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22 years
3 schools
5 classrooms
K-7
5 Principals
1 state
3 degrees

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12 years
2 schools
5 rooms
Grades - K (6 years), 2 (4 years), 3 (2 years)
6 principals
1 state
3 degrees

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I became a teacher because my brother is dyslexic. As a child, I wanted to help him find the love of reading! I did not understand, at the time, how reading could be so difficult for someone when it was so easy for me!

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20 years
1 school
at least 10 classrooms
Kindergarten, First, Second
5 principals
Only in Georgia
I have my Specialist Degree

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While providing services for one of my PreK students, a little girl sitting at the table looked sad. I asked her what was wrong and she said that the little boy I was working with had told her he no longer wanted to marry her.  He wanted to marry someone else.  When I asked the little boy about it, he said "I'm going to marry her and then throw her off a "cwiff" (cliff).  I decided to hold off teaching him /l/ blends! Sorry for being longer than 3 sentences!

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24 years
6 schools
Pre K-5th
Pre K: 2years
Second Grade: 2 years
First Grade: 12 years
EIP: 5 years
8 principals
Georgia
ABD/ Ed Specialist/Masters/Undergrad

Literacy Coach
Reading Recovery
Wilson trained

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I read, “Why You Should Encourage Your Child's Love of Graphic Novels.” For me as an art teacher graphics play an important part in my job and teaching.  Many children learn using visual cues and hooks so why wouldn’t their reading be the same.  We as teachers and parents have to understand that our main job is foster a love of reading that will span a lifetime.  We want our kids to become coinsurers of books no matter the type, subject, or ability. We need to let the students navigate the course and we supplement with age appropriate text of varying subjects. My oldest son had a wonderful 3rd grade teacher that always let him read and write about hockey (no matter what).  That was always his choice of subjects and she never once told him no but as the year progressed his writing became more detailed and in depth.  He was researching hockey techniques and reading biographies.  His reading ability grew and flourished even though his topic never changed.  I think for kids it’s all about the ability to choose what they want to read based on their interest and confidence level. Graphic novels or not kids want choice and most of all they want to be heard and validated that they can make good decisions about their reading journey.

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I read How Will We Return To School because this is what is keeping me up at night!
I completely agree with the teaching strategies outlined in the article and I embrace the idea of having families connect with schools in a town hall meeting before schools open. This would be an integral part of the trauma based learning we read about in our previous PL.  Families would have a chance to share how they dealt with on line learning as well as the quarantine!  We as edcuators, need to be mindful that not every families experiiences were alike.

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Mrs. Shirley White. She was my 6th grade teacher. Mrs. White was very encouraging and believed in me. She made me want to be the best I could be as a student. Thank you Mrs. White

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Loved the article "How Will We Return to School?" Some of the options they presented were great ideas to think about - developing transition units, using the Bog Picture idea to teach overarching concepts rather than focusing on nitty gritty bits of knowledge, SEL worked into the beginning of the school year. The biggest takeaway/caution - refrain from overassessing to see what kiddos lost.

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20 years
1 school!!!
Next year will make 6
Three - 5th, 4th, 3rd
5 principals
Just Georgia
MAT; EDD
Love you guys!

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"How Will We Return to School" The first weeks of school is always about building relationships. Next year it will be even more important. Article suggests taking the first 3 weeks to build relationships, allow the students to share their experiences and no formal assessments.

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Shoot- hit enter before I was done. But before school even begins, the faculty/staff needs a SEL/Trama PL. We will need to share our expereinces and covid19 story. Because even though "It is critical to note that teachers should not be viewed as therapist" WE ARE to many of our students and families. Love the survey idea for your students. cce

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5 years
1 school
1 classroom
1 grade
3 PRINCIPALS
1 state
2 degrees
I still love my job!

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Reading about how will things be when we return to school really seemed important. This year will be unlike any we have ever taught before. As teachers we will need to do more community building and helping students to adjust to life again outside of social distancing. I'm a teacher that loves hugs, so I just can't imagine what things will be like if there are still restrictions for us as teachers and our students.

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3 Keys Keeping Rigor High for EL Students

All students have some depth of knowledge.  I think you must first know your students and the challenges and successes they carry.  English learners are not the exception.  While they carry dual language and often have to language transfer, they still should have rigorous opportunities as the non English learner.  Seeing Tomlinson's name again, who I know is the guru of differentiated instruction, made me reflect on her idea that content, process, and product should be differentiated among students, all students.  I think giving EL students an opportunity to voice their understanding, or create a project, etc.,  over a fill-in-the-blank, selected response assessment, will show what they know, not just memorizing the answers.

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First day of K4

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I had just talked to a colleague about the trap of over thinking.  I loved how this article suggested meditation as a way to help with this challenge. When I realize I can't change a situation, prayer helps me stop perseverating. It also suggested exercise as a means to settle thoughts. I will definitely try this as well.

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When one of my students started speaking quickly and unintelligibly, another student politely said, "I'm sorry. I don't speak Spanish. I'm from Winder." I had to excuse myself from the group for a moment.

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This is 34th year.
5 schools
12 classrooms - next year will be 13th
5th grade - 10 years
4th grade -  11 years
1st - 5th grade Title I - 3 years
3rd grade - 6 years
2nd grade - 4 years
8 Principals
Only taught in Georgia
EdS.  Also have ESOL endorsement
I love teaching! Both of my parents are retired educators and my sister is a teacher!

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23 years
4 schools
7 rooms with upcoming new room!
8 principals
1 state
BA in Early Childhood

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I've been blessed with several "favorite teachers." Mr. Alexander, my AP History teacher at Lassiter HS has to be my all time favorite, though. I was blessed to get to work for him when he became principal and I taught at Etowah HS.

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A Lesson Planning Framework  that Leads to Productive Struggle.
I loved this article because it helps students to integrate knowledge in a more "real world" setting.  The model we use most often is I do, we do, you do.  This works wonderfully but is not conducive to higher order thinking skills.  The article suggests "flipping the script" and giving students a question or task and let them struggle a bit with it, then work collaboratively, and finally giving an answer.  When you stop to think of real world situations, this is norm for the business world.  You are assigned a task, you work on the task, then work together, and finally present it to the boss.  Although it would not work for all situations (just as I do, we do, you do does not work for all situations) it is another strategy to use in the classroom!

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Rethinking Challenging Kids
Where There’s a Skill There’s a Way
The video was very insightful. He talked about how all students really want to behave, but some do not have the necessary skills. We need to teach students problem solving skills and how to be flexible.

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From TKES #1 How Will We Return to School:  something to ponder- what I miss most about school and want to keep.  Another impressive part was the thought about balancing assessments with developing a classroom culture filled with optimism, possibilities, and creative choices.  Another good part was to think about "what to cut, what to keep, and what to create" when we get back.  I especially liked the idea to emphasize the BIG picture of curriculum while letting students (who are able) to dive deeper.

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7 years
3 schools (Hebron Christian Middle School, Russell Middle, SES)
Currently 5 classrooms(will be 6 next year)
4 (8th, 6th, 5th, 2nd)
5 principals
1 state
2 degrees (ECE, SpEd - hoping to start working on my Master's soon!)
2 endorsements - Reading and Gifted

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Critical Thinking: Helping Kids Learn How is the article I read for this week. My students struggle with this skill a lot... They are very used to rote memorization but getting them to process and reflect with solid reasoning skills is almost impossible. This is a skill that we have have to continuously work on with them in order to have them dig deep into the information. This article had good strategies to help push our students to think more critically and get out of their comfort zone of yes/no answers.

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Critical Thinking: Lesson Planning that Produces a Struggle
I really enjoy teaching lessons like these. I love when the kids are able to dive into learning. When I taught 5th grade, I did a student question driven inquiry unit about earth science. I presented students with the topic, and they came up with the questions they wanted to answer. I added some before distributing (to make sure we covered the standards), but students have SO much more investment and engagement when they are the ones "running the show!" They are finding answers to the questions they have, not just questions presented to them for the purpose of "learning some facts."
I really like the suggestion about having students answer a questionnaire in their own voice first, then having them answer it from the perspective of a character. I think this is a GREAT way to get students thinking critically! I have tried having kids answer questions from another point of view before, but I think having them answer as themselves first would really help them through the process.

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The Fisheye Syndrome: Is Every Student Really Participating?

The main idea of this article was about how sometimes teachers can get tunnel vision during lesson discussions thinking students are ALL engaged, when that may not actually be the case.  While it was a concept geared more towards upper grades and getting formative observations based off the discussion, I feel as though always having those 4-6 students who always know the answer or wants to be the first one to answer. The strongest points that the reading made to me was the idea that we need to foster and create environments where we are teaching students who may be less apt to talk or share how to “grow as talkers” and students who may be more talkative to be stronger listeners.  While I feel like this is already done some in my classroom, I could definitely teach it more explicitly especially at the beginning of the year. There were also two strategies discussed that I would like to use to better solve the problem of “the fisheye” in my future classrooms.  The first was the idea of using a laminated seating chart to mark off who has contributed to the class. Using this through the day to visually see patterns in participation as well as guide me as to which students need more support to become better listeners or talkers. Also, the use of icons or pictures to prompt student participation was something I hadn’t thought of before. By giving each student a picture of the day or having pictures under their chairs, I could provide a fun and exciting way to prompt student participation through the day.

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21 years
3 degrees
2 endorsements - Reading and Math
2 add ons - Sped and Leadership
6 Principals
K - 5 years
1st - 8 years
EIP - 3 years
Sped - 4 years
5th - 1 year
All in the great state of GA

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I read the article about Fish Eye Syndrome. Yes, I am guilty of fish eye, especially in whole group. In small group, I usually call on all students to participate. The author suggested using "think, pair, share" to get all students involved. I use this (not as often as I should) and more students seem to participate because they don't have to speak in front of the whole class. Once they share with an individual, then sometimes they are more willing to share with the whole class. As a teacher, I do get caught up in always calling on the same students, but I need to be more aware of that action and call on all students equally.

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"How Accurate Are Your Grades?" was very reflecting about this school year. It gave me ideas about moving forward to next year. There were several links that I will checking into later. I also enjoyed "How Will We Return To School?". It discuss how the kids will need to express their thoughts and feelings when we return. This has been a trauma for some students. We will all need to heal in someway or another. My favorite part was thinking about those students that were motivated on their own to do the work.

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I read the article for TKES 2:  Graphic Novels.   I share a lot of the same anxiety the author expressed about students reading graphic novels.   I find myself trying to discourage them and gently nudge my students to award-winning chapter books.  At the same time, I am of the opinion- "At least they are reading - graphic novels are better than nothing!"  The author states that graphic novels often help build reading stamina and can lead to a love of reading, eventually taking students to those chapter books we try to force on them.

The following quote was eye-opening to me:  'And it's one reason why kids speed through the books on first read—and then read them over and over again. They're capturing the main points of the story the first time and then diving into all its nuances when they open it up again. "It really puts the reader into the driver's seat," says Telgemeier. "They have to do the work. They have to see and think and wonder and look for clues and become a visual detective to understand the full story."'  This actually supports Close Reading strategies that I teach in the classroom.
I will definitely be more mindful of these points next year when my students pick up graphic novels.  I will cringe a little more discreetly.

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Peggy Bryant

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Kindergarten picture

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21+ years
3 Schools
Next Year will be 8 (including 3 "learning cottages)
5th Grade, Gifted K-5
7 Principals
1 State
3 Degrees
I love what I do and will continue doing it as long as I can

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This will be year 29.
2 Schools
11 classrooms
Every grade from Kindergarten-8th.
5 Principals
2 States
Masters, Bachelors, Associates
Almost 29 years and still loving it!

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My favorite teacher was my high school Spanish teacher, Mrs. Kosas, she was tiny but mighty and she made me enjoy learning a new language, encouraged me and saw potential while doing it in a fun and sweet manner! She was always positive and encouraging, but firm!

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Not officially a teacher but have been in chool for
20 years
Taught:
Art
PE para
SPED para
Media clerk
Mentor coordinator
Original office secretary
Discipline/time out lady
EIP
spanish interpretor both written/spoken

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Originally wanted to become a teacher but got into the service of helping the staff and students, something to do while my kids were in school. Although, I do not teach in a class, I feel I teach students and staff daily and is a pleasure to do so!

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I watched the video titled, "Rethinking Challenging Kids-Where There's a Skill There's a Way". This video was quite an eye-opener. The speaker emphasized that kids do well if they can. We often assume that kids do well if they want to. He states that most lack the skills to behave well. If we treat kids like they are lazy and don't care, then they will eventually begin to act that way. He says that using more empathy and collaborating with our students to show we are concerned and care about them is a more effective approach. We, as educators, need to remember that it's about SKILL, not WILL.

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I read the article about critical thinking being an essential skill in the 21st century. It was a very well written article with very practical ways to incorporate critical thinking by just changing the wording of a question. It was a great reminder, because I think as a teacher it is very easy to get caught in the recall of information to quickly assess whether students are understanding or not. It even influenced me to change the way I ask questions with my kids at home to get them to think more critically.

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I have always wanted to be a teacher! My Nanny loved telling the stories of me as a little girl, lining my dolls up teaching them putting them in timeout, etc.! I LOVE learning and I LOVE kids! I have had some great teachers along the way that inspired me, but also ones that I learned from about what I would do differently! ;)

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How long? 7 Years
How many schools? 2
How many classrooms? 2
Grades Taught? 1
Principals? 4
States Taught? 1
Degrees?
Bachelors-ECE/SPED
Masters-ECE
Reading Endorsed
3/4 Gifted Endorsed (August 2020 I'll be 4/4!)
Anything Else? Helped with Running Club, Hip Hop Club, Woggers Club

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My 2nd/3rd Grade Teacher, DIONE MASSEY! (Currently librarian at Yargo!)

I tell her often how I am where I am today because of her! She made me LOVE school, especially after a not so lovely 1st Grade teacher. She made me feel special and important. She encouraged me and challenged me. She made me love reading and made characters come to life when she read. I still aspire to be like her.

I love her so much I even invited her to my wedding (which she came!) :)

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I listened to the 'Rethinking Challenging Kids, Where There’s a Skill There’s a Way" podcast.

THIS. IS. GOOD!!!! Some of my favorite quotes:
~"Challenging kids do not lack the WILL to behave well, they lack the SKILLS!"
~"It's like the have a learning disability, but not academically, but behavior learning disability!"
~"Kids do well, if they can!"

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One of the students in Mrs. Vandiver's 1999 class currently has children that attend Statham Elementary School. I can see the resemblance between parent and children. Wow, what an example of full circle!

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I enjoyed watching Susan Cain's "The Power of Introverts" TED Talk.  I was in agreement with several of her points.  When I was in graduate school, one of my clinical supervisors said in class, "Introverts can be good SLPs.  They just come home emotionally exhausted at the end of the day".  I can support this statement wholeheartedly.

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At open house at the beginning of the year, one of my students came in with his parents. He looked around the room and saw the classroom jobs list and said "What are those?" I replied and said, "Those are our classroom jobs. Everyone will get to have one and help around the classroom!" He looked at me with wide eyes and said, "OMG LIKE WE GROWN?! I don't want no job." All I could do is laugh.

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This video was really eye opening for me … He's saying that the kids with behavior problems really DO WANT to learn and actually most of the time are trying harder than those who behavior isn't an issue for. We reward those who are well behaved and do well when they aren't trying as hard as those it doesn't come more natural for. Enjoyed!

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Above reflection is from Nell Clemons - forgot to put my name :)

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Above reflection is from Nell Clemons - forgot to put my name :)

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26 years
2 schools
6 classrooms
homerooms-first and second EIP-K,first,second, third
6 principals
Georgia
Degree in Social work
Masters in Psychological Counseling
Degree in Early Childhood
Masters in Early Childhood
Specialist in Curriculum and Instruction

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Ms. Gibson 3rd Grade Ms. Gibson used exploration and hands on ideas to encourage learning. She would stand on a ladder to teach POV and use salt dough to make the regions of Georgia. She made learning fun and inclusive and made me love learning and wanting to learn independently.

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I really enjoyed reading the article "The Fisheye Syndrome" and asking is everyone in the room really paying attention. Like the article stated, we all get caught up in the excitement of those few students who are really interested in our lesson and can answer all of the questions, but what really happens to those that are struggling? Over the years, I have had to learn and understand that not all students are going to sit perfectly in their chair and listen while looking right at me. That some students can be tinkering with a pencil and hear/understand everything I say - this all goes back to really getting to know your students. I really liked one of the ways to get students to participate in class instead of having just the same few - with the printed clipart given to random students, then in the lesson/slides for the day that clipart appears and the student with a match has to share. This could be something I might think about trying in the future so the same students are not always answering.

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Kinder 1981 Senior 1994

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Cindy Woodall
I thought the ideas presented in this article were great. Yes, we presently do the model of I do, we do, you do, but the alternatives for this would be a good change and I think promote more indepence.

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Mrs. Head (3rd grade class pic) one of the all time best teachers... EVER!!!  Can you spot me in the middle row? :-)
FUN FACT:  my 3rd grade "CRUSH"(Brad P.) was standing directly behind me... I still remember those little butterflies... I couldn't even look at him b/c I was so shy! :-)
-JLO

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Many (MANY) years ago... while seated outside (beside what was Dixon's classroom on the Kindergarten hallway) I was working on some vocabulary and sight words with an EL student (from Vietnam). David was precious and sooo incredibly smart!  We came across a word that he sometimes had difficulty pronouncing.  We continued to focus on some diagraph "SH"  words.  About the time I asked him to repeat the word back to me for extra practice... our SES principal (at the time) was walking through THAT VERY HALL at THAT VERY MOMENT in time... RIGHT IN FRONT OF US!  As David attempted to repeat the word "FISH" to me... it came out as something entirely different!  It came out "B****."  The principal and I locked eyes... time stood still... I think I must have uttered "Good job, David, we'll keep working on that one!"  Needless to say... neither of us ever spoke of the Kindergarten hall lesson EVER AGAIN!!! (GULP!) :-0    David obviously keep practicing... worked hard... conquered that word... and went on to be an Honor Roll student throughout his upper grade years here at SES. #elstudentskeepitreal

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I read the article "Grades How Accurate Are They?" This article really brings home the ideas of grading that I struggle with. Great questions in the article to ask about each grading task. We as teachers need to look at why we are grading and make sure the students know what the expectations are and that we have taught them in such a way that students are successful.

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Mrs. Ewing was my supervising teacher during my student teaching semester in college. I will never
forget the day she celebrated a student with a class dance. Every student in the room stood and participated. The excitement was so genuine and real. Every student in that room was celebrated with a class dance regardless of how great or small the accomplishment was. She showed me that every student has the right to feel valued for what they achieve.

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24 years
8 schools
7 classrooms
2nd, 3rd, 4th, 5th
8 principals
Only Georgia
BS- Early Childhood
Masters- Religious Education
Love my Job!!!!

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1996 "mom stop with the pictures"

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These are not words, but I really do not think this photo needs any words!!! Love this kid....he had had enough - which is probably what he told me when he passed out!

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How long?    20 years
How many schools? 8
How many classrooms? 4 & 4 gyms
Grades Taught? K-12
Principals?   9
States Taught?  1
Degrees? B.S. in Health and PE
Masters and Specialist degrees in Ed. Leadership

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Bill Bonds-- my high school football coach. The year before he arrived we went 1-9 but went 11-2 his first year. He was tough but he also had the ability to get on a personal level. For many students and athletes, he served as a father figure. Though I had great parents, his ability to impact the lives of those who didn't was powerful to me. It inspired me to go into education and give back.

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Not this year but oh well.  Scenario: Year  2000 --first year teaching , health class, first day of school, first student arrives and I told him he was at the wrong school.  The kid was 14 but looked 11.  lol

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Jean Elam is my all time favorite teacher. She was my literature teacher at good ole WBHS! I hated going into the lunchroom my first semester of freshman year in high school. I did not have the same lunch as any of my friends and I was not the type of person who could just go up to a random table and sit down. I would try to hide out in the bathroom during lunch some days. Mrs. Elam used to let me eat lunch with her because she had the same lunch time. It was so incredible. The next semester was so much better once I figured everything out and the lunchroom wasn't a problem any more. She also is the originator of why I do the activity in classes sometimes where everyone in the class writes something nice about everyone else. She made one of our classes do this and I still have the paper today. It made us all closer as a class. She was a fantastic person and a dynamic teacher. She made all of our classes so fun!

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35 Years!
5 Schools
3 School Districts
19 Classrooms
2nd Grade; Chapter I Remedial Reading in grades 3-5 (this was before EIP); 1st Grade; Kindergarten in a Christian School; 3rd Grade where I was the gen ed teacher and the sped teacher by myself in a classroom; Special Ed MIDD with K-5th grades; CoTeach Special Ed in Grades 2-4
9 Principals
Only taught in GA

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2nd Grade 1969-1970
This was the first year that Clarke County Schools were fully desegregated. I was bused from my home school where I went in 1st grade to another school for a year. Even though this was a rough year for many this was my best year in elementary school because of my teacher. Mrs. Holston made the difference in my life, and she made us all feel like we were important. She is the reason I became a teacher. I remain in contact with her to this day! She still has a lock of hair that I gave her.

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13 years

3 schools

Or offices 15 next year

4th, 2nd, EIP k-3rd

6 principals

1 state

M. Ed and reading endorsement

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My parents are retired teachers, my aunts, my parents good friends, and other family members are also all teachers. I really only knew a couple of professions growing up teaching being the main one.  I  always wanted to be a teacher. My parents encouraged me to look into other options when I went to college. I did and I had several majors but they always had a teaching component. I knew instead I was supposed to teach. So I changed my major again and went to school for teaching.

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I watched the TED talk about the Power of Introverts. This spoke volumes to me. I am at heart an introvert, but I try to be outgoing at the same time. I am not one that likes to do big flashy things and be around a lot of people. I understood what the speaker was saying about when she was at camp and she was not showing that camp like spirit. Then the others pointed it out to her like she needed more spirit.
I feel oftentimes we think the quiet student that likes to work alone isn’t  a team player. We also think the more outgoing students are the ones more engaged, when the more introverted ones can be engaged as well.
Unfortunately, we also view teachers in that same light especially in the elementary setting.  Many of the more outgoing and extroverted people are seen as better or more than their introverted counterparts.  I think that it is important to look at everyone as unique individuals and realize there is not some one size fits all for students and for teachers.

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I read "3 Keys for Keeping Rigor High for ELs" I thought this was a really interesting article. Sometimes, I feel for EL students we just focus so much on reading that we don't think about are we teaching them to the same level. I also liked how the author explained when giving students a task we need to think about what kind of "thinking" we are wanting the students to do and then think about the "we cans" for the student and what kind of support we can offer to help them to be able to perform the same "thinking" skills as everyone else.

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13 years
1 school
5 classrooms
3rd, 1st, 2nd, PK
4 principals
1 state
Bachelor's

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"How Accurate Are Your Grades?" In this Cult of Pedagogy Jennifer Gonzalez podcast, she explores factors that make the traditional grading system used in institutionalized education inaccurate and misleading. She suggests some guiding principles to reflect upon if we wish to make them more meaningful. This article reminded me of a Data Teams training I attended in which the presenter displayed an actual Math test and asked us, a group of about 30 educators, many seasoned, to individually assign a number grade for that students' test and write down that number. He then displayed the results: ranging from a 30% to a 90%. This really brought home to me just how meaningless most grades are due to the variability of agreed-upon definition.

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The article Grades How Accurate are They? was very thought provoking. I chose that one for a couple of reasons. One, as a 5th grade teacher, our students do receive number grades. Secondly, during this time of remote learning I have thought about grades a lot. This article brings up a lot of points about the accuracy of grades. Are grades a reflection of student work and understanding, or do other factors come into play? As teachers we have to really think about learning outcomes and ways we can allow students to demonstrate mastery. Grading can have a lot of subjectivity, especially in certain subject areas. How can we diminish some of that? I kind of wish that all elementary students were given a standards based report card only. It is much easier to have students show mastery of a standard. This article has given me some great talking points to use with my team.

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A Lesson Planning Framework That Leads to Productive Struggle... This article talked of the model that we often do with "I do, We do, You do." We even used this model when teaching parents at APTT meetings. This article tells to flip it around so the students work on the problem first and this produces more critical thinking for the students. The class would come back together to make their own thinking visible!

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19 years
4 schools
6 classrooms
K-5
9 principals
1 state
Music Ed
I was on a cart between two schools for my first 3 years

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How long? 7 years
How many schools? 2
How many classrooms? 4 (Soon to be 5)
Grades Taught? 1 (4th)
Principals? 4
States taught? 1 (GA!)
Degrees? Bachelor's with Reading and ESOL endorsements

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I have been teaching for 14 years
I have taught at 4 elementary schools
Been in 7 different classrooms
Preschool has always been my teaching Jam!
6 different principals
Only in the state of GA
Obtained my BS at Brenau University