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Students

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By Daniel Dunaief

Daniel Dunaief

We need people around us for a host of reasons.

We have the kind of division of labor that makes it possible for someone like me with no mechanical skills whatsoever to fix, repair, install or replace something we need, like a dishwasher or roof, to pick up the phone and call a specialist who can do the job.

We also need people to provide the kind of food we don’t grow or cook ourselves and to ship that food across the country or the world.

How would we people watch without people strutting, holding hands, barking commands on cell phones, or pausing to take a giant mouthful of hot pizza?

We also need people for social and emotional reasons.

It’s helpful to have someone who can tell you whether your shoes match your outfit, who can point out if you have food in your teeth, or who can nix your idea to share a risqué joke with your boss.

We go through stages in life when our social needs rise and fall, depending on our age, vulnerabilities, and emotional equanimity.

I have several friends whose children are living through different phases in life, entering and leaving colleges, changing jobs or location, and starting or ending serious relationships.

When people in unfamiliar settings first settle into a new routine, they can feel vulnerable, disconnected, and incredibly lonely.

Making matters worse, they see other people around them laughing with friends, moving in a group, or chatting animatedly on the phone. Social media doesn’t help, as they can see pictures of other people having the times of their lives on other college campuses, surrounded by their new friends, while they look to the vacant space to the left and right of them.

These transitionary periods can make people feel as if they are the only ones without an invitation to an incredible party on the other side of the fence. They can hear music and laughter, they can smell the barbecued chicken, and they can see the flickering lights.

It’s as if a magnetic attraction drew everyone else together, while that same force repelled them, making them outsiders in their towns and universities.

While most young people can and do find comfort from companionship, the time when they feel as if they are on their own can seem extraordinarily long.

That’s where we come in.

You see, we are surrounded by students who are going to college, have returned for a few days or longer, or who have graduated and are trying to find their place in the world.

Some of them want or need nothing from us, as they glide effortlessly between their professional or academic responsibilities and their recharging social contacts.

Others, however, may be too unnerved or unsure to ask for help or to try to get what they may not even acknowledge they need.

The cost of offering an encouraging word, of asking about a student who is rounding up grocery carts in a parking lot, is restocking shelves at a department store or who is taking our order at a fast food restaurant is low.

Most of us are creatures of habit. We tend to go to the same places to eat, to buy our food, or to get our hardware store supplies.

When we go to those stores, we might see those same familiar faces, some of whom might be hiding behind extra long bangs or appear to be staring at their phones or shoes.

We don’t have to become best friends with any of them, and we don’t need to pull up a chair and ask their life stories.

We can, however, spend more than a few seconds getting whatever we need. We can ask how school is going, about the products they are selling or about the changing weather.

Those contacts, brief though they may be, could provide the kind of connection that offers them more of what they needed than whatever we purchased for ourselves in a store.

And who knows? Maybe our awkward attempts to offer some unsolicited connection can give them a good story to tell their current or future friends.

Surrounded by people, we can sometimes feel even more disconnected than we might if we were alone. Let’s try not to be too distracted to notice what someone else might need an encouraging or supportive word or two.

Students are not like the cracks in the sidewalk or the contour of a winding road: they may benefit from something we can and should consider sharing and that doesn’t cost anything more than our time and consideration.

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The COVID-19 pandemic has brought unforeseen challenges for nearly everyone in our nation and world.

COVID-19 has already claimed the lives of 6.65 million people around the globe, 1.09 million of which are in the U.S. Countless more have been infected, with the illness hitting hardest the elderly and those with preexisting conditions. In this time, however, perhaps no demographic sacrificed more greatly than our youth. 

We made a decision: Would we let the kids — who were not nearly as vulnerable to the disease as their older counterparts — continue their lives as usual? Or would we limit their in-person activities and restrict their social gatherings to curb the spread of COVID-19? Given a choice between age and youth, we opted for age.

Many children were shut out from traditional social interactions during those critical early years of their emotional and psychological maturation. Sadly, many high school seniors lost their graduation ceremonies, proms and final sport seasons. 

In the absence of interpersonal connections, our young became increasingly dependent upon their technologies. Zoom sessions quickly replaced the classroom. Video games supplanted schoolyards and after-school hangouts. Their relationships with the outer world became mediated through a digital screen.

There is still much to learn about the long-term social and psychological impact of the pandemic on our youth. How will the frequent COVID scares, forced separations, quarantines and widespread social panic affect their developing minds? This remains an open question.

As we transition into the post-COVID era, we know that our young will have difficulty adapting. Right now, they need our help more than ever.

The generation that came out of World War I is often called the “Lost Generation.” A collective malaise defined their age following the shock and violence during that incredible human conflict. 

Members of the Lost Generation were often characterized by a tendency to be adrift, disengaged from public life and disconnected from any higher cause or greater purpose. Right now, our youngsters are in jeopardy of seeing a similar fate. 

Like the Great War, the COVID-19 pandemic was outside the control of our children, with the lockdowns and mandates precipitating from it. Yet, as is often the case, the young bore more than their share of hardship.

We cannot allow Gen Z to become another Lost Generation. They have suffered much already, and it is time that we repay them for their collective sacrifice. To make up for that lost time, parents and teachers must try to put in that extra effort. 

Read with them, keep up with their studies, and apply the necessary balance of support and pressure so that they can be stimulated and engaged in school. Keep them from falling behind.

Remember to limit their use of technology, encouraging instead more face-to-face encounters with their peers. These interactions may be uncomfortable, but they are essential for being a fully realized human being. Devices cannot substitute these vital exchanges.

As it is often said, difficult times foster character and grit. Perhaps these COVID years will make the young among us stronger and wiser. But we must not allow the COVID years to break them either. 

Despite their lost years, with a little effort and love they will not become another lost generation.

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Students in the Three Village Central School District returned to their buildings on Sept. 6 for the first day of school. Administrators, teachers and staff members welcomed students and led them to their classrooms for a day full of introductions and activities.

From the youngest students in the district to the Class of 2023, everyone was excited to start the new school year.

This academic year will resemble scholarly life before COVID-19 a bit more as the New York State Department of Health has lifted restrictions such as masks, social distancing and mandatory quarantines if exposed to someone with the virus.

Port Jefferson School District SCMEA Division I students. Photo from PJSD

In-person student musical performances are back, and Port Jefferson School District students represented at the recent Suffolk County Music Educators’ Association All-County Festival held at Ward Melville High School.

In the fifth and sixth grade Division I, students Josie Amtmann, Jenny Cheung, Isabella Fratticci Cseri, Nina Gnatenko, Kai Gronenthal, Ruairi Hogan, Patrick Hutchinson, Nila Manian, Austin Nam, Adyson Nocito, Clara Pearce, Violet Pryor, Sara Puopolo, Aiden Fraticci Rodriguez, Sebastian Salzman, Dylan Sproul, Kaho Sugimoto, Leilani Von Oiste and Elizabeth Yin were selected. Seventh and eighth graders Rowan Casey, Crystal Reustle, Sadie Salzman and Daria Zakharova were selected for Division II, and Division III’s ninth and 10th graders welcomed Earl L. Vandermeulen High School student Andi Kelly.

“Congratulations to all of our outstanding student musicians who were fortunate to perform in the FIRST in-person county music festival in nearly three years!” said Dr. Michael Caravello, district director of music and fine arts.

Last month, Terryville Road Elementary School celebrated National Random Acts of Kindness Day. Guided by the school social worker, Tiffany Liebling, students practiced kindness by participating in Kindness Bingo. Boys and girls could check off a box on their board by paying a student from a different class a compliment or making someone smile.

“It’s an absolute joy to see how thoughtful Terryville students are! I feel blessed to work with such exemplary children,” said principal Annemarie Sciove. 

A student-created poster contest depicting thoughtful quotes and artwork decorated the building for the last few weeks and winners were just announced. Congratulations go to 5th grader Anderson Latt, 4th grader Paige Stonehill and 3rd grader Gia Ochoa. And a special acknowledgement to Mrs. Stoeber’s class who won the Kindness Bingo and will enjoy a pizza party next week. 

“It’s good to take care of the world,” said 3rd grade winner, Gia. 

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Join the Middle Country Public Library for an exciting evening of career exploration! Long Island teens in grades 6 to 12 and first/second year college students are invited to register for this informative panel of professionals from specialized job fields who will give insights into their professions. Attendees will have an opportunity to chat with panelists one-on-one and learn about the library’s Career Counseling services.

Featured career panelists include:

Stephanie Knorzer: Owner/Operator, The Cookie Shop, Centereach

Dominika De Leon: Graphic Designer/Creative Director, Konwalia Design

Danielle Gruttaduario: Forensic Artist, Suffolk County Police Department

Karen Oswald: Senior Evidence Specialist, Suffolk County Police Department

Large Anthony: Tattoo Artist, Main Street Tattoo, Kings Park

Chris Kelly: Training Director, Long Island Electrical JATC with IBEW 25 & NECA LI Chapter

This event will take place on Wednesday, March 23 from 6:30 p.m. to 8 p.m. at the Middle Country Public Library’s Selden location at 575 Middle Country Road. Registration required and open to district and non-district residents. Register in-person or call 631-585-9393 ext. 115.

Edna Louise Spear Elementary School students in Port Jefferson joined thousands of schools nationwide to celebrate Read Across America Week. School librarian Meg Hoon reimagined and reignited a love of books with Drop Everything and Read, which featured five days of fun and festivities.

The hallway leading to the library showcased student reviews of favorite books. Each student created a flag with title, author, illustrator, favorite character and reasons why they liked the story. The first day featured fifth grade guest readers in younger classes. On day two, students wore pajamas and brought favorite books from home. The third day, students were encouraged to read with a buddy and day four was a time to dress like a favorite character. On day five, Hoon and students took the challenge to Read Across America in a literal sense.

Drop Everything and Read was a motivating and inspiring activity throughout the building. Together, students read for 2,913 minutes. This is the distance from New York to California via Interstate 80. Hoon marked the milestone on a map of the U.S. so that students could see the progress and celebrate their achievement.

Albert G. Prodell Middle School seventh grade students in the Shoreham-Wading River School District are commemorating Women’s History Month with their studies and a paper quilt that was created to showcase the dynamic and powerful contributions of many women in history. 

The project was spearheaded by social studies teacher Corinne Fallon, who is a member of the Women’s History Month committee. 

The quilt features black and white cutouts and short profiles of Clara Barton, Amelia Earhart, Anne Frank, Frida Kahlo, Helen Keller, Rosa Parks, Sonia Sotomayor and others. It is a tribute to and reminder of the vital role that they play in America’s past, present and future.

Shoreham-Wading River High School students Andrea Castillo-Manas and Katelyn Roberts were each honored with a Quill Award in the Adelphi University Press Day competition. 

Andrea, a senior, won third place for Best Opinion Piece for her article, “The Concern for Long Island’s Future.” Katelyn, a freshman, won first place for Best Opinion Piece for her article, “Uniformed Injustice: Sexism Rooted in Athletic Uniforms.”

Both articles are published in the high school’s digital newspaper, “The Pause.”  

“The journalism students are so proud of their peers,” said English teacher and journalism club adviser Sara Trenn. 

World Trade Center Twin Towers. Stock photo

It’s been 20 years since the Twin Towers collapsed on September 11, 2001, which now means that high school students were nowhere near alive when the events actually took place.

The history teachers in local schools remember that day vividly — some were just children themselves in school that warm Tuesday morning.

Districts across the Long Island now include what happened that day in their curriculum — a day that impacted nearly 500 Long Islanders who were among the nearly 3,000 people killed at the World Trade Center, Pentagon and United Airlines Flight 93. 

At Port Jefferson high school, 11th grade U.S. history teacher Jesse Rosen said that the district uses the story of one of its own to teach students about what happened — the documentary “Man in Red Bandana.”

“As a department, we were exposed to this heroic story through a former graduate of PJHS, James Burke,” Rosen said. “James’ uncle, William F. Burke Jr., gave his life in the line of duty as an FDNY member on September 11, 2001. As a result, James and his family were introduced to other stories of heroism.”

Rosen, who is in his 15th year at the high school, said he was a freshman at SUNY Albany during the September 11 attacks. 

This image of James Burke hangs on the bulletin board of Jesse Rosen’s U.S. history classroom. It is a true reminder to ‘Never Forget.’ Photo from PJSD

“I remember an introductory to psychology class being canceled, walking back to my dorm seeing many other students with canceled classes,” he said. “After putting on the television in my dorm room, I recall watching the plane hit the second tower. Above all else, I recall a state of shock and confusion. At the time, I was completely unaware of the magnitude of the events that were unfolding.”

Bryan Vaccaro, a global studies teacher at the high school, was younger than his current students in 2001. He was in third grade.

“I can vividly recall that day moment by moment,” he said. “Most kids in my class were being picked up from school but me, and I wondered why everyone was leaving but me. When I got home seeing the images unfold on television was surreal, almost as if you couldn’t believe what was happening. An extra level of worry settled in as well since my uncle was a firefighter in the FDNY in Company Squad 270 at the time whose main focus was search and rescue.”

Vaccaro, who has been with the school district for five years, said that when he has to teach his students about September 11, it’s important to tackle the topic head on and make sure students are aware of how the events unfolded that day.

“Many don’t know that there were four total planes in three different locations, simply because at this point none of them were born,” he said. “We always welcome hard-hitting questions in the classroom and discuss thoroughly.”

He added when students learn about the events, they’re overwhelmed with emotion — shocked because although they’ve been exposed to images and videos of the attacks, they have minimal knowledge about what actually happened.

“By the end of the lesson I think their understanding is heavily increased,” he said. “My main premise for my 9/11 lesson is to prove that there are impactful moments in history where time stands still, and you can vividly depict where you were at that specific time.”

Vaccaro said each generation has those moments.

“Pearl Harbor, the Kennedy assassination, the Space Shuttle Challenger, 9/11, the Boston Marathon bombing, etc.,” he noted. “And I make sure the students understand that it could happen next week, next year, 20 years from now, but there will be those moments for them. It makes history real and personal.”

Over the last 20 years, Island residents have felt a deep connection to that day. Vaccaro said that while it’s a sensitive and hard topic to talk about, it needs to be done. 

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“I don’t think it’s difficult to teach a subject that hits home for Long Islanders,” he said. “It’s something that needs to be embraced wholeheartedly. It’s part of our story as a region and a country. It showed our resolve as people and proof that we can unite in times of chaos and tragedy — a characteristic that makes us the greatest country in the world.”

High school social studies and special education teacher Melissa Zinger has been an educator for 15 years, the last 10 at Earl. L. Vandermeulen High School. 

“On September 11, 2001, I was attending college on Long Island and was at home,” she said. “I remember my mother calling and asking me if I had heard what happened and to turn on the news. As we were on the phone the second plane hit. As I continued watching the news, my dad stormed through the front door in a panic after he raced home from work. He immediately did two things. He tried calling the Red Cross as he told me, ‘They will need blood and supplies,’ and next he made sure our American flag was hanging outside.”

Zinger said that reflecting on what happened 20 years ago, she realized that her parents’ reactions were different than what she was feeling personally.

“I watched the day unfold in shock, and my dad watched the day unfold with fear,” she said. 

Now as a teacher, she said her approach to teaching about 9/11 has changed.

“In my first few years of teaching, the approach was more reflective as students had their own memories of that day,” she said.  “And over the years, the students only know about 9/11 from what they have heard, so the approach has to also be educational, informative and reflective.”

As an educator, she has her own connection, experiences and emotions from that time, but she is able to see what her students feel depending on the closeness to their homes and experiences of their families. 

“Over the years the responses from students have changed as the students have no longer ‘lived through it’ as opposed to have lived through the impacts from it,” Zinger added. “In the beginning years of my teaching, students would share their memories of that day, one student I recall even remembering the exact name of the color crayon he was using when his mother got the call. Presently, I believe that the students are aware of the events and some more personally than others, however, a true understanding of how tragic and life changing for a country I believe they don’t. All they know is life post-9/11.”