Back then, I never dreamed I would teach at the college level, but in 2001, I began my career as an English instructor at Louisiana State University (LSU).
In 2002, I wrote and received a grant to begin an LSU Service-Learning class with international students, and that experience set me on a course of civic engagement, that is, working to make a difference in the civic life of one's community. It also involves developing the combination of knowledge, skills, values, and motivation to make that difference. These activities enrich the lives of youths and are socially beneficial to the community.
I have always wanted my own classroom. Setting the stage for the future, my father fashioned a childhood classroom for me in a corner of our concrete-walled basement in Royal Oak, Michigan. I couldn't have been more than 10.
Dad was an expert scavenger and managed to get his hands on both a church pew, which he propped against a wall, and three or four used school-house desks, where my dolls and stuffed animals sat for lessons.
The coup de grace, though, was a massive sheet of slate, which my father transformed into a blackboard at the front of my makeshift classroom
Gifted Seminar and Gifted Caseworker at Polk Middle School, Albuquerque, New Mexico
Taught STEAM, Leadership, Yearbook/Journalism with Gifted and Gen Ed students in the 6th, 7th, and 8th grades.
Gifted/Talented Teacher at South Valley Academy, Albuquerque, New Mexico
Taught an elective course, Passions & Projects, to 9-12 grade G/T students
Managed a 14-student IEP caseload and wrote and tracked Individual Education Plans
Instructor, Louisiana State University Independent and Distance Learning
Taught Advanced Composition and Business Writing to students from across the country, from nurses seeking to advance their careers to incarcerated prisoners to traditional students
Instructor, Louisiana State University English Department
Taught Composition & Rhetoric, Business Writing, and Images of Women in Literature.
Developed intercultural service-learning curriculum, Transcending Stereotypes in a Post September 11 World.
Nominated for the 2004 LSU Outstanding Service-Learning Award.
Classroom Protocols & Teaching Strategies
While teaching middle school, it took me longer than I like to admit to realize that I needed to teach students exactly what I expected of them, hence this page explaining my enchantment with learning strategies and protocols.
Some protocols that I think most align with the curriculum goals of an ELA classroom include the Socratic Seminar, Rapid Fire Writing, Exit Cards, Two-column Notetaking, and Concept Maps. Many more admirable teaching strategies can be found on the Facing History and Ourselves webpage, and while I am a fan of many, I try to keep things simple.
Much is to be said in favor of teaching the classroom protocols and learning strategies that students will access time and again over the academic year. To me, this instruction falls under the categories of “It’s Only Fair,” “Equity,” “Expectations,” “Assessment,” “Modeling,” “Working Smarter/Not Harder,” and “Classroom Management.”
I learned while introducing science journals in a STEAM course to model my expectations, demonstrate an index, identify the place I expect to find a date and a page number. I suggested spaces for including wonderings and drawings and findings. I did this because I learned that time did not permit me to continually introduce new approaches or reintroduce the old.
I also became a fan of anchor charts. It’s wonderful to remind students to look at the “their/there/they’re” chart on the wall and make corrections before turning in their papers. Teaching middle school students is inherently messy and collaborative, and that is why an emphasis on organization is so important to me at this stage of my teaching career.
By February of my first year teaching middle school full time, my students made me proud. Actually, I made myself proud; I had finally mastered some basics! Students knew when and where to collect and return their folders. They could help themselves to paper and pencils without disrupting the entire class. Students knew where to sit, and what to do if they finished early. I could look at a student’s work and point to an anchor chart, and they knew just what to correct. In the 2022-23 school year, I hope to have these structures in place in August rather than in February.
Here’s to living and learning!
June 11, 2022