|
|
|
|
|
Teacher Feature
Joann Rogers, 5th-grade Teacher, Tulakes Elementary School
Fifth-grade teacher Joann Rogers recalls going to kindergarten as a child wanting to learn how to become a good teacher. Now in her 33rd year of teaching, 17 of those years at Tulakes Elementary, Rogers has clearly achieved the goal she set for herself in kindergarten. Below she shares her thoughts on teaching.
I don’t remember deciding to become a teacher; it’s just something I knew I was going to do from an early age. I remember going to kindergarten thinking I was going to learn how to be a good teacher. I’m not sure if that happened, but I did learn that year never to drink the milk that was sitting on the windowsill all morning.
Years ago when teaching in another district, I decided I was ready for a new setting. I contacted my friends in Putnam City Schools. The superior reputation of the district and the raves from those friends convinced me to pursue a teaching position in the district. I was hired to teach 5th grade at Tulakes and have stayed there ever since. I fell in love with the staff, the students, their parents and the entire community. Putnam City has so much to offer: a full-time counselor, a health aide, physical education, music and art teachers, and more. My teacher friends in other districts are envious!
Teachers make a difference in students’ lives, and students make a difference in teachers’ lives. One year in my class I had a student named Jacky. He moved shortly after the end of the school year. I hadn’t heard from him until several years later. The day I heard from him was the day of his mother’s funeral. He wanted me know the details of her death and wondered if I could attend the service. Of course I was there, and he has been a part of my life and my family ever since. My husband and I attended his high school graduation, and he always stops by to visit when he is in town. We’ve had countless conversations about everything from what he was like in class and what we remember about his mother to why we have a special connection. Jacky taught me the importance of building positive relationships with students because you never know who, when or why you’re going to make a difference in someone’s life.
 We continually assess children to know if they are learning. We use frequent common assessments in our classrooms, district benchmark testing and state tests. These are great tools for indicating student mastery of material. However, my favorite indication that a student is learning is that light in their eyes and the excited facial expression that says “I’ve got it!”
This is our first year to try single-gender classes for 5th-graders at Tulakes Elementary. Our principal, Lee Roland, did research on the concept and arranged for a few teachers to observe single-gender classes at the Walter Cunningham School for Excellence in Iowa. I was a reluctant participant but eager to be an eyewitness. After seeing the students in single-gender classes and talking with the teachers, I was convinced this was something I wanted to do. As research indicates, there are substantial brain-based differences between boys and girls. Single-gender classes can have positive effects on student achievement and behavior.
It’s too early to tell if Tulakes’ students will see significant academic improvements from single-gender classes. However, I can attest to the behavioral differences. My girls are more comfortable with each other and not intimidated by the presence of boys. They are more willing to take risks in participating in class and to assume leadership roles.
For the past nine weeks, I’ve been going into the boys’ class for an hour a day to teach writing, figurative writing and some science. What a difference it is teaching the exact same lessons to boys and girls! The girls are very verbal and happy to sit and discuss things. In the boys’ room, I’ve learned to plan for movement and to keep things fast-paced.
I feel the year has been a huge success with our single-gender classes. We are talking about making some changes for next year to improve on this year’s efforts.
Parental support and involvement make a difference in a child’s education. When a child sees her parents are taking education seriously, she is more apt to take education seriously. If parents are participating in their child’s schooling, the child participates more willingly; education becomes an expectation not an exception. Children tend to mimic the adults in their lives. It’s important for parents to be positive role models.
There are many opportunities for parents to become involved at Tulakes. They can be part of our PTA. They can work with a class, running copies, making teaching materials or reading with or to children. They can pop popcorn, sell suckers, or attend our Twister Time and quarterly awards celebration assemblies. We also now have a new Parent Resource Room! We welcome all Tulakes’ parents, grandparents and other adults to utilize the materials in our resource room and the expertise of its supervisor, Ms. Johnson.
At this time of year, what I look forward to most with my students is their success. This is the time of year when everyone’s hard work - the blood, sweat and tears - pays off. For me, it’s a bittersweet time of the year because the students don’t need me as they did in the beginning of the year. They have become more independent and are looking forward to middle school. In some ways, I’ve taught myself out of a job!
Everyone thinks they work in the best school and with the best people, and they should. I know I do! The Tulakes’ staff is the finest. Mr. Roland provides us with the research, resources and expectations to get the job done right. Each teacher is dedicated to the success of every student. We work well together and continually raise the bar of excellence for one another, creating a true professional learning community. We are more than a staff. We’re a family!
|
|