Kristen Rasmussen's Interview with a Third Grade Teacher

The teacher I chose to interview has been teaching for 16 years at the same school. The school she works at serves a military community. With it being on a military base, it is naturally diverse demographically, with students coming and going on a consistent basis to and from many different places in the world. The teacher has 4 English language learners in her class. She is a third grade. We eat lunch together every Tuesday and Thursday in the teacher's lounge where I get to sit in and participate in discussion about what is going on in each class.

We discussed how she came to be teacher and what inspired her to do so, what particular teaching approaches and styles she likes/dislikes using, her thoughts about the current curriculum and how she sometimes modifies it to better suit her students and how she looks back on her career as a teacher as she nears retirement either at the end of this year or next.

When the interview began, she immediately mentioned how teaching as a profession runs in her family. Her family members are her inspiration for wanting to help make our world a better place through touching the lives of children in a positive way, educating them about what the world could be like and how they as young people are the future and can make a difference. Her students have also always been her inspiration, to her there is nothing better than seeing that light switch on in a child's mind when they have learned something new. 

As we started to discuss how she approaches her class when teaching a new lesson and what styles she favors, she immediately said that it changes every year according to her new students' strengths and weaknesses. When she went to school to become a teacher, she was mostly educated on direct instruction and therefore that is what she used the most of in her early years of teaching. She emphasized how important it is to continue educating herself and new approaches and styles that fit her students.

Her class this year works particularly well in groups so she tends to find herself grouping the students regularly and encourages authentic discussion in class. She said she finds that students are taking more away from lessons when they learn about them hand-in-hand with their peers through sharing and discussion.

As far as the curriculum goes, she really likes the current literacy/language arts textbooks and manipulatives as opposed to the math. She is partial to the reading texts because they provide plenty of anthologies about things that truly interest her students: stories about outdoor activities, the beach and ocean, sports, etc. She said the math texts are not sequential and it makes it difficult for her to transition from one topic to the next; she has to jump around in the texts to help the students make more sense of it. She modifies lessons for her English language learners by consistently calling upon them to discuss a story or to solve math problems in front of the class to help them use their academic language skills instead of just their writing skills.

As we came to a close on the interview, she began to reflect upon her years as an elementary school teacher and how she has had her ups and downs, sideways and backwards about pretty much everything. But overall she could not be happier with her choice of profession. To her, there is nothing more rewarding than the graciousness of a student who truly learned from her and appreciates her as a teacher and human being. She is planning on retiring very soon as her and her husband look to move out of state. It was my pleasure to sit and discuss teaching with this exemplary person and teacher.

Elliot Langford's Interview with a First Grade Teacher

Mr. A is a wonderful teacher who has enviable classroom management skills and an uncanny knack for motivating his children at all times. He teaches in a Central Coast school here in California where around 99% of the student body is Latino, and where just about everyone gets free lunch. He himself is not of Latino heritage, however his spouse was born and raised in Mexico until she was 6, so his perspective is quite sharp on the subject of English language learning due to the firsthand stories about the difficulties of adolescent language immersion.

He is committed to the craft of educating for the sake of empowering the youth of his community, and has been doing so for 15 years now. He started off as a kindergarten teacher, then third, and then switched off between first and second grade for the past twelve years. He was awarded his first teaching position at a job fair. He had signed a contract before he walked out the door, telling me that the employer was moved by the fact that he wanted to go back and help his community. All his teaching experience has been in "high-risk, low literacy, and high-crime" communities where the children have had to deal with much, much more than school work. He insists that the children can rise above the negative surroundings and empower themselves to achieve greatness.

He credits his teaching style and philosophy are a reflection of his past educators, and how they were very driven by creating an independent student that was self motivated regardless of what is going on at home. He tries to give his students tools they can use for the rest of their lives and not feel helpless in such dire situations. Mr. A believes "even though they are little, there are a lot of things they can be independent on. There is so much chaos in these kids' lives that they need to be able to rely on themselves because those around constantly let them down." He did admit he was generalizing, but that he has seen this situation so many times that he wants the children to be independent learners and not have to wait on their moms or their dads to help them.

He keeps the expectations very high in the class, and believes kids know what level they are achieving. He does not hide the fact that some kids' scores are not as high as others, and really pushes the low performers to work extra hard to move up. Instead of simply passing the kids along and worrying about protecting their feelings through sugar-coated deficiencies, he makes sure they understand that they need to improve and why. In most cases he says, it has a tremendous effect.

When I asked him what keeps him enthusiastic and motivated to teach, he admittedly risked sounding cliché, and told me it was the simple act of teaching children. "Shutting the door and getting to work with the kids" he said. He added, "All the grown up junk is really bad here, and they are taking opportunities away from kids because they are continuing the chaos. I teach as if my own kids were sitting in my classroom. What kind of teacher would I want for my kids? Grown-ups get in the way, and if not for the kids, I would have quit by now." I'm sure lots of teachers feel this way, and I am very happy to hear this. He doesn't have a resentful or vitriolic tone when sharing these thoughts, but rather a matter-of-fact viewpoint of a troublesome issue that he may have found a panacea for.

Mr. A creates a classroom community by grouping his students at tables rather than individual desks to create "families" that rely and help each other. "Ask three before me" is in effect so the students seek out answers and solve problems together before asking the teacher. Over time, this method transforms the students into teachers themselves who help each other at all times. They really get the sense of family and want each other to succeed. There is also a lot of peer discussion and validating each student's ideas so they feel their critical thoughts are awesome and worthy of sharing. Mr. A sounded excited when describing his classroom and the children inside, which made me feel good about choosing to teach.

Mr. A claims his reward is when he hears his name while visiting the local high school that his old students now attend. Feeling a little embarrassed about sounding needy, he stated "It's a great feeling. The students still love you." I'm sure the love is there because he tells his students that, "Once I'm your teacher, I'm always your teacher" and creates that everlasting bond because he cares about their well being, and it won't fade over time.

I want to be a great teacher who inspires children to think big and be great, like Mr. A does. I really enjoyed hearing about high-risk students being able to achieve and be responsible at such an early age. "Even though they're little, they can be independent" will no doubt be a theme of my own classroom so all my students will have the power to succeed, no matter the circumstance.

Jenna Oliverio's Interview with a First Grade Teacher

Mrs. X is a passionate, well-known, and very experienced first grade teacher. The school has a large Hispanic population, sitting at 94%, with the other 6% made up of White, Pacific Islander, and Black students. One hundred percent of the students qualify for free and reduced lunch. The district is currently under a state-appointed trustee, who has been given full administrative authority over the district. While there is a rough political climate affecting the district, Mrs. X has yet to lose enthusiasm for what she teaches and believes in.

Mrs. X is in her 30th year as a teacher and 27th in the district. After graduating from Chico State, she spent her first three years down in South County. She has taught in four different schools in her current district, teaching bilingual kindergarten, bilingual first grade, and her current position in a first grade English language development classroom. She has always taught in schools serving low-income students, primarily with high Hispanic populations.

I chose to interview Mrs. X because she has participated in so many different district-run and privately funded foundations. She began as part of the Mid-California Science Improvement Program (MCSIP), founded and funded by the Packard foundation. She was a science model and developed new science lesson plans and ways to improve curriculum over the summer and during breaks in the school year. For over five years, she was a literacy coach for Effective First Teaching (EFT) through the district. Later, she became a reading coach for the same program; her experience in bilingual and language development in kindergarten and first grade enabled her to be a master in the subject areas. She really enjoyed working for the district and taking a break from the classroom for the few years she did it; it truly helped her become a better teacher. The most beneficial and recent position she undertook was when she did consulting across the United States. She traveled with the program coordinator as a model teacher for Integrated Thematic Instruction.  It was a program developed to increase student performance and teacher satisfaction, with a primary purpose to grow responsible citizens. Now that she is back in the classroom, she definitely misses all the workshops and trainings, but is happy to use what she has been developing.

Mrs. X is such a neat teacher to observe. When I asked her about her own philosophy, passion filled up our conversation. She told me, "No one can take away your education; you have a choice to be educated." After thirty years in the teaching profession, she still cries at every back-to-school night while explaining this to the parents. It was interesting to me that she was the first in her family to graduate college and go on to a profession like she did; she called it, "her way out." Even though she is close to retiring, she can't imagine her life without urging students to give it their all and be as passionate as she is about education.

Mrs. X's classroom is bright and fun, with student work on the walls and posters to boost first grade knowledge. The students in her class are seated boy-girl, boy-girl in two separate columns of five rows with either two or three students in each row. Though Mrs. X is fluent in Spanish, she rarely uses it in the classroom. The only time she really relies on it is when she is speaking with parents, trying to calm a student down, or helping to better explain something to a student who doesn't understand. She started to learn Spanish while student teaching in Yuba City and became fluent through class at Hartnell and Salinas Adult School.

A normal day in the classroom consists of mostly whole class, direct instruction. Due to scripted curriculum, she is unable to truly do what she wants with the class, but tends to make the instruction creative in her own way. She will occasionally break the students up into leveled small groups. For example, there are four different reading levels for universal access; the stars (30+ words a minute), watermelons (8-20 words), bananas (3-7 words), and apples (can only make out sounds). She does a different reading activity with each group at the end of the day as to tailor instruction to each student's abilities. For the most part, whole group instruction seems to be very beneficial for her. The students stay on task and she switches subjects often enough to account for the attention span of a six year old.

Mrs. X has yet to lose her enthusiasm for teaching. I find this pretty neat because I hope that after 30+ years of teaching, I am just as enthusiastic as she is. She just said she enjoys the way she has a new class every year and by the time you really get used to the group, they are passed on to the next grade level. Every day, she has five to ten students from previous years come in during their break or lunch to help with the class. It is amazing to me that a teacher would have so many students who would rather stay in at their own free time to come back and help their old teacher. The most rewarding part about teaching for her is seeing the way the students soak up such a vast range of information in such a short amount of time. The one reason she has never gone up to higher grades is due to the difference she can make with these young students. While first grade is extremely tough, I can completely understand where she is coming from; the thing I find most exciting about younger students, is their ability to learn so much!

It was really neat to hear about all the extra things she has done in education. She has a true passion for children, education, and helping teachers improve their quality of instruction. I look forward to learning more about her and finding out how to become a teacher like her.

Tim Goldstein's Interview with a Third Grade Teacher

Well aware of having to conduct an interview with a teacher at my school, I kept my eyes open and my ears peeled for a teacher that would fit the requirements during the first week. Fortunately for me, my master teacher went on vacation the second week, which put me into a different teacher’s classroom. This teacher happened to be “Frank” a seasoned vet with over ten years experience, a distinct teaching philosophy and extra motivation to educate his third grade students.

The setting of this interview takes place at a school situated in the heart of a small agricultural city in California. Surrounded by bountiful farmlands, the population is predominantly of Mexican heritage. That being said, the student body is also predominantly of Mexican heritage. When driving to the school you pass through a development comprised of stucco homes with clean landscaped yards and concrete driveways. One might think of it as a more upscale development, but it turns out that multiple families, many of which attend the school, occupy most of these homes.

The interview with third grade teacher Frank, (not his real name), took place outside on a picnic table during lunch hour on a warm and sunny afternoon. I had informed Frank of the questions I would be asking, per his request, days prior to the interview so he had an understanding of what to expect. Frank is a relaxed, soft spoken teacher of about 45 years of age. It turns out that he is also very timid and wished not to discuss much about either his personal life or professional career.

Prior to teaching professionally, Frank attended Fresno State where he studied History, Math and Computer Science. Since then he has been professionally teaching for 19 years. Eight of those years have been at here and the rest took place at three other schools in grades ranging from Junior High down to third grade. He chose not to share which schools he taught at but each was located in the state of California. Of all the grades Frank has taught, third grade seems to be the best fit for him due to the maturity level of the students and their will and eagerness to learn.

When asked to describe his teaching philosophy, he kept it very short and sweet by saying, “To develop productive citizens, teach respect and encourage the love of learning with specific goals in mind.” Although not too much detail was included with his philosophy, I was able to witness it firsthand in the classroom. Because of this philosophy and because of it being the first month of school, developing productive and respectful citizens seemed to be the most important thing. Third grade students need to be taught procedures and respect for their environment at the beginning of the year. His classroom is like a well-oiled machine. Rarely does he have to raise his voice since the students know that nonsense will not be tolerated. He has a cool and calm demeanor that the children respect and rarely does he exude anger or frustration.

Having a classroom of 36 students, the most in the school, is difficult enough to begin with. But when asked how he goes about organizing his classroom, Frank calmly responded, “Just surviving now.” Throughout the first several weeks he puts the students into long rows. When they have developed a better sense of procedures, respect and being productive, he will separate them into 5 or 6 groups. This will prevent classroom management problems and seems to work in his favor each year. But for now, the three rows of desks take up most of the classroom. There are several computers along the side and back walls. Typical third grade classroom posters, memorization charts, graphs and other motivational signs decorate the walls from top to bottom.

I admired Frank’s teaching strategies when I sat through his lessons. He seems to have a solid grasp on classroom management. One of his best methods is the “silent wait,” as he calls it. When students are chatting and find that he is waiting silently, they suddenly become attentive and respect his silence. To me, this seems much easier and less stressful than raising your voice and having to talk over the noise. For his delivery of the lesson, he uses an abundance of visuals and displays to help the students relate to the subject matter. During reading lessons, he practices peer tutoring as well as whole class practice. The language lesson I witnessed was a read aloud lesson where he read a paragraph aloud and the kids followed along once he finished. For math he stresses the importance of computer programs in helping the students learn. His approach begins with foundational basics then moves towards concepts and includes a lot of cumulative review to help reinforce the lessons.

As far as finding ways to meet the needs of the diverse population of students in the standardized teaching climate, Frank informed me that he tries multiple approaches that he finds beneficial. Sometimes he will teach the same lesson twice making it more simplified for the limited English proficient students. He will also pair English learning students with those who are more proficient in the language to help better assist them. As he mentioned in his math lessons, he even stresses using computer programs for English learners. “There is a lot of technology available nowadays that didn’t exist before. Some of these programs like AR [Accelerated Reader] and Imagine Learning are technologically designed for English learners and are really helpful.”

While the other third grade classes run and do stretches during early morning PE, he has other plans for his class. He believes that, “Coordination, strength and agility are developed through games. The kids don’t think they’re exercising when they’re playing games because they’re focused on the objective instead.” His students line up on the playground and wait until they correctly answer math or geography questions before they can run across to the other side. The other classes await a whistle. I noticed this strategy early on in the year and find it to be very creative and successful. This way the students are exercising their minds as well as their bodies.

In order to be a successful teacher, especially at this grade level, one must stay motivated in order to keep the students engaged. “I love kids and like being able to accomplish goals,” says Frank. “The maturity level they’re at and their eagerness to learn is something that keeps me motivated.” And he continued to explain how watching them learn and being able to interact with them as they do is the most rewarding aspect of the teaching profession. If it were not for these things mentioned above it would be hard to maintain the enthusiasm he does on a daily basis. Every job has a tendency to become monotonous at times which can lead to lack of motivation. But when the future of 36 students lies in your hands, it is important to stay motivated, enthusiastic and focused throughout the entire year.

Witnessing the differences in strategy, technique and approach in the classroom was what helped me learn the most throughout this interview process. Each teacher has their own personality, which reflects on their teaching style. Frank brings his calmness to the table when instructing his class and it seems to work wonders. As a student teacher, simple setbacks can lead to frustration and can be discouraging. But the right amount of motivation, a positive attitude and a several years of experience can lead to an outstanding career. It is also very beneficial for a student teacher like myself to observe as many different teaching strategies as possible to help mold one of my own.

Holly Isaac's Interview with a Sixth Grade Teacher

Paul Paulson has been a school teacher for the past fourteen years in this agriculture city. Paul has been teaching 6th grade at the same school for eight years and feels fortunate that he found a career that he is passionate about and he is proud to go to work every day. The school that Paul works at is predominately Latino with 98% of the students speaking Spanish as their first language. Within the last year, his school has gone through quite a few administrative changes due to the low academic performance of the students. Although the challenges and struggles that his school is currently facing can lead to frustration, Paul remains optimistic and keeps the interest of his students as his first priority.

Paul keeps a very organized, yet basic classroom. There are currently thirty-four students in his classroom, so Paul goes by the theory that less is more. There are six folding tables that sit all the students, a row of bookcases on the back wall and his desk in the front of the room. On one of the walls is a detailed map of Mexico and on the other wall in large Mexican flag. Paul is very proud of his heritage and he does an effective job making sure his students feel proud of their backgrounds, as well as feel comfortable in their learning environment.

Paul utilizes various teaching methods within his classroom, yet at times he admits that he feels limited on how and what he can teach. It can be difficult for him to follow the parts of the curriculum that are scripted because he believes that it greatly limits what a real education should be and can be disengaging for his students and himself as the teacher. One way that Paul is able implement his own teaching pedagogies is through the use of technology, which he finds helpful in facilitating his students learning.

During this past summer Paul purchased a Smartboard for his class as well as a responding system that allows each student to have their own ╥responder╙ to participate in class discussions. The responders act as remote controls and students are able to place their answers in the responder and then digitally send their response to the Smartboard for the rest of the class to see. Paul finds this method to be extremely effect as a learning tool and finds that his students are more receptive in subjects such as Social Studies and Science.

Paul remains enthusiastic about teaching by learning new ways to better improve his teaching. For the past five years, Paul has been a member of the Association for Supervision and Curriculum Development (ASCD). ASCD is an organization that provides teachers with new learning techniques on the latest educational issues. As an educator, Paul believes that he must never stop learning or become stagnate with his teaching. There are always new approaches and new ways of thinking when it comes to teaching and the moment he loses his motivation towards learning is when it is time for him to seek other career opportunities.

According to Paul, the purpose of public education is very simple. Public schools should help individuals find their potentials. As an educator in the public school system, he feels that it is his responsibility to "bring out what the students already have and then find out where they can go from there.╙ Paul finds the most rewarding thing about teaching is inspiring students to go beyond the classroom. When he encounters a student that continues to learn on their own, he feels like an accomplished educator.

I have had the opportunity to sit in Paul╒s class while he was teaching a lesson on Ancient Mexico. As I observed the students, I noticed that most of them were participating in the class activities and the few students that were not, Paul was able to grab their attention and have them be the part of the rest of the class. Paul has a very structured class and the students always have a task to be accomplish. He gives no time for the students to get distracted and from what I saw, there was no down time or even brief pauses during transitions. Every moment is utilized and it makes for a smooth and well behaved classroom environment. Paul Paulson is an example of an exemplary teacher. He is able to relate to his students because he has a very similar background as most of his students and he admits that puts him at an advantage. However, he is the kind of teacher that makes me glad that I chose to peruse a career in education. With all the negativity and stress that is currently associated with teaching, it is a relief and reassuring to there are teachers like Paul that find the positive in the world of education.

Alyssa Nemecek's Interview with a Fifth Grade Teacher

In the early 1990s Brown Valley* was a community of affluence. The community was new, young and predominantly white. The new elementary school, Dragon Elementary (K-5), was built to accommodate the rise in young families moving in and making a name for themselves. I myself attended Dragon Elementary, and as I look back on old class pictures the school's demographics represented that of the "north side" of Brown Valley. The staff at Brown Elementary were dedicated and friendly and full of enthusiastic and passionate teachers. I have spent some time in Dragon Elementary since deciding I wanted to be a teacher, and while the community has changed, the staff has not, many of my old teachers are still there, just as passionate and enthusiastic as they were 12 years ago.

The demographics of the area I grew up in have changed and so has the school. The school that once had an abundance of money and community support, now is home to over 50% of families whom are identified as being socio-economically disadvantaged. The sea of White faces has become one of many shades. Almost half (47%) of the school identifies as Hispanic, the second largest ethnic group would be African American, while not listed as a category on the school's website.

The most memorable teacher I had at Dragon Elementary was Mrs. Elba Hitchcock, my second grade teacher and the teacher whom I have chosen to interview. Mrs. Hitchcock has been teaching for almost 30 years, the first five of that being in a preschool classroom in Arizona. Once in California, and Dragon Elementary she spent 19 years in second grade before 3 years in a third grade ELA classroom and finally now in 5th grade just before retirement.

Mrs. Hitchcock aligns her professional philosophy on the progressive side, believing that all children are born with the drive and ability to learn. She also believes that all modalities, or multiple intelligences, should be taken into consideration so that all children can be successful. Mrs. Hitchcock see learning in every situation, and feels that every experience should be utilized for its educational value.

As for pubic education, it seem as though it as become a political arena, used as a tool in political warfare, rather than a means to educate the citizens of American regardless of race, creed or origin. The political interference on public education has put a damper on education for knowledge and has made it a means to an end.

When walking into Mrs. Hitchcock's classroom it seems slightly chaotic, and crowded. The wall to the right of the door is lined with computers for student use, in the corner along this wall is Mrs. Hitchcock's desk, which is piled full of papers and is surrounded by boxes that have to be unpacked (this is her first year in fifth grade, having moved across campus from third). The wall directly across from the door houses cubbies with supplies, and worksheets, in front of it a kidney table for small group activities with the teacher. to the left of this wall is the chalk board, in front of which is her podium and stool and they are rarely used. Next to the chalkboard are posters of student position's and classroom rules, consequences and fines, all designated by the students. The wall alongside the door contains the class library. There are shelves with books that are organized by reading level, and shelves with books organized by genre (by the class librarian). Along with rocking chairs there are several large cushions piled up that the students sit on when working in the library. The class is run by students as "Funky Town" and the physical set up of the classroom definitely shows that.

The instruction of the classroom is also student centered, with Mrs. Hitchcock seeing herself more as a guide in their learning process rather than a teacher. The students have a voice in their education environment and the topics they are going to learn about, which makes them excited for school. The instruction is very progressive, with lots of whole participant open-ended discussions, where every answer is valid and there is no wrong answer. The instruction goes from whole group into small group or partner work, in which competition often plays a motivating role. Mrs. Hitchcock relies less on worksheets and more on creative writing, or when relevant, the showing of videos. Positive reinforcement is on-going in Mrs. Hitchcock's classroom, which I have witnessed while observing, not allowing the students to identify themselves as “the bad readers” and turning it around for them, making reading fun. In addition to the previously mentioned strategies, Mrs. Hitchcock uses cooperative learning, peer and cross age tutoring, adaptations for the different modalities, and read-alouds to address the diverse needs of her students in a climate of standards.

After nearly 30 years of teaching, in which the pendulum has swung one way and then the other, Mrs. Hitchcock is still entirely enthusiastic about teaching. This is not only because of personal love of learning, but also because of her students. Particularly this year, learning fifth grade with the students (as she tells them all the time), but also being able to pass on the knowledge to them. The puzzle of finding a way to pass on that knowledge so that the kids will get it, and in finding ways to make them love school and wanting to be there. The students are also the most rewarding thing about teaching for Mrs. Hitchcock. Being able to see them get it and seeing their progress, the innovative and fun ideas that they are constantly providing and teaching to Mrs. Hitchcock, they provide her with new knowledge and youth.

In interviewing Mrs. Hitchcock, I learned many things about her, the methods to her madness, and heard things that keep me optimistic about teaching and my future within it. I have witnessed that you can adapt standards and curriculum that leans toward direct instruction and make it work for you and your students, this gives me hope in an environment of standards and strict/direct instruction. I have seen that getting on the same level as the students can be very beneficial for them and is something I want to work towards. Most importantly I have hope for my future within teaching, because the very things that have pulled me towards teaching, my love of learning and the want to pass that on, the excitement and joy of kids, are the very things that keep Mrs. Hitchcock enthusiastic about teaching and have for the past 30 years.

* All names of persons and places have been changed

Alli Mahler's Interview with a Third Grade Teacher

I interviewed a teacher from a small rural school in California. There are about 460 students that attend school there. Of the whole population about 40% are English language learners and 50% are on the free and reduced lunch program. The teacher that I interviewed has been teaching for fifteen years, all at the same school. Three of those years were spent teaching seventh grade humanities. Five of those years were spent teaching second grade and seven of those years were spent teaching third grade. The teacher is currently a third grade teacher.

When asked about their professional philosophy, my teacher responded that they "believe that every child has the right to learn as well as the ability." One of the main goals of this teacher is to get their third graders reading at grade level. The techniques they use to help develop reading abilities is that of scaffolding. The school employs the "Reading Counts" program which tests students to determine what their starting reading (lexile) number is. This way the teachers can select books that they are aware that student can read on their own. Once the student gains confidence at that particular level, the teacher can increase the difficulty of the book as the student progresses. My teacher is a strong advocate for this program because they feel that "Reading Counts helps students of all reading levels feel successful. It is magical when you take a kid who basically cannot read at the beginning of the year and watch them transform into a voracious reader by the end of the year."

The teacher that I interviewed believes that the purpose of public education is just that, to educate the public. They feel that school is most successful when the student has the support of the public as well, "It takes more than a great teacher to educate a child." The teacher that I interviewed is very patriotic and they are very proud of the fact that all children in the U.S. are able to attend school.

When I asked my teacher about their classroom organization and strategies their eyes lit up. They explained that they are using a system called Chris Biffle's whole brain learning theories. Through these strategies the entire class is engaged in almost all of the lessons. There are specific times when the class gives a choral response to questions. They are arranged in the room in groups of two so that each student has a partner. After instructions are given the teacher says "Ready, Set╔" and the class says "Teach!" and they turn to their partner and explain the assignment so that no one has any excuse to not know what they are supposed to be doing. All of the classroom rules are very visual too. They all have hand signals that go along with them so all the teacher has to do to correct a negative behavior is make a certain gesture and the class is aware of what is going wrong. This minimizes disruptions immensely. My teacher is seemed very passionate about these strategies.

Because Chris Biffle's program is so visual and repetitive, it really helps the students who often are not clear on what is expected of them. My teacher also offers amazing support to their struggling students. They do not give up on their students and expect everyone to succeed in some way or another. However, that being said, my teacher is always willing to meet students where they are. They are happy to make accommodations for those students who need them. They understand that growth only happens when a child is ready, so they work diligently to make sure that all of their students are equipped to grow academically and well as personally.

Just through this interview I have seen this teacher's enthusiasm shining through. They give a lot of the credit to their own personal love of learning. "I can't remember the last summer that I wasn't taking one class or another. I believe that it is vital in the teaching profession to stay current. I try never to stagnate or get in a rut with what I do in my classroom. If I didn't love being at school I couldn't expect my students to love it either. That's why I always try to keep things engaging and exciting in my classroom." They find their students success to be the most rewarding part about teaching. They take it upon themselves to be the intervention year for the students that come into their class struggling. They believe that if a love of learning is not fostered by third grade things will only get worse for their students. Because of this belief, my teacher has a very high success rate in their classroom. By the end of the year many of their students have made great bounds in their reading levels and mathematic abilities. On top of all of their academic achievements, they also feel really good about themselves. To sum up their feelings on the subject, my teacher said "When I know I have adequately prepared my students for the next chapter of their lives, I'm happy."

I learned that it is very important to get to know your students as people as well as learners. When you work hard to tailor you strategies to the minds of the students in your class you are more likely to achieve your goals. I also learned that teaching means you stay a student forever, it is necessary to keep up with the newest ideas and schools of thought to make sure your classrooms stays innovative. I found it refreshing to hear this amazing teacher talk about how they still have so much to learn about the teaching profession. Even though my expertise on the subject of teaching pales in comparison with this master teacher, they were still interested in hearing my opinions on things. I really liked their collaborative perspective.

Overall I think the most important thing I learned from this interview was that it is better to admit you need help and to consult with others than it is to fake confidence or knowledge. That will negatively affect the students in your classroom. Always ask questions and continue to learn. In a day and age that has caused many teachers to become negative and bitter, I found my interview to be very inspiring.

-Alli Mahler