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My answer to the last question could also be put here. I think I realized how much of an impact I was making when parents started telling me how much their kid adored my class or how they can't wait to get to my class when they are at school. For a kid to go home and willingly tell their parents about a teacher or a class is a huge deal. I remember being in school and not wanting to tell my parents anything about what I was doing in school or anything about my teachers. These kids were telling their parents about how much they like science now because I was there teacher. It was a real eye opener for me.

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I had many successes in my first two years of teaching but none that really made me feel like I made a difference in a kids life. In my third year of teaching, I had a student knock on my door. It was a previous student of mine who had recently moved up to the high school. She came to my door and explained that she was on the swim team and they had a meet coming up. I was unsure of where she was going with this information so I just listened patiently until I could connect the dots. She then explained that her team was doing a teacher appreciation night. I was still lost as to why she was telling me all of this. She handed me a piece of paper and said "I was wondering if you would want to be the teacher that I appreciate?" I immediately had tears and my eyes. A student that I don't even teach anymore wants me to come to her meet. I was in shock. It was at that moment that I realized I could make a difference in students lives simply by being myself and showing them that I was a human. I use this as a way to build relationships with kids. I show them I am human. They ask me questions about my family and I answer them because I am proud of who I am and they should be too.

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Having students that don't understand what you're trying to tell them is very discouraging. I struggled with this for a long time. Instead of beating myself up, I used it as an opportunity to learn new ways to do my job. I started researching different teaching styles and techniques which helped push me to be the teacher I am today.

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Unlike many of my classmates, I did not realize I wanted to be a teacher until I was in my second year of college. I did not go to college to be a teacher originally. After teaching a hunter safety class, I found my love for teaching. I remember feeling so comfortable in front of the class. I think my passion for my subject area and my need to share what I know drives my love for my career.

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This is an interesting question.  One year when I was teaching, I felt that my students and their parents didn't really appreciate all that I did for them.  No student or parent said thank you, even when I went to hours of extra work to set up some fun activities for them at school.  I felt like maybe this should be my last year and I should do something else as a vocation.  I prayed many nights asking God what I should do.  My husband and I talked about it and of course he always told me that it would be different the next year because I would have different students and the ones I would have again would be older. Then the eighth graders were done for the year and I found a letter in my mailbox that changed everything.  It was from a student and said thanks for never giving up on me and always helping me to do my best.  There was also a card from a parent that said, "thanks for not letting my daughter fall through the cracks and encouraging her to work hard." 

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This is an interesting question.  One year when I was teaching, I felt that my students and their parents didn't really appreciate all that I did for them.  No student or parent said thank you, even when I went to hours of extra work to set up some fun activities for them at school.  I felt like maybe this should be my last year and I should do something else as a vocation.  I prayed many nights asking God what I should do.  My husband and I talked about it and of course he always told me that it would be different the next year because I would have different students and the ones I would have again would be older. Then the eighth graders were done for the year and I found a letter in my mailbox that changed everything.  It was from a student and said thanks for never giving up on me and always helping me to do my best.  There was also a card from a parent that said, "thanks for not letting my daughter fall through the cracks and encouraging her to work hard." 

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I also saw a former student and he asked me if I remembered him. I said I did. I remembered that he was in my eighth grade math and science classes in one of the first few years I was at Notre Dame. I shared with him that i remember he really struggled in school and I asked him how he was doing. He proudly told me that he went to Tech and he was a lineman. He was married and had children. He also said that he couldn't believe that I remembered him so well. I told him that I was proud of him and glad that he had a beautiful family and was happy. Those are the times that I am glad that I was encouraged to be a teacher!

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I hate putting up bulletin boards. I am not creative and I had one in the hallway I had to change every month during my first year. I would come up with an idea, cut all the letters and make all of the pictures. It was very time consuming. Every month after I would put it up, my mento teacher would change it around or add something that would make it look better. This happened every month. I asked her if she would just like to do it instead. She said no, I was doing fine. The next month I changed my board again after school. i then went home. When I got to school the next day, I looked at the board. I did a double take and looked again. It was exactly the same as the night before. That was the moment that I knew that even though this was not my forte, I could do it. My mentor teacher looked at me and said, "Nice job on this board!" She never gave up on me and it felt good. I thin wanted to provide opportunities for my students to feel like this. This led me to make sure that I got to know my students personally and what they liked. I made sure that I talked to them each day by either greeting them at the door or asking them a question in the classroom. Even if I noticed something that they did well that had nothing to do with what I was teaching, I would compliment them and many times would send emails or call parents. For example, I might say, "your handwriting is looking so much neater today. Can you write that nice every day?" I made sure that they knew that I cared about each and every one of them.

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One thing I have learned teaching middle school is to never give up! Some students are hoping you give up, while others wonder how long you will be in their corner. The first year of teaching was awful. I didn't have the best classroom management skills and my students figured this out quickly. I was sidetracked and taken off task by questions that had nothing to do with what I was teaching. Also, I had trouble completing the lessons I had planned almost daily. I was not to be defeated. That summer I took a classroom management class. It really helped. I tried different techniques until I found one that worked for me. I set time limits on activities in my lessons and communicated better with parents when I needed their help. The second year went well enough that I stayed for a third year. I have been teaching middle school for many years now and I love it most of the time.

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When I first went to college, it was not to be a teacher.  My father was a teacher and my parents encouraged me to go into a different major.  Then I went to college and my professors told me I would be a good teacher and my classmates said that I explained procedures well and I was a good problem solver. They also were always asking me to help them with their homework. Finally, the professor that I was doing work study with asked if I would tutor students in the math lab.  The next semester I went home and told my parents I was going to be a teacher.  When others around me felt that I had qualifications to be a teacher, I thought that maybe they were correct.
Also, I was not always the best student, but I worked hard and was willing to help others. When I first started middle school, I saw that there were many students who were not being encouraged to do their best and not reaching their potential and I wanted to change their mindset. I am patient and willing to listen to how students think and learn. Then, I help them in the way that they learn best, giving them every opportunity to be successful.

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I would have to say that my first concrete evidence of success occurred during my first year of teaching in my first grade classroom. It was my job to make sure that my students had a strong foundation and/or necessary skills to become readers. Almost 100% of my students left first grade reading at grade level. I felt that his experience showed me that through hard work (finding my own reading program) and determination, I could be a successful teacher. I also believe that my own love of reading and learning helped create excitement for reading in my students and a desire for them to learn more. This positive experience influenced who I am today by demonstrating for me that I could share my love of reading and learning with my students and also help foster that growth within themselves.

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My first year of teaching was in Rhinelander, Wisconsin in a first grade classroom. I was ready to conquer the world. My hope was that every single first grader would leave first grade reading. As the district did not have a set reading curriculum, I was motivated to find a program and/or strategy that would help me achieve my goal. I conducted research, sought out the advice and expertise of veteran teachers, and even shadowed other first grade teachers in the district. With my new knowledge and great mentors, I was almost 100% successful in reaching my goal. As is the case in most instances, there were one or two students that didn't really catch on. However, I believe that I laid the foundation for their future success!

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When I reflect on this question, one student in particular comes to mind.  She was an eighth grade student who was new to our school.  She did not have the most stable home life and she had a tendency to find trouble.  Many of the adults in her life had written her off as unsavable.  However, I saw something in her.  I worked hard to let her know that I cared.  I listened to her, encouraged her, and helped her have a voice.  She was not perfect by any means, but she did achieve success in my classroom.  She also trusted me to be there for her when she needed an adult to intervene.  I believe that I had an impact on her life.  I let her know that not everyone will let her down.  I also let her know that there were still people who believed in her.  Finally,  I let her know that she was valued and worthy of being loved.

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As long as I can remember, I have wanted to be a teacher.  I grew up in  a family of educators and my parents' passion and excitement for their careers led me here.  I truly enjoy working with middle school students.  They make me laugh everyday and I desire to help them succeed in school.  Additionally, I love reading and grammar and I am eager to share that with my students.  I remember being in school with teachers who seemed to not want to be working with kids.  My hope is that my students never feel that way.  I believe that my upbringing, my love of reading and grammar, and the enjoyment I get working with middle school students all contribute to helping my students learn.

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I should have read this question before I answered the previous question.  The student that I think I had the most profound impact on was the student I had my first year of teaching kindergarten who exhibited challenging behaviors. I had a lot of tough days where my patience was tested, but I believe that those instances helped me to become a more resilient teacher. I definitely have a soft spot in my heart for those kiddos that give me a little run for my money.

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The first thing that came to mind was my first year teaching kindergarten at St. Charles.  I had a great class, but there was one kiddo who gave me a run for my money every day.  He would get physical with others, he was defiant, and we frequently had power struggles.  In the beginning of the year I had to hone in on his behaviors right away because there were days were I felt like I spent more time managing behaviors than teaching.  However, after attending a Love and Logic conference and setting up a behavior plan, I would say I was successful in establishing a positive relationship with that student.  Since then, I have used a plethora of tips and tricks to use with kiddos who exhibit challenging behaviors.

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My first year of teaching was in a daycare center teaching two sessions of 4K. This helped ease my transition into the teaching profession because I had previously worked there in the other rooms. The hope and desire that I had for my students motivated me to keep things fun and upbeat as best I could. We did a lot of art projects and we sang a lot of songs. I understood right away that not everyone learns best in the same way, so I tried to offer a variety of activities that reached all of my students.

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My love for children makes me feel like I have something to offer my students to help them learn.  I have always loved kids and since grade school I knew I wanted to be a teacher.  I also have a decent amount of patience (on a good day).  This is very helpful, especially in the field of teaching, because you never know what your day is going to bring!

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I seem to always have a soft spot for those students who are a little more challenging, even today.
One student that comes to mind is this one young lady I had in 3rd grade.  Her previous teachers had all warned me, being a first year teacher, that she "was a handful".  I was patient with her, took the time to listen to her, and to have  conversations with her.  She was not perfect at the end of our school year, but the other teachers had commented on the positive change in her attitude.

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This would be my first evidence of my success in teaching, but more success with the parents of my students.   I had taught for two years when our son was born that summer.  Back in "those days" we did not have an extended maternity leave.  New moms had to go back to teaching after 6 weeks.  I wanted to stay home for his first year, so I resigned my position.  When I applied for my position the following fall, my former parents rallied to have me hired back and I got the job.   (This according to the principal who hired me back.)  One of the strengths all my principals have always commented on is my great communication with my families.  This communication with my families and my love for my students, I say, would be my talents.

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My  first year of teaching was such a long time ago.   I had been hired in January to take the place of a teacher that had quit at Christmas.  The school board and the other more experienced teachers than I, had many problems with the principals (they were a team).   I taught there one more year before I was hired at a Catholic school in my hometown.  Even with all the turmoil happening at that small school my first year and a half,  I found I was happy when I was with my students and enjoyed working with their parents.  So I guess this motivated me to remain in the teaching field for 30+ more years!

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I had many babysitting jobs from the time I was in 6th grade through college.  Instead of sitting and watching tv (like many of my friends who also babysat did), we would play games, do crafts, read, or go for walks.  When I made the decision to take some time off from teaching when our second child was born, I had 5 children under the age of 5 years.  So I have always enjoyed working with children. I feel I have a lot of patience and a desire to help them be respectful of themselves and of others.

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I have one student who I hold very deeply in my heart. This young man had a rough go of it with other teachers and classmates. Routinely he would be labeled as an instigator, and this would turn into a self-fulfilling prophecy. Soon his general teacher saw how my relationship with him was blooming- in an area in which his previous art teacher and him would butt heads. With the help of building the relationship first, then using this to set expectations that were high in my content field, he was able to attain a high level of learning and production. Eventually this student left our school system, but over the summer I ran into him at the grocery store. I was happy to have him tell me all about his new changes, how the culture and different atmosphere was helping him in his school work. This further solidified my knowledge that relationships can bridge students to content. Building a safe and reliable atmosphere and a positive classroom culture can really change a kiddo’s rate of retention and attention.

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The biggest marker for success in any music or art room has to be public displays. This can be in the form of concerts or art shows, entering students or their work at fairs or other contests. My first big concerts came only 8 weeks after I began teaching. Although daunting, it was exhilarating to know that I’d had a direct impact on the knowledge and talents these students were sharing. As time wore on my concerts became more refined, and the students took main stage in announcing the pieces they were performing, why they learned them, and how they made connections between these subjects and others. I’m happy to hand over the microphone and shine the spotlight on the kids, because it truly is about what they’ve accomplished.

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During my first year of teaching I was placed at a very small Catholic school in Rice Lake, WI. I was extremely motivated to help my kids achieve to their highest potential. At this school I only taught general music, choir, handbells, private piano and band. That year I learned how to play the alto saxophone, trumpet, and clarinet along with refining my skills in the instruments I already knew- piano, drums, and guitar. I found that learning alongside my students helped show them that practice really does pay off. We’d have competitions to see who could get to the next chapter faster etc. Although I was ‘bright eyed and bushy tailed’ I found it difficult to make connections with my fellow teachers, which was a big factor in me switching schools down the road.

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Seeing the important work that other teachers are doing is a big motivator for me. Much like the author of our book Onward I also look to the relationships I’m building with my kids. I truly love them and watching them grow and mature is a huge motivator to provide them with a great learning opportunity in the visual and performing arts. I feel as if my relationships with students bridge the gap between how they see the fine arts and how they can participate fully in them.