Holly K. Peralta, Credentialed English Teacher
the Art of Language
Death Comes for the Archbishop
by Willa Cather
The 5 People You Meet in Heaven
by Mitch Albom
The Perks of Being a Wallflower
by Stephen Chbosky
The Grapes of Wrath
by John Steinbeck
The House of the Seven Gables
by Nathaniel Hawthorne
My Antonia + O Pioneers!
by Willa Cather
On the Road
by Jack Kerouac
by Sandor Marai
by Shawn Wong
by John Milton
Death on The Nile
by Agatha Christie
by Virginia Woolf
The Hunger Games Series
All Quiet on the Western Front
by Eric Maria Remarque
Tuesdays with Morrie
by Mitch Albom
by Ray Bradbury
Walk Two Moons
Sherlock Holmes Series:
The Hound of the Baskervilles
Sir Arthur Conan Doyle
R. Zamora Linmark
The Maltese Falcon
In The Lake of The Woods
Athletics: I'm an avid, advanced snowboarder. I also must add that snowboarding is a huge symbol for me, because like teaching, it was a skill that did not come naturally. I approached it with a lot of enthusiasm, but dealt with bitter weather and lots of falling. I wanted to master the sport, just like I want to master teaching, so I kept on getting up and trying again, and I enjoyed every trip whether I spent it flat on my face, or shredding down the slopes like a pro.
Professional Experience: I completed my Master of Arts in Education (teacher inquiry and practice) because I wanted to learn how to gather the most information on my students' learning based on analyzing assessments, and how to better implement interventions based on those outcomes. My project focused on Engaging Students with Teacher Feedback.
As a second-year teacher, I have accelerated my professional growth by participating in both our department and school-wide Professional Learning Community. I credit the successes and lessons learned in my journeyman years to the dedicated and experienced teachers who have modeled for me how to be an effective teacher and contributive colleague.
I have also devoted a lot of personal time beyond what is required for BTSA to attend professional development opportunities. Most recently, I have been attending a workshop series which supports the transition to the new Common Core Standards. I also attended a three-day “Shakespeare Works When Shakespeare Plays” conference at the UC Davis Mondavi Center provided by Shakespeare’s Globe and the UC Davis School of Education. This workshop provided many performance-based teaching strategies which I have applied to many non-Shakespeare texts as well.
Of course all of the above is in pursuit of providing my students with the best education. They are the center of my professional development as they give me something new to learn each day which I cannot gain from a workshop, meeting, or program.
© Holly Kristine Peralta
Year 2 - here we go!
Homewood Mountain, Lake Tahoe, CA
English Dept. Rap - "We Got Books," Faculty Follies 2012
My Philosophy of Education
All Students Can Learn and Thrive from Academic Challenges
Balancing 21st Century Literacy with Traditional Texts and Concepts
- Despite circumstances, all students possess the ability to learn and grow in the classroom.
- It is my duty as a teacher to differentiate instruction accordingly, and provide proper scaffolds for all students in order to ensure equal educational opportunities.
Community Outreach Helps Faculty and Staff Support Students
- Traditional texts and forms of obtaining English education are as relevant now as they ever were. In a world where our students may have to face aggressive, antagonistic competition, we must continue to study texts which promote ethics and humanism.
- In order to compete in the coming job markets and economies, students need to obtain 21st Century Skills such as communicating in and comprehending different modern media.
- Becoming an effective communicator and critical thinker is essential to all students no matter what profession or discipline they choose. Students need to study both traditional, classical texts and forms of composition as well as contemporary or vocational reading and writing in order to become adults who are well-educated in the art of language.
- Parents and guardians have a stake in the academic and professional success of their posterity, and therefore have a right to be involved in their children’s education.
- It is my job as a representative of the school and an agent for their children’s education to communicate with families and make them feel informed and involved.
- I believe that just as we differentiate for students’ various needs, we can also differentiate for the families of our students and adjust to their circumstances in order to promote their involvement in their students’ studies.
- I am willing to teach beyond my students, allowing education to be a community-wide achievement, not just a phenomenon that happens within classroom walls.
Faculty Follies – Th
e most exhilarating night of my career (so far!)
The picture to the left is from Faculty Follies 2012. As a department, we did a rendition of Sir Mixalot’s “Baby Got Back” and made it our own “We Got Books.” I had the honor of declaring “My cerebellum don’t want none unless it’s got plot, son!”
Follies Night was a fun way to show our students that we are willing to put ourselves out there for them. It brought out our students’ school spirit and made them feel connected to their teachers; as a staff, it made us feel like a strong team and built our admiration for each other’s talents (and guts!). It also stirred a lot of ideas for future follies where we could both entertain and promote our Language Arts department.
Background: I grew up in the San Francisco Bay Area where I was raised by my persevering mom and nurturing grandparents. My family is full of scientists and engineers, but my grandmother was an elementary school teacher in the Philippines. My grandmother and I are the only ones in my lineage who are teachers.
Fine Arts: I play the trumpet, piano, and French horn. When I moved to the Sacramento area to complete my degree, I was 2nd Chair French Horn for the Milpitas Community Concert Band.
I'm also trained in singing and dancing; recently, I have been brushing up on ballroom. In middle school and high school, I took lessons in ballet, jazz, Polynesian, opera, and show tunes, and participated in multiple plays per year between 7th and 11th grade. I was a huge theater bug in grade school which has transferred smoothly into my teaching styles.