Paige MacLeod
Paige MacLeod has been an English and English as a New Language teacher at Riverhead High School since 2015. Prior to that she was a tenth grade English teacher in the Department of Education in Jamaica, Queens. She received her Bachelors in English Education from Stony Brook University, Masters in Literacy from Touro and then became TESOL certified from Molloy College.
Check out my course offerings:
 | Instructor: Paige MacLeod pmacleodliips@gmail.com
In Service credit only
3 credits/45 hours
Course Description: There is a wide spectrum of needs that ELLs have as they immerse themselves into not only a new language, but often, a new culture and educational system. As teachers of ELLs we have the potential to be a person of guidance and safety for our students. These students have greater stresses and challenges beyond our classroom curriculum and these difficulties can frequently be divided into the categories of cultural, social, and educational. Once we have an understanding of the common issues they may face, we will know the signs to look for and, more importantly, what strategies and resources we can provide them with. Suitable all Educators and Staff K-12. Objective: Course participants will have an understanding of common stresses that ELL students face beyond our classroom and will share different strategies and resources to implement into their own practice. | |
| Instructor: Paige MacLeod Email: PMacLeodLIIPS@gmail.com Description: In the middle of a well-organized and prepared lesson, have you ever realized your students do not have the background knowledge to complete the task or understand the concept? You suddenly find yourself doing a quick Google Image or YouTube search, drawing diagrams on the SmartBoard or scrounging up some sort of visual to help provide that background knowledge, and essentially, fill that gap. We try to anticipate these setbacks and incorporate the background knowledge or skills, but it is impossible to predict them all until you are in the moment. As educators, we are well aware of the basic fact that there are challenges and “gaps” that our ELL students face. These challenges are present despite where the student is in their academic career, or when they entered the American educational system. There is an overwhelming number of inequities, so it is important that we try to pinpoint the most common, detrimental, and even the ones that may be less obvious. Objective: Course participants will have an understanding of the array of systematic and societal challenges of being an ELL and how these challenges contribute to widening the academic gap for them. | |
| Overview: Teachers of other subjects sometimes wonder why certain students remain in ENL programs when they “speak English.” However, passing the NYSESLAT involves more than just spoken English proficiency. The test assesses listening, reading, and writing skills, demanding a nuanced understanding of English in various contexts, including cultural nuances. Many students find meeting these criteria challenging, and the pressure of standardized testing often limits their ability to showcase their language skills fully. Beyond the NYSESLAT, ELL students often face reading and writing challenges stemming from their early education. They initially learned these skills in their native language or in systems different from those in the United States. This transition to a new language and educational structure creates gaps in their foundational literacy. Adapting to a new writing system, grammar, and vocabulary delays their English literacy development, even if their spoken English is proficient. These hurdles persist throughout their academic journey, affecting assessments like the NYSESLAT. Objective: This course will address how the literacy gap and lack of foundations ELLs face from a young age make it difficult for ELLs to catch up to perform on grade level throughout the rest of their school career, and essentially, pass the NYSELAT. We will explore different strategies to try and meet their literacy needs and support them to reach proficiency on the state exam. | |
| Course Description: Research has consistently shown the significant benefits of having an established and clear routine in various aspects of life, including home, school, and work. Beyond enhancing efficiency, a structured routine fosters a sense of ease and comfort. According to the U.S. Department of Health & Human Services, “familiar activities can provide comfort for both adults and children during challenging and uncertain times. Just like adults, children feel more confident and secure when their daily activities are predictable and familiar.” As educators, it’s crucial to bear this in mind when shaping our classrooms and implementing systems that promote student success. This is particularly important for students with higher needs who thrive on consistency and clear expectations. English Language Learners (ELLs) often come from homes that may lack structure and possibly experience chaotic living situations. Coupled with the challenges of grasping content, language, or daily tasks, these students, in particular, benefit significantly from routines and established expectations. When they know exactly what to expect at the beginning of each class, they can enter the classroom with increased confidence, setting a positive tone for the entire lesson. Objective: This course aims to explore the advantages of establishing clear routines and structures for students, with a specific focus on English Language Learners (ELLs). Participants will gain access to resources and practical ideas to effectively integrate routines and systems into their classrooms. |