Betsy Grob

Supervised Fieldwork Advisor; Course Instructor

Academic Interests

Some of the Values that Shape My Work

I became a teacher because of my strong commitment to children and to creating community. I see teaching as an important tool for social justice. As a strong advocate for progressive education, I believing that all children learn best when they are in an educational setting where teachers and administrators respect children and understand how children learn. I believe that play is an essential part of children’s learning. I work hard with teachers to help them be advocates for their students and to be experts in how children learn and create environments that are supportive of their students. I love learning and teaching & working with teachers, parents, and children.

Work with Families, Children, Schools, and Communities

I have done extensive work with families of Head Start children in NYC as well as with teachers who work with families of Roma children in Romania. I have worked with schools in Moldova, Mongolia, and Chile, among others, as well as Newark, Camden, Yonkers, and throughout New York City.

Recent Professional Contributions

  • Fieldwork advisement to students in the Urban Education Program as well as the Preservice Program
  • Ongoing professional development with Ovidiu Rom, an organization that works with Kindergarten teachers who serve Roma children in Romania
  • Membership of NAEYC, AAM, and NCSS
  • Teach Observation & Recording, Early Childhood Curriculum, Block Building
  • Facilitate block building workshops in early childhood conferences and classrooms throughout the city and beyond

Educational Background

  • M.S.Ed., Supervision and Administration, Bank Street College of Education
  • Ed.M., Early Childhood and Childhood Education, Bank Street College of Education
  • B.A., French, Western Reserve University

Selected Publications and Presentations

  • Grob, B., Diamond, J., & Reitzes, F. (2010). The right to learn: Preparing early childhood teachers to work in high-needs schools. Bank Street College Occasional Papers, 25, 7-17.

  • Grob, B., (2006). Cleaning up the streets. In D. Koralek & G. Mindes (Eds.), Spotlights on young children and social studies (p. 10). Washington, DC: NAEYC.

  • D’Addesio, J., Furman, L., Grob, B., & Hayes, H. (2005). Social studies: Learning with the world around us. Young Children, 60(5), 50-57.

  • David, J., & Grob, B. (1997). The roles of the teacher in the child-centered primary classroom. In K. Walsh (Ed.), Creating child-centered classrooms: 6-7 year olds (pp. 43-73). Washington, DC: Children’s Research Institute.

  • Grob, B., Chapman, M., & Hass, M. (1989). The ages and learning stages for children and their implications for foreign language learning. In K. Muller (Ed.), Languages in elementary schools (pp. 27-42). New York: American Forum.

Contact me:

(212) 875-4723 bgrob@bankstreet.edu
610 West 112Th Street, 628
New York, NY 10025