman. The first thing that strikes anyone walking into Ms. Sussman’s classroom is her warmth. She positively radiates enthusiasm and kindness, and it’s obvious that she wants to be there.

Educational and Professional Background

Growing up in Putnam County, in New York, Ms. Sussman attended both public and private schools and has a broad understanding of what both types of school have to offer. She attended Loyola University Maryland here in Baltimore as an undergraduate in a pre-med program. She said that battling the physics and calculus courses was fine for a while until she heard a classmate talking about her elementary education classes. Something clicked, and just like that Ms. Sussman changed her major to elementary ed. “That’s where it all began,” she said. “After I graduated in 2012, I went back to New York City and began teaching in early elementary classrooms in independent schools.” She also pursued a master’s degree in educational leadership at Fordham University. “There I did a lot of professional development around integrating technology; about reading and designing curricula; as well as diversity, equity, and inclusion,” she explained.

After her time teaching and earning her graduate degree, she returned to Baltimore in 2019 to “close the gap,” as she puts it—she and her now-spouse had been maintaining a long-distance relationship and decided it was time to change that. “When I started working here in Baltimore, I had the opportunity to teach the upper elementary grades, and now I’m really excited to be teaching middle school,” she said. The impetus for her progression up through the grades came about during that professional development for coding and computer programming. Although she loved teaching early elementary, she and the school librarian started a coding club, and so she began interacting more with upper elementary school students. “What was also fun about that was, as my own students were getting older and advancing into older grades, I was able to keep in touch with them through the club and see how much they had changed. Our relationships grew and got deeper because they were older and experiencing a perspective shift. Through that after school program of coding, I realized that I really enjoy teaching older kids.”

So, when she was planning her move back to Baltimore, she had a good deal of flexibility as far as what grades she was comfortable teaching as well as what age groups she enjoys teaching. She got a position teaching in an upper elementary classroom in a Baltimore independent school. “This felt really familiar,” she said, “to be teaching 4th- and 5th-graders. It was new, but also at the same time I had the experience of teaching coding to that age, so it was a way to expand my career and my skills as a teacher.”

Her path to teaching middle school happened along a similar trajectory. At the school where she was teaching, an opportunity to coach middle school field hockey middle school presented itself. This happened during what she calls “the pandemic year” and turned out to involve more than just coaching field hockey. “I was getting to know the students and hearing what their days were like and supporting them social and emotionally. They had just done online school for a whole day, and now they’re showing up for a virtual practice. It was new, but again it was an opportunity for me to interact with this age group.”

Falling into Place at TNCS

TNCS 7th- and 8th-graders on a jaunt around Fell’s Point.

And now here she is at TNCS! She says she started wanting to teach middle schoolers in a more direct academic way, so when the position opened up here, she was quite excited about it. She has both the very familiar upper elementary–age students in her English Language Arts (ELA) classes as well as the fun new chance to teach her 7th- and 8th-graders as both homeroom teacher and ELA teacher as well as Global Studies teacher.

Things are falling into place in multiple ways for Ms. Sussman. “One of my favorite things about teaching upper elementary and now middle school are the amazing middle grade and young adult books. They are engaging and rich and complex, and I love being able to reach students through books,” she said.

Stories are really powerful, and being able to find that genre or find that one book that really turns the student into someone who loves reading feels really fulfilling. It takes the legwork to do the research and find those well-reviewed books and getting them in the hands of students, but those windows and mirrors are a really powerful way for young people to learn about the world and relate to the world outside of their own bubble of families and friends. It broadens their understanding of how the world works. I think that books teach lessons and can be opportunities for connecting with other people.

Gab Sussman being a good neighbor and helping out at Greedy Reads . . . and maybe doing a bit of research?

Ms. Sussman has ideas about how to reach those students who may not be independently grabbing a book to read or defaulting always to graphic novels.

What I love about ELA is helping kids make that bridge from graphic novels to really learning what kind of stories or what kind of characters appeal to them. There are all kinds of graphic novels; they’re not just fantasy. And the graphic novel genre and and format is very appealing to students of all ages and strengths and skill levels. Being able to help students understand that there’s something about the kind of stories that you enjoy, so let’s dig deeper into that. A lot of it has to do with just learning more about who you are. I really try to find those kinds of stories that kids need or are yearning for and and put them in their hands. ‘This is the story you’ve been wanting—once you start reading and you literally fall into the book, you’re not going to miss the pictures. The words will paint those pictures for you.’


In her second month at TNCS, Ms. Sussman says she already loves it. “I’ve always been drawn to smaller communities. As a kid, I was really lost in a large public school, and I felt like it was really hard to figure out who I was and figure out where I fit in the larger community.” She explains that this informed her university choices as well as where she felt most comfortable teaching. “The smaller structure in many ways is conducive to a stronger community feel,” she said. She also feels that TNCS is authentically diverse and multicultural:

It’s very tangible. It really affects how people interact with one another, and even in small communities, you can still feel isolated or you can still feel alone. So, it feels really wonderful to be part of a community that is intentional about representations of cultures and ways of life here. It affects the expectations that people have for each other, and it feels very vibrant in a unique way.

She says this carries over even into how some students are new to the school and some have been at TNCS for their entire academic careers. “There is really rich history in their relationships with each other. It feels natural, and, in a way, it mirrors society in terms of how people have history in a place and some people come and go.”

She’s right at home at TNCS and in her ELA classroom. And the answer is no, if you were wondering whether she experienced any regret about giving up medicine in favor of a career in education.

I would be a very, very different person if I had not gone into education. I think being an educator is part of my identity—from the the training that goes into teacher education to the experience of working with kids and partnering with families to staying up to date on child development and what literature to expose kids to. I can confidently say that I feel really proud and really happy with where I am. As I was growing up, I had an older sister go to medical school and seeing that and wanting to be like her, might’ve been a factor in why I thought I also wanted to be a doctor. But having that conversation with that one person majoring in elementary education allowed me to carve this path on my own and for myself.

That sister went on to become a child forensic psychiatrist, and so she and Ms. Sussman are both experts in different areas of child development and not only have interesting conversations but are also able to support each other in their respective work.

All in all, it’s pretty clear that, at least for this part of Ms. Sussman’s story, the ending is a happy one.

Gab Sussman and her homeroom students, just chillin’ on the TNCS campus.

 

10.25.19
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Get a Glimmer of TNCS Middle School: Meet Daphnée Hope!

The Middle School program at The New Century School got a whole new look for the 2019–2020 school year. Daphnée Hope not only took over as the 7th- and 8th-grade homeroom teacher, but she also transformed the classroom into a place of beauty, inspiration, and motivation. You can’t walk into her class without feeling uplifted! Even her name sparks positivity!

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With Hope for the Future . . .

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Home from first deployment!

Ms. Hope came to TNCS from San Antonio, Texas, and she and her husband moved to Baltimore almost 2 years ago for his work as a fighter pilot with the U.S. military. They now live in the Hampden neighborhood. She taught for a year and a half at other schools in the city before joining TNCS and is in her fifth year of teaching overall. We’ll delve into how her first year at TNCS is going, but first let’s backtrack to how she found teaching—or maybe it’s more accurate to say that it found her!

Ms. Hope earned a bachelor’s degree in English with a concentration in Creative Writing from Texas A&M University. Her teaching degree came later and not in a completely conventional manner. Having so many creative writing credits meant that she could take additional related classes and then be “adopted” by a school that would mentor her as a teacher. “During my first year of teaching I wasn’t technically a teacher,” she explained. “I walked in on the first day of school and thought, ‘the students and I are going to learn together!’ It was really scary but it was the most rewarding growing experience.”

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Hiking in Sedona, AZ

This last insight came from a bit of reflection—she wasn’t immediately aware that deciding to teach was the right thing to have done: “I didn’t actually set out to be a teacher. I became a teacher. I’ve always loved kids, but I had never thought about teaching.” She recalls her father telling her and her sister that they could choose whatever degree they wanted to pursue, so long as they could find employment in their chosen fields. Ms. Hope had a job set up in France after college, but, much to her dismay, that fell through.

So, upon graduating, she started sending out résumés, thinking that she would teach for a year while figuring out what career she really wanted. She went for an interview for a teaching position in west Texas that somehow did not feel right to her. On the drive home, she confided her feelings to her mother who had accompanied her. “I really don’t want to teach there,” she told her mother, who responded that it was sort of the only available option. Then, in a stroke of maternal genius, she suggested stopping in a cute little town for lunch to cheer her daughter up. What happened next can only be described as “destined.”

We stopped in, and this feeling came over both of us. My mom said, ‘You can work here for a year.’ So, we go to the middle school, and I basically knock on the door and introduce myself to the principal. I said something like, ‘I know this might seem random, but I was wondering if you had any English positions open.’ She actually replied, ‘We have been praying for a teacher to walk through our doors for almost 4 years now!’ They hadn’t had a teacher, and there I was, just like they had wished for. Also, like me, she was a graduate of Texas A&M and an English major. Just like that, they hired me! I couldn’t believe it—it was so unexpected, but it was the best 2 years of teaching I had ever had. It was a godsend. The only reason I left is that my husband and I got engaged and had to move.

IMG_1399That was Ozona Middle School, and Ms. Hope clearly benefited from that near-miraculous experience. Her career path was set—she was a teacher through and through, after all!

. . . And Hope for the Present!

Mere weeks into her first year at TNCS, Ms. Hope seems to embrace everything about the school, and her positivity is infectious. Upper elementary and middle school students are working hard in her ELA and Global Studies classes and loving every minute of it.

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She came to TNCS because she was actively seeking an independent school, her experiences in city public schools having been somewhat discouraging. When she met with Head of School Señora Duncan, she felt excited about the school and the prospect of teaching here. “I could see myself fitting in well here. I remember going home and telling my husband that the kids are just so happy, and they want to learn.”

Ms. Hope’s ELA class initially comprised a Daily 4 Rotation of independent reading with daily reading log, mini writing lesson with her, word work station (5th grade) or ISEE test prep (6th through 8th grades), and iReady (see TNCS BTS Night for more information). However, as time has gone on, she has adapted the Daily 4 to better fit the needs of her students and to incorporate real-world learning. Depending on the day of the week, the Daily 4+ might consist of novel study through a literature circle station, a TED talk station, iReady reading comprehension lessons, a vocabulary/word work station, a social-emotional journaling station, and a news article analysis and conversation station.

Teaching writing is one of her passions, and she especially loves teaching writing to middle schoolers. Their first writing assignment for the year was a personal narrative, and quarter 2 started off with creative writing—a Halloween-inspired short story. “I really enjoy building relationships through writing. I use writing and journaling to help my students make sense of their feelings and have an outlet—a creative space to call their own,” she said. Middle schoolers, after all, are going through profound physical and emotional changes, so having tools like creative expression to forge them into something manageable is highly important for this age group. Her classroom is a space where they can be themselves, maybe even their best selves.

“My favorite thing about working here is that the kids are so happy to learn. You just don’t find that everywhere,” said Ms. Hope. It’s also true that not every school is fortunate enough to have such enthusiastic educators. Ms. Hope infuses her classes with rigor and fun. Her standards are high, and TNCS students are thoroughly enjoying rising to the challenge! Welcome to TNCS, Ms. Hope, and here’s hoping the rest of your school year gets even better!

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11.09.18
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Meet the Teacher: Leslie Shaffer Joins TNCS Lower Elementary!

This fall, The New Century School welcomed Leslie Shaffer to teach kindergarten/first-grade for the 2018–2019 school year. Immersed had the pleasure of interviewing her recently and brings you the highlights in this post.

Meet Leslie Shaffer

tncs-k-1st-teacher-leslie-shafferMs. Shaffer is originally from New York state and graduated from Hamilton College in upstate New York in 2015 with concentrations in Government and English. She went on to get a Master’s Degree in Early Childhood Education at Bank Street College of Education in New York City.

Once she was out of college, Ms. Shaffer moved to Connecticut to take a position teaching pre-K and kindergarten at Greenwich Country Day School, in what she says was similar to an apprenticeship program. After 2 years, she returned to New York City to teach kindergarten at the all-girls school Sacred Heart and reports that she thoroughly enjoyed that 1-year experience.

So far, she has not merged her undergraduate Government concentration into her teaching, because once she realized later in college that reading books for fun could be a major, she was hooked. “I took an English class by accident and wound up loving it. It’s now something I use a lot in the classroom, and I’m so excited that I get to do so,” she said.

This past summer, she moved to Annapolis to be closer to family, who have a business on the Eastern Shore. When asked what inspired her to apply to teach at TNCS, she says: “I think a lot of it was the neighborhood. I knew I didn’t want to teach in Annapolis, even though I would be living there. Having just come from New York, I wanted to be in more of a city environment, with more going on. I wanted a little bit of excitement. Annapolis is a lovely place, but it’s not a city.”

The 15 students in her homeroom class plus the 14 students she co-teaches from Pei Ge (“Ge Laoshi”)’s homeroom are contributing to that excitement Ms. Shaffer enjoys. “I love it here,” she said. “I really do. I think what I’ve liked most is that the parents are so interesting, and so the kids are, too. Everyone is traveling to different places, has family in different countries . . .  I think it’s fascinating.”

Ms. Shaffer’s primary subjects are Math and English Language Arts, and she does the Daily 3 or 4 rotation for both (including a snack rotation). Her homeroom students spend the first 1 1/2 hours of the day with her, and then they move to Ge Laoshi’s classroom for Global Studies and Science. The two classes also switch for part of the afternoon. Many of her first-grade students came up through the TNCS primary program, and many of her kindergarteners are new to the school, but everyone has adjusted beautifully, thanks to the built-in differentiation that rotations afford. Says Ms. Shaffer:

I think my favorite parts about being a teacher have always been the small group work and working one on one with a student. I think that the day lends itself so well to having rotations, and although I enjoy my time with them, I make sure they stop at a good amount of independent stations, too. But also there’s always one more, and that’s just with me. I love that part of it.

English Language Arts Class

“In ELA, differentiation is crucial,” explains Ms. Shaffer, “because some of the students coming in could not yet identify all of the letters of the alphabet, while many of the 1st-graders can completely read on their own.” Thus, her ELA class will typically have a rotation that includes her reading with a small group in the “library” (pictured below) and another with her listening to a student reading independently as well as various exercises involving more intensive focus on individual letters. “For those who are still working on letter recognition,” she said, “each week we focus on a letter. For those who can read on their own, this becomes more like coming up with a list of how many words they can spell with the letter of focus.” Most of the books in the K/1 classroom are “decodable,” meaning that there are no tricky sounds or silent letters, to give young learners the chance to gain some confidence before encountering the many exceptions to the rule that comprise the English language.

The best part of the day for Ms, Shaffer takes place in ELA class, with her students circled around her:

My favorite part of the day is always doing a read-a-loud, which, for the past 2 months, has been a Marcy Watson book. They are chapter books, which seems like a lot for kindergarteners to listen to, but because the books are so funny, the students are really, really attentive, even from the beginning of the year.  I think it’s been a good place as well for the kids who are very comfortable reading. Every once in a while, they’ll want to read the next chapter, and the other students still listen to them, which is so nice.

Math Class

The Math curriculum for all TNCS elementary students is Singapore Math. For K/1 students, many who are transitioning from preschool, math class includes manipulatives, but, albeit quite similar, these are from Singapore Math rather than Montessori materials the students would have used in primary.

“The students have mainly been using the base 10 block so far, explained Ms. Shaffer. The 1 is represented by a tiny cube, 10 is a stick, 100 is a block of 100, and 1,000 is a cube. “This system works really well, especially for the 1st-graders, who are doing addition and subtraction, but also for the kindergarteners who are just starting to figure out what the numbers represent.” She is also incorporating bead rings, another way to represent smaller numbers, as shown below.

“They’re doing very nicely,” said Ms. Shaffer, “and we had a professional development training in Singapore Math earlier this year that really helped us understand how to use the materials most effectively.” (More on that in a future post!)

Ms. Shaffer is very much at home at TNCS, and her fascination with people and culture—and learning—makes her an ideal fit for the school. There is one aspect of the day in which her students have the upper hand over her: “They love it when they come back from Chinese class, and they know all these words that I don’t,” she laughed. But even here, she is picking up vocabulary and enjoying the fun of learning right alongside her wonderful students.

Welcome, Ms. Shaffer! Huānyíng (欢迎)!