What does it mean to be an exemplary teacher? One definition can be found in the district's Portrait of a CFISD Teacher, which describes these characteristics:

• Instructional Strategist
• Creator of Student-centered Environment
• Positive Role Model
• Lifelong Learner
• Team Player

CFISD's annual Spotlight program, now in its fourteenth year, is the district's way of recognizing our classroom teachers who demonstrate these qualities day-in and day-out to make a difference in the lives of our students.

Though each campus has a full cast and crew of star-quality performers, Spotlight allows each principal to select one teacher to be in the spotlight, center stage, so that we may honor that individual's performance.

This publication is set up as an informal sharing of real-life stories. Sometimes, when our lives are bombarded by volumes of paper, information, reports, and other impersonal data, a personal story can have a powerful impact for reminding us that we are not dealing with statistics, but with human beings–children–and that each one is special.

The format of Spotlight XIV was inspired by Jane Bluestein's delightful book Mentors, Masters and Mrs. MacGregor.

The narratives that follow were submitted by the 1999 Spotlight teachers, who were asked to share a success story from their personal experiences. Some honorees recount childhood memories from their own days as students, and some describe pivotal moments in their careers involving especially memorable students or events. They were asked to recount a positive experience when a teacher achieved one of these goals:

• made a difference in a student's life
• sparked a burning desire for learning
• expanded a student's vision of himself or herself, or
• touched the heart and mind of a child.

We hope you will be entertained and inspired by these insights from our teachers honored in this year's Spotlight.

K-12 Adapted PE

As an adapted P.E. teacher and Special Olympics track coach, I have had the pleasure of working with special kids who have taken the traditional definitions of success and turned them upside down.

One of my athletes invariably comes in last in every one of his races. When my daughter saw one of his events, she was ready to console him after his "defeat." Imagine her surprise when she saw that he was thrilled with his results, because he had run the entire race!

Most of my students have had the same effect on the people around them as he has had. I have students who struggle for months to stay in their lanes during their race or to line up in the right squad line. Rather than give up on what seem like impossible tasks, these kids keep working until they get it right, no matter how long it takes. For many of my students, simply participating in a group activity with their mainstream classmates is an unbelievable accomplishment.

My students and athletes have an incredible (and contagious) sense of joy when they accomplish tasks that most of us take for granted. What a gift they have given me, teaching me to find delight in the process of learning and struggling, rather than always focusing on an end result. They have also taught me the value of patient, determined work toward goals. They never give up, and their successes are an incredible inspiration to me.

In conclusion, the teachers that have touched my heart and mind are my own students and athletes. I feel fortunate to have had the opportunity to learn from such special kids.

Life Skills

It's every teacher's desire to touch the life of each child entrusted to her care. The struggles are sometimes many, but the rewards are always greater. I feel I've had many rewards over my years as a teacher. Let me share one special experience that was a heartfelt reward.

It was the last day of school in May of ‘97. As in all last days, excitement filled the building. All of a sudden I got a call over the intercom. I was asked to come to the office. There was so much that I needed to do in my classroom, but I quickly dashed off to the front office to take care of one more piece of business.

I approached the desk of the receptionist and asked, " Do you need me for some reason?" She was very busy, too, but stopped for a moment. She went over to a pile in her area and came back with a package. Handing the package to me, she said, " This came in for you." I could see that she didn't have time to discuss its origins.

Surprised, I took the package and headed back to my class. On the way back, I noticed that there was no name on it. Thinking that I had already received a gift from all of my students that day, I wondered if this one really belonged to me.

The package had me curious. I opened it as soon as I returned to class. It was a beautiful handmade cross-stitch. As I read the verse, I understood. It said, " God Bless You For Touching My Life," and "Sam" was signed at the bottom. Sam was a student whom I had taught for several years. The events of the day made me reminisce about the time that I had spent teaching Sam. By Sam letting me know how I had touched her life, she touched my heart.

8^th-grade Science

I had two students one year who tried my patience. These young men were both 14 and in their prime for testing a teacher’s resolve. The class was upper-level Physical Science, and invariably I would end up teaching the class from a location in the room closest to both boys, a common teaching practice called proximity (and effective in squelching those occasional misbehaviors that do occur). These students were simply mischievous middle-school boys (a description which, some might claim, is a redundant statement).

They excelled, however, and were usually at the top of their class. After their 8^th grade year at Arnold, they moved on to Cy-Fair High School. One day thereafter I received in the mail a letter. To my surprise, the letter informed me that I had been nominated to "Who’s Who in Teaching" by one of these young men. I learned then that even students who can present a challenge do learn and do remember you long after you have touched their lives.

By the way, sometimes your students grow up to become Cy-Fair School Board members and really make you proud. Thanks, Alan Quintero.

Music

Boys Town

My first encounter with Professor Bolkavic was almost my last. At the orientation meeting for a summer graduate music course, he began by giving a test that was definitely beyond my musical capabilities. I was overwhelmed and upset. I felt compelled to share some of these feelings with this professor I had known for less than one hour!

Amazingly, with the art of a master teacher, Professor Bolkavic began at that moment to turn what I expected to be a probable negative experience into one of the most positive learning experiences of my life. I even recall some of the exact words he spoke to me at that first encounter: "You're looking at the glass as half-empty; let's look at it as half-full."

Somehow with that statement, this instructor managed to let me know that he was willing to work with me where I was. I was calmed and encouraged. The crisis was ended.

During the three-week course of rather strenuous study, Ed Bolkavic proved to be an expert at relationship-building. As students, we were eager to do the work and receive feedback from this master teacher and musician. As the course came to an end, we found that we had forged a bond as a class that was uplifting as well as rewarding in terms of the educational experience.

I had almost walked out of the course on the first day. On the final day of the course, I had difficulty walking away. I had been inspired and encouraged; but , primarily, I felt I had been cared about!

Thanks to Ed Bolkavic, I believe I am a better teacher. The music skills I learned in his classroom have been of benefit to me; however, the "teacher" skills I gleaned have been of much greater value!

4^th Grade
Language Arts, Reading, Social Studies

A good friend and fellow educator, Shirley Boatright, lived by this quote. Her positive influence and effect on my teaching will always be with me. This teacher came forward as a friend and mentor in my early years of teaching. She seemed to radiate in her own classroom because of her high expectations for her students and herself. Through her example, I learned teachers are also students and must strive to stay abreast of trends in education in order to meet the challenges of today's students.

Her motto "children first" is a daily reminder to meet each student's needs. Throughout my years of teaching, I also have been encouraged and motivated by colleagues around me. Without them even realizing it, my teaching style has been enhanced by all the teachers I have encountered.

To make a difference in the life of a child is something we as educators strive for with each of our students. Sometimes their achievements become our achievements. We, too, feel that pride in their accomplishments. Other times, we receive more tangible expressions of "thank you" from our children with special stories they have written or dedicated to their teachers.

To this day, I still value a series of original "Scary Stories" written and dedicated to me by a student who could be difficult and unwilling at times. This student may not realize how I still treasure his stories. He definitely touched my heart.

I have experienced a great sense of accomplishment this year from encouraging a very nonverbal child to become more expressive in his writing and oral language. This particular student no longer needs my continual assistance to write his pen pal; he has made remarkable improvement in both oral and written expression. Unfortunately, teachers may not always know they've made a difference with a child until many years later.

As I reflect upon my teaching career, I cannot forget those students who have greatly influenced me and allowed me to grow as a teacher. Ultimately, I hope I have enriched the lives of the children I have taught, and I will continue to strive to do that in the future. I will always remember "...the world may be different because I was important in the life of a child."

4^th Grade
Language Arts Co-teach, Science

"Awww, can't we just have five more minutes please?", is the comment my students have been saying lately when I tell them it's time to stop silent reading or writing workshop. My heart has never been happier than when I know that I have encouraged children to become lifelong readers and writers. By accomplishing this goal, I feel I have touched the lives of children in such a way that they will never look at each day the same. Suddenly, little things in life become a story to share and each story something to think further about.

I enjoy teaching because I have such a love for learning and discovering! Every day I'm learning right along with the students. One of the greatest satisfactions has to be when parents take the time to write me a note to thank me or to share with me what their child wants as a Christmas or birthday gift—a microscope, a science experiment book, or maybe a set of books by a favorite author! And some especially-memorable times have been when former students have written telling me what an influence I was on their writing career or that I helped them decide on a career as a teacher.

I have had so many rewarding educational experiences, and there isn't one teacher in particular who stands out in my mind. I do, however, owe a lot of gratitude to Miss Shirley Francis, who skillfully guided me through student teaching and made the experience unforgettable!

Most of all, I have had the opportunity to work with such outstanding teachers, assistant principals, and principals from whom I am continually learning.

1^st-grade Math

One of the teachers who made a difference in my life was Mrs. Bondy. She was my 2^nd-grade teacher. She let us know the very first day of school what she expected of us. If anyone ever forgot those expectations, she would give them "the look" to jar their memory. Mrs. Bondy was a firm but fair teacher. Through her teaching style, she let all of us know that we could be successful, each in our own way.

I think of Mrs. Bondy at the beginning of each school year. I try to make clear to the class what I expect of them and how, working together, we can have a successful year.

Kindergarten

I didn't know much about his background when he first came to my class. What I learned explained many things and broke my heart. He had been abandoned to the streets, undisciplined and alone except for the company of an older, partially-deaf brother, for most of his six years.

He never smiled; he did not know what it was like to feel happy. He did not know how to sit still, how to keep quiet, or how to keep his hands to himself. He could tell me his first and last name, but had no clue about letters, sounds or numbers. To say he was lacking in social skills would be a tremendous understatement. Yet he also showed signs of an acute intelligence, tremendous curiosity and a natural ability to learn.

My first task was to earn his trust. He needed to learn that school was a safe environment where he would be protected and treated well. I made sure to speak to him quietly and calmly, explaining my expectations for his behavior over and over again. There were times when I had to restrain him physically while he calmed down, but I reassured him even then that he would not be harmed.

I was his primary connection at school, and, as he became accustomed to me, he became reluctant to let me out of his sight. It took a great deal of persuasion and a number of "repeat performances" to convince him that he could go away to Large Group without me, and I would still be there to welcome him back.

In the classroom we usually sat side by side, partly so I could keep a handle on him, and partly so he could make sure I didn't leave. The other students soon overcame their initial fear of him and accepted his distinct role among us, tolerating his differences with amazing grace and kindness. Gradually, and with many missteps along the way, he began to interact with his classmates in an acceptable way.

Teaching him his academic skills was complicated. On the one hand, he wanted to learn and had a tremendous amount of curiosity. He would touch and explore everything on his own, then ask a multitude of questions. With him the need to know things was vital. He was a sponge trying to soak up all the knowledge that he had missed out on earlier in life, when he had been busy just trying to survive. Yet he was impatient and grew frustrated with the process and his progress.

He wanted more than anything to be able to do the same work as his peers. I praised each small step he made, and I reminded him daily that he could learn anything if he worked at it. Gradually, the letters and sounds began to make sense to him and even became words that he could read! He constantly brought me books, asking about their contents. The first time he read a page on his own was a momentous occasion. His excitement was palpable, but he still did not smile.

During all the time I had him with me, I told him I loved him over and over, probably as often as I answered questions for him. From the beginning, I realized that love was something he did not yet know about. He often clung to my hand, but that action was instigated by fear and insecurity.

As the months passed, I believe that he continued to sit close and hold my hand because he had become comfortable with our relationship. As the end of the school year approached, I pulled him aside. I explained to him that the summer break was coming up, and that, when he returned to school, he would be in a different classroom and with a different teacher. I also explained that I would no longer be at the same school, but that I would be close enough to keep in touch and find out how he was doing.

It was a difficult day for both of us, but I knew that his bright mind was now equipped with the fundamental skills he needed to continue to learn and that his heart now knew how to trust another person. When I hugged him good-bye on that last day, he gave me a present I will always cherish—he smiled!

5^th-grade Math

When asked to write a success story about my teaching career, many people come to mind who have influenced me during the last fifteen years. I think of all the students that I have taught over the years and of the people with whom I have worked both at Fiest and in our district.

The person who has influenced my teaching the most is Barbara Cobaugh. I have enjoyed attending the training classes that she has taught over the years. Her classes are always interesting and practical. I can apply her lessons in my classroom and find that all my students can be successful using the strategies I’ve learned,

Barbara has taught us to use a variety of math manipulatives. She always motivates and excites me to return to the classroom and teach students the most difficult concepts and to make math fun. She is a person whom I can approach to ask questions, something I have done on a regular basis. Her philosophy of teaching really has helped me to become the math teacher I am today.

My principal also deserves much credit for all she has done to influence my teaching. Woodie Andre' has given me the freedom to try new things and to take risks. She has been very supportive over the last fifteen years. Her staff has had minimal turnover, which is a testimony to a wonderful work environment.

It has been an exciting year. I have watched one of my former, memorable students marry. I know I influenced her and hope I can always help my students like math and enjoy learning. I feel I am learning everyday myself.

Barbara and Woodie both have been significant influences in my teaching. They have always been supportive mentors.

Biology

Inspiration is a chameleon. Both the joys and successes I have experienced as a teacher are the result of the influences of numerous people in my life. Certainly my own teachers and parents, who challenged me and believed in me, inspired me to become a teacher. Equally important has been the impact of my colleagues, whose dedication and creativity motivate me to resist complacency. The administrators and the staff, too, encourage me and assist me in accepting new challenges and in implementing new ideas.

Yet, while all of these people inspire me as a teacher, my greatest inspiration comes daily from my students. To paraphrase Seneca, I learn by teaching. Each year I have the privilege of working with a myriad of wonderful young people. I may tell them that I am challenging them, but, in reality, they are challenging and inspiring me.

Some students come to me each year already in love with learning and with a particular interest in science. To me, their enthusiasm is contagious; their academic excellence, a source of joy. Providing them with opportunities to develop a greater appreciation of learning and of science is exciting. My challenge comes in piquing the curiosity of these students and contributing to the emergence of a lifelong interest in science, a uniquely rewarding task.

Other students come lacking confidence in their abilities and intimidated by science. These students, too, are marvelously inspirational. An example is the student who told me early in the year, "I can't do this," and "I'm not as smart as the other kids in here." As a teacher, I have never been able to accept failure; I fight it relentlessly. I tell my students that I would not waste my time trying to teach them something I did not think they could learn. To see those students, who were originally discouraged, gain confidence and skills keeps me teaching.

Certainly, I am motivated by watching students view with fascination the intricate living systems in pond water and marveling at the fluorescent bacteria transformed by jellyfish DNA. Seeing my students develop an appreciation for the diversity in nature and in the people around them is very gratifying.

A special satisfaction, however, comes from having the same student who felt she did not belong in the class, stick with it, succeed, gain confidence, and express an eagerness for further studies in science. She may say that I inspire her, but the greater truth is that she inspires me.

My successes as a teacher give me a feeling of accomplishment. Teaching provides me the opportunity to interact positively with those who will soon begin shaping our society. My students have always given me hope for the future. Knowing that I may have helped them see the world from different perspectives keeps me in the classroom. Each of them becomes my daily challenge and inspiration.

Math Helping Teacher

I always knew I'd be a teacher! Math is a natural extension of my drive to teach. After fourteen years of teaching, I am still thrilled to work with students, particularly those who find math difficult. Recently, I have found another aspect of my job, which provides a great feeling of accomplishment—the involvement of parents and community members in the education of our students.

My goal is for the children to see math as world-related, because they must recognize its purpose in life. Often, the children I teach are not motivated by grades, but become inspired when they can see the connection of math to their lives. Once the purpose for math is realized, students then have the desire to achieve. Continued achievement results in success, which promotes self-confidence. The self-confident child is one who possesses self-esteem. I have included in my TAAS tutoring program moms, dads, grandmas, grandpas, and volunteers from local businesses. Using these volunteers as TAAS tutors has given me the opportunity to provide more individualized help for our students.

Additionally, I have found the involvement of parents and families has been an indispensable component for reaching our goals. To encourage and enhance the involvement of parents, I facilitated the development of "Marvelous Mondays." The program occurs one night each week, several weeks prior to the T.A.A.S. using teacher-made activities.

"Marvelous Monday" involves giving the children an opportunity to demonstrate their reading and math skills to their parents by working exercises together. These activities are supervised by teachers, who offer assistance when needed. This program has been very encouraging for everyone involved.

The achievement of helping a child pass T.A.A.S. is secondary to the knowledge that I am changing a life. One student, who struggled with math and initially defied assistance, eventually found success. I was touched when she wrote the following: "You are like a Math Angel our Creator sent to help kids like us." Certainly, I don't consider myself an angel, but I am very blessed to have the opportunities to work with the precious kids I teach. I am even more blessed to have the opportunity to work with the same children throughout their elementary experience. Watching their growth, in life as well as math, is a rare opportunity I will always cherish.

Kindergarten

Each kindergartner comes to school with individual experiences and strengths. As a kindergarten teacher, I strive to build upon these experiences and thus establish a life-long learner. With my shared classroom experiences, I seek to build a learner who understands how to use what he knows to help himself learn more. I listen and observe in order to gather evidence that the desire to learn is growing in my students.

When I observed my students interacting with the text and commenting that the illustrator "messed up" because the pictures in Pass the Cheese Please do not match their prior knowledge of Three Blind Mice, I know that our classroom community has sparked the desire to learn. I celebrate the evidence of this desire each day as I hear other comments, such as "Oh, Miss Davenport, I read it, I think I just read it!" or "It fun—I 'doed' (did) it good." This evidence ensures that I am helping to establish my students’ love of learning.

3^rd-grade Reading/Language Arts, Math

When thinking about teachers who have made a difference in my life, I feel fortunate because I can think of so many who inspired me in different ways. However, there are three teachers who have inspired me to become the person, and the teacher, I am today.

The first two "teachers" came to mind right away as I began to ponder this question. They taught me to believe in myself, to treat others with respect, and to understand that I am an important person. From them, I learned I could do anything I set my mind to doing and that I would always be supported and loved. They taught me that a mistake is only bad if it is not learned from. I was taught right from wrong, good from bad, and positive ways to deal with anything that came my way.

I could go on and on about what I have learned from my mother and my father, but I would be writing a novel rather than just a few paragraphs. Although there were many teachers who inspired me, they were my first teachers who taught me skills of love and life and the intrinsic rewards both could bring. They have contributed significantly to the person I am today.

The third teacher who made a difference in my life has also helped me to become the teacher I am today. In seventh grade, I had the most awesome math teacher! She enjoyed swimming as much as I did, so I quickly classified her as a "cool" teacher.

She was so enthusiastic about math and real-world concepts. As she taught Pre-Algebra, her excitement came gushing out like water from a dam just broken. Her voice would get louder, her hands would go flailing in the air, and she would begin writing and talking faster and faster. I knew that if she was this excited about teaching a new concept, then it must be something really exciting and important for me to learn. Her enthusiasm was contagious, and I was lucky enough to become "infected."

She would go on asking questions. She never asked those typical questions that elicited a "yes" or "no" response. Instead, she asked what I now know to be referred to as open-ended, thought–provoking, application questions. She always wanted to know how her students came up with an answer and why they felt that answer was correct. She was tough. I had to be on my toes at all times. I couldn’t just give an answer; I had to really think about why I chose that answer.

I have no doubt this teacher taught me to analyze and reason before I truly understood what those words meant. At any rate, I loved to participate in class discussions. I wasn’t afraid to take a risk and answer a question, because I knew she would validate my response whether it was correct or incorrect. I remember thinking, "Wow, she really wants to know what I think."

I remember how she related algebra to real-world experiences; she had a reason for everything she taught, and she showed how it could be used in real life. "Solve for x" became a normal part of my thinking. I remember using computers for the first time that year. She taught us a software program called Logo that involved a little turtle on the screen, which you had to move so many paces to the left, right, etc., to form a design. I’m sure she helped create many architects and engineers that year using Logo. She gave me a love for math and technology and a desire to teach it to others. I knew I would grow up to be a teacher, and I can only hope that my enthusiasm shows, along with the value and respect I feel toward the children I teach. An interest in math and technology, though feared by many, is embraced by my students and me, thanks to Mrs. Joan Postma.

8^th-grade Science,

Science Department Chair

Education is important. That was instilled in me at an early age. As a child and later an adolescent, I was fortunate to be part of a supportive network of family, church friends, and quality teachers. As a college student deciding on a career path, my good fortune continued. My family, friends and professors become mentors and sounding boards for endless questions, and they epitomized patience. As I graduated, I looked forward to a rewarding teaching career, and I felt prepared as I started my first teaching job.

Here is where I was the most fortunate. As a first-year teacher, I was full of wonder and excitement. I taught (or, should I say, learned) side by side with perhaps the best teacher, mentor and friend I have known. She was patient, compassionate and always made me feel competent. She loved her job, and this love permeated all who knew her. Her love of teaching was contagious, and I got the fever. I remember thinking, "I hope one day I can be half as good as she."

Sometimes I would sit and watch, amazed at her finesse and talent. Her rapport with students was ideal. She was firm, fair, and fun. She was a true mentor to the first- year teachers lucky enough to know her. She taught the students to think and support their decisions. She gave me, a new teacher, the confidence to trust in myself, and validated my first-time decisions.

As she taught the students she loved, she also taught me. We worked together for four years; then our paths parted. After a year, our paths met again. A tearful reunion reminded me of how rich my first years of teaching were and how she helped to cement my teaching foundation.

I often think, "How would Terry handle this; what would she say or do?" When asked about a teacher who touched my life—my soul—I have to say that she made the difference in my life. And I feel fortunate to have worked with her. I truly miss her. This is my thank-you, Terry Ganske, for a job well-done. When we teach, we touch the future. Sometimes it isn’t just our students’ future we touch…but also our colleagues’.

5^th Grade,

Technology Liaison

Eleven years ago, I received information about the position of technology liaison in my mailbox at school. I thought it was a mistake, and put the information in someone else’s mailbox. Later, I discovered that it was not a mistake, but that my principal, Jane Farney, thought I’d be good at the job.

What a difference that suggestion has made in my career! I have seen an explosion in technology, from the presence of a few computers in the schools, used only for writing, to today’s classroom, in which the computer plays a vital role in teaching and learning in all subjects.

Students live in a media-directed society. They want to be involved in that media—to learn from it and to use it to express themselves. I’ve seen many students, from ages five to 50, get excited about learning through technology. Teaching children, teachers, and parent volunteers has made my job not only essential in the life of my school, but an exciting journey with new surprises around every turn.

The experience has also changed my teaching style. I call it "just-in-time learning." When students are ready, they will come and ask. Then all I need to do is give them the parameters and put them in charge of their own learning. My role is to challenge them to go a step farther than they thought they could go.

I have seen my "just-in-time learning" spark a fire many times; from a group of fifth-grade girls who created a presentation on women during the Civil War, to a teacher whose class had created a newsletter which would be greatly enhanced by the use of the digital camera. When learners are ready, it’s easy to take them one step farther. That’s the best part about my job.

Students, teachers, and parent volunteers also appreciate my teaching methods. They never forget the things they have learned when I put them in charge of their own learning.

5^th Grade

S. had only been in the country a few days when she entered my classroom for the first time. I was not sure if she had any working knowledge of English or if she was simply afraid to use any. I had worked with ESL students for several years, but had never encountered one who had no English skills at all. Since I have taught mostly in the upper elementary classrooms, most ESL students enter my class with some basic interpersonal communication skills.

S. was extremely shy and unwilling to attempt any English at all. Yet through her silence, I glimpsed the sparkle in her eyes when I knew she understood what I was teaching. The English language was the barrier, not knowledge.

I knew I was a capable teacher and that I could reach S., but I also had 24 other students whom I needed to reach. My goal was to choreograph the help S. needed to be successful. With the support of my campus administrators and parent volunteers, I embarked on the challenge of teaching this student English.

S. soon became every teacher’s dream. She was like a sponge that soaked up any and all knowledge that was dispensed in the classroom and then asked for more. She quickly went through the photo-grammar cards and practiced pronouncing the words even laughing when words sounded weird to her or if she simply pronounced them strangely. She also kept a journal of all the words she learned, writing the Vietnamese word beside the English word, and even the pronunciation in the universal alphabet.

Her voracious appetite for the English language was only outshone by her enthusiasm for all learning. She inspired other students in the classroom and she quickly became a class favorite. Other students loved working with her because she was so excited about learning. She also inspired me both as an educator and as a life-long learner. I hope all teachers have at least one S. in their career.

3^rd-grade Bilingual Language Arts

F. came into my life during my fourth year of teaching third grade. After having taught just a few years, I believed that I knew how to deal successfully with most of my students; however, F. would prove to be one of the most challenging students I have ever had in my teaching career.

Even though he wouldn't become a student of mine for a few years, F. was one of those students whose name and face I had become familiar with in previous years. I would always hear his name called, as his previous teachers reprimanded him in the hallway. At other times, I would come across him as he sat all by himself outside his classroom. Day after day, I remember his smile and his waving to me as I encountered him.

I'll never forget how I felt the day I was given my classroom list for the following year. In between all the students' names one stood out the most: F. All summer long I thought about this child and the way I was going to handle him. I finally came to the conclusion that the best thing for me to do would simply be to forget all that I knew about F.’s past. I believed that F. deserved a new start. I would need to disregard any preconceived notions that I may have had about this child. At that time, I made a promise to myself that I would do my best to be positive about and patient with my new student.

Of course, on the first day of school F. was one of the first students to arrive in my class. The first few days of school really turned out very well. I think F. found it very surprising that I treated him just as I treated the other children. I made him aware that I held the same high expectations for him, as I had for the other children. I tried to make him feel important and to realize that I valued his presence in my class.

Yes, there were days that F.'s behavior was less than acceptable; however, every day I tried to make sure that he understood that he had the power to change his own behavior. As the year went on, F. was not the intractable child that I had previously thought he would be in my class. His poor grades gradually began to improve, and he seemed to be happy about his new success.

That year I got to know F. very well. I learned a lot about his home life and the day-to-day struggles that were occurring there. Somehow, F. was able to realize the importance of school and he tried his best. When the school year ended, I realized that F. had made such big changes in his life. After that year, I never saw F. again because I moved to another school.

Looking back, I hope that in some way I made a difference in F.'s life. He undoubtedly made a difference in mine. I thank him for helping me to understand what it truly means to be a teacher.

Reading Recovery, Reading Enrichment

I have been around educators all of my life and have had many wonderful and exceptional role models. It is difficult for me to acknowledge one or two individuals who had a profound effect on me.

My parents provided me with the opportunity to expand on a vision I created during the second grade. The vision was to major in Bilingual Education. It was during my elementary years that I knew my mission in life was to help those who were in the same situation I was in when I came to this country. Ms. Weiss and Ms. Casas were the first teachers who began to touch my heart and mind. It was during their Saturday field trips that a couple of us were introduced to a new language and culture. "Un dia," they said, "you will discover all of the opportunities that accompany being bilingual."

And so I have. Throughout the years so many people have contributed to sparking a continuous burning desire for learning and making a difference in my life. I hope to have done Ms. Weiss and Ms. Casas justice by walking in their shoes. Perhaps I have, and someone is now walking in mine.

Middle/High School

ROPES, Quest/Skills For Adolescents, P.E., Keyboarding

I know that I have made a difference in a student’s life.

Because I teach Middle Skills and P.E. and take groups of students to ROPES, I am in a position to see growth in the social skills of each of the students.

In his exit paper, which explains why students feel they should be allowed to return to their home schools and describes changes they have made, one of our Middle students said he had learned to make positive decisions. He said he knew now he could make the decision to stop goofing off in school and make the grades he needs to go on to college. He said that this improved decision-making was a result of our Quest/Skills For Adolescents class. This young man came to us as a rather quiet, withdrawn student, and left with the self-confidence he needs to be whatever he chooses.

Another young man said that he had increased his respect for adults, as well as his self-respect, and that our Skills class had a definite impact on his decision-making skills.

I know the self-confidence of each student that I have taken to ROPES has increased. The fact that each student has set a goal on the ROPES course (it may be that the student’s goal is only to touch the tree or to grab the ring or trapeze on the Pamper Pole) and reached that goal indicates the degree of self-confidence these students have developed.

Reading Enrichment, Reading Recovery

A few years ago I began working with a boy named T. His self-esteem was extremely low because he was unable to read like his peers. He would comment, "I'm so dumb; I just don't get it." I told him he wasn't, and together we would find ways to work and learn until he did get it!

Months later he began to accelerate in his reading class and also passed the TAAS. He was my "Leo, the Late Bloomer"!

At the end of the year he gave me a statue of an angel holding a book and said I had become his "Reading Angel." That was truly an inspirational and rewarding moment, a time when I knew I had made a difference in a child's life.

Reading Enrichment

I appreciate the opportunity to work with small groups of children who are having trouble with reading. Sometimes my schedule even allows me to work one on one with a student.

I remember a first grader who was far below the others in her class and even the others in reading enrichment. She was very intimidated about reading. I was able to move her to a time when I could work with her as an early-intervention student one on one for thirty minutes several times a week. She was so proud the first time that she volunteered to read a "chapter" book (a book with several titled parts) to her regular class.

I was so in hopes that she would be on grade level by the end of the school year. However, she was still below grade level at the end of the year, so I asked her mother to bring her to my home during the summer so that I could continue to work with her. She went on to second grade, and I transferred to another school and lost contact with her.

Recently, I learned that she is now in sixth grade and has been on the honor roll several times this year. It is a lot of fun to find out that one of your former students is doing well in school and perhaps you played a part.

5^th Grade

Every time I have the opportunity to facilitate the learning process of students in the classroom, I am reminded of how my physical education teacher encouraged me to aim high to reach a desired goal.

I was one of many students assigned the task of retrieving a target that was "literally" out of reach on a playing field. We were all challenged to find a way to get this object. Everyone else in the class gave up, but I was determined to be successful. The physical education teacher remarked that though I appeared limited by experience and size, I had a drive that would ultimately lead to success.

It is this quest for success that I strive to stimulate while teaching students. I will always provide opportunities for students to extend themselves in such a way that they, too, through effort and creativity, will discover ways to achieve their goals.

Teacher-Coordinator

Home Economics Career Preparation

The first day I walked into Paris High School and saw Mrs. Norma Shipman in a state of calm when total chaos was prevailing, I knew she was a special person. At that time I had no idea she was the new Home Economics teacher.

From that day until my graduation from high school, I felt that I had a teacher who was also an advisor and friend who cared about me as a student and a person. I have attempted to emulate her in those areas as I work with students at Langham Creek High School and previously in Garland ISD. I sincerely hope that my students feel this caring from me on a daily basis as they face problems and experience success in today’s world.

P.S. Mrs. S. wore a white blouse and black skirt with red accessories that first day I saw her. Perhaps she was preparing me to be a Langham Lobo even then.

Preschool Program
for Children with Disabilities (PPCD)

Being a PPCD (Preschool Program for Children with Disabilities) teacher has been a rewarding and challenging experience for me. Most often I am the child's first teacher in the school setting. Sometimes the transition from home to school can be difficult for both the child and parents. I am ready with a tissue to dry the tears at school.

I want their school experience to be positive, fun and beneficial. I want the children to love coming to school everyday and learning. My classroom is a fun-filled and loving environment for children. I always make each of my students feel special in my class.

Working with children with special needs, I enjoy seeing so much progress in their development over the three years in the program. My young students are so eager to learn new concepts and ideas and need encouragement every step of the way. I am there for them all the way to the end to meet their goals.

Sometimes it is difficult for the children to communicate their thoughts and needs when they enter the program. After working with the students, through different activities and modeling for them, they can carry on a conversation or gesture to me through signs about something they did or learned. It is a thrill to me!

I look forward to seeing my special friends grow up and become responsible and loving adults. When my students return to visit me, I notice how they have physically changed, but their eyes never change. I hold each one of my special friends in my heart always.

Kindergarten

When it was time for me to enter Kindergarten, I was ecstatic. I had watched the big, yellow bus pick up and drop off my brother the previous year. I couldn't wait for it to pick me up, too.

The first few years of school were terrific. I adored my teachers. I had a quest and enthusiasm for learning. Unfortunately, by third grade, my attitude toward school began to deteriorate. School was no longer enjoyable. It was plain hard. I put forth a tremendous amount of effort, but was lacking academic success.

My third grade teacher, Mrs. Dudley, became my savior. Mrs. Dudley was compassionate, patient and diagnostic. She was able to recognize that I was struggling. Mrs. Dudley was an effective communicator. She was able to make me and my parents aware of some of my individual needs. She took a team approach to accomplish her mission...ME. She enlisted my parents, parent volunteers and tutors.

Instead of feeling dumb or alienated because of my learning difficulties, she had the ability to help me feel special. Mrs. Dudley focused on my strengths, but didn't ignore my weaknesses. I was encouraged to be a risk-taker. She taught me it was OK to make mistakes because they could be used as a learning tool. Since my academics were not strong, I was thrilled that she took an interest in me as a person, not just a learner. With her love and support, I made it through my third grade year.

My fourth-grade teacher also had an impact on my life. By this time, I was officially diagnosed as dyslexic. School was continuing to be a challenge for me. Mrs. Dudley had taught me to embrace and tackle a challenge.

In my fourth-grade class, I learned to dread them. I had great difficulty reading. Frequently, I would be asked to stand up in front of the class and read. I would painfully read a passage from a book that was far too difficult for me. When I made a mistake or struggled, my teacher would make snide, sarcastic comments and have me reread the passage until I got it right. I often was embarrassed, humiliated and felt stupid. To my dismay, she focused on each student’s weaknesses rather than strengths. I remember feeling sick to my stomach most of my fourth grade year. Daily, I wished Mrs. Dudley was my teacher again.

Miraculously, I passed fourth grade; however, I hated school. That summer, I (secretly) decided I would quit school...that is, until I found out that Mrs. Dudley was going to be my fifth-grade teacher. Only now, do I wonder if she was as thrilled as I was about the arrangement.

My third- and fourth-grade teachers influenced both my personal and professional life. I learned, first-hand, the power of positive reinforcement. I learned the effectiveness of acknowledging an individual’s strengths and showing compassion and patience toward others. I also learned that sarcasm and criticism have an adverse effect on a person’s self-esteem and the learning process. Mrs. Dudley was truly a gift. I only hope my students are able to see a little of her in me.

4^th-grade Language Arts

Despite having attended nine schools in nine years, I was frightened by the move from the sunny beachside community of Oceanside, California, to the rural town of Stafford, Virginia.

I was quite shy and did not relish the thought of having to adjust to yet another new state, new neighborhood, new friends, and—most importantly—a new school. You would have thought that I would have become accustomed to all that came with the military life. My dad was in the Marine Corps, and we regularly packed our belongings and put down new roots elsewhere.

After our long trek from the West Coast to the East Coast, my mom and I, carrying the often-used packet of registration materials, ventured out to complete the necessary forms at Stafford Middle School where I would be attending the second semester of my ninth grade year. Everyone with whom I came in contact welcomed me with the most sincere hospitality imaginable. New friends steered me down unfamiliar halls to each of my assigned classes.

In short order, I decided that my favorite was English class with Mrs. Patricia Blosser. She had a genteel bearing about her and spoke in a calm and soothing manner. She also had a quick and dry wit that endeared her to me immediately. I’m certain that she could detect my apprehension at entering her class mid-year.

In virtually no time at all, I felt completely at home in my school, but mostly in Mrs. Blosser’s class. She made the literature come alive for her students, taught us how to enjoy writing compositions, and even managed to make the rather boring task of diagramming sentences seem a bit interesting. Mrs. Blosser forged intellectual and emotional bonds with all of us. It was clearly apparent that she loved teaching and loved each of us as well.

After just three months, my parents announced that we had unexpectedly been assigned on-base housing at Quantico Marine Corps Base, and we would be moving within the week. My reaction was total shock. I sobbed and begged them to find a way for me to continue attending Stafford Middle. The distance, however, was prohibitive, and I soon would have to say good-bye to the warmth and friendship I had found there.

That last day in Mrs. Blosser’s class was a miserable blur. As class came to an end that day, she asked me to step up to her desk. "Please bring your textbook with you," she said. That trip down the middle aisle seemed to be interminably long. Mrs. Blosser smiled sadly, accepted the book from me, took my hands in hers, and spoke to me with the most incredible kindness. I was embarrassed to look directly at her, for I knew that if I did, my tears would start flowing, and I would be unable to stop them. Finally, I did glance at her and saw that she, too, had tears in her eyes. In my mind’s eye, I can still see her vivid green eyes. She told me that I was very special, and she would always remember me. Even though everyone was watching, I hugged her and cried.

At that moment I knew that I wanted to become a teacher…a teacher just like Mrs. Blosser. That dynamic English teacher whose class I attended for only two and half months impacted my life in a most profound and lasting way. She inspired me not only to be the most effective educator possible, but also to be cognizant of the power that teachers have to touch the hearts of their students.

Dyslexia Specialist,
Reading Department Chair

There is no doubt that my greatest accomplishment in my career was the creation of and participation in the Champions Team at Thornton from the fall of 1995 to the spring of 1997. I began with a group of 40 seventh graders whose sixth-grade teachers, counselor and assistant principal all agreed would need special handling to be successful in the difficult adolescent years of Middle. Our plan was a two-year program to bolster academic skills, encourage appropriate social behaviors, instill confidence in these students, and help them feel at ease in the school environment.

One avenue to achieving our goal was to show these students reading, writing and math in the real world of work at all levels. We applied and were awarded a grant to take the students on field trips to places such as:

• the Houston Chronicle building,
• Houston Fire Department Station 1 and the Dispatch Command Center,
• the University of Texas Medical Center,
• BFI Landfill and Recycling Plant, and
• Compaq Computer.

In the classroom we developed interdisciplinary thematic units that represented authentic personal tasks, such as planning a ten-day vacation to a particular region of the United States.

In addition to relevance, these struggling students often needed more time and practice to master a specific skill along with individualized instruction to fill learning gaps. We were able to schedule consecutive periods in the four content areas to allow flexible grouping to meet these needs.

But, most of all, these students needed acceptance. They were incredulous that we as group of teachers chose them, and the bond and trust that grew over the two years were the cornerstones of our success.

Our success can be measured in the discipline folders that began to gather dust, as well as test scores. When TAAS results were disaggregated, Thornton's at-risk passing rate increased for those years in both math and reading while the district and state averages declined. Many of the individual gains were phenomenal, but these statistical gains are not the ones of which I was the most proud. It was the gradual change in attitudes and habits.

They held their heads higher and lost their brashness and hostility. Academically, they became willing to the take the risk of learning with the knowledge that we would support their efforts, and, if they should fail, we would help them try again.

We receive informal reports from the high school counselors and the students who still return to visit. We hear that a few of the forty have not made it without the strong support, but most have continued to thrive. For these students, the Champions Team halted their downhill slide by giving them the confidence in themselves to be successful in the educational system. We changed their visions.

Reading Enrichment, Reading recovery

When I received a graduation announcement from Luis I knew I had made a difference in a student’s life. Luis, a Hispanic child, enrolled in second grade when I was an ESL teacher in Oklahoma. He spoke no English and was immediately branded a "troublemaker". He was moved to three different teachers during his first two weeks.

Through an interpreter we learned that he had been asked to leave the school he had been attending in Mexico. According to his mother, he had a total of 20 to 25 days of schooling. His mother was convinced that Luis was possessed by the devil! Her reasoning was that Luis couldn’t behave. No matter how hard he tried, what she promised or how she threatened, Luis couldn’t pay attention or do as he was told. He often woke up with blood in his mouth and was very impulsive and "out of control."

The ESL program was a pullout program and I volunteered to take Luis during the mornings and then he went to large group in the afternoons. I also make arrangements for Luis to be evaluated for Attention Deficit Disorder and had a dentist examine him. The dentist found that Luis’ teeth were decayed to the point that he would need six root canals. He was diagnosed with ADD and started on medication. For the next three years Luis continued with me in the ESL program. At the end of fifth grade he was only one grade behind in reading and was on-level in math.

Upon entering middle school, Luis made a promise that he would be the first in his family to graduate from high school. I left Oklahoma that year but stayed in contact with Luis through Christmas cards but eventually we lost touch until I received the announcement. On the inside Luis had written, "Thank you, Miss Marilyn—I made it!"

7^th-grade Math

There have been many teachers in my life who have guided me, advised me, and made a difference in my life. Some of them are past teachers, co-workers and administrators who support and encourage me in my career; however, one person who has been a true mentor, advisor and an inspiration to me is Diane Kirkwood.

Diane was my interdisciplinary team leader during my first year of teaching. She showed me the "ins and outs" of communicating with students and parents, as well as how to juggle all of the planning of lessons, grading of papers, and other everyday routine activities. She was always ready and willing to assist me in any way I needed. Many times she would even volunteer to help if she knew I needed it.

She was a role model not only for me, but also for our students. I remember standing in the hall between classes and watching her interact with the students. Soon, I found myself beginning to model my student interactions after her examples. The students began to respect me in somewhat of the same manner as they did her. It was a great feeling to be able to gain some of the same respect from the students that Diane had.

I am no longer on Diane's IDT; however, the leadership and guidance she has shown and continues to provide to me have helped me be the successful teacher, leader and person that I am today. She has truly made a difference in my life and in my teaching career.

1^st Grade

Life is a journey, and my teaching experience has been an exciting and fulfilling journey influenced by many people I've had the privilege of working with throughout my career. I always knew I wanted to be a teacher, just like I always knew I wanted to be a mother. My first three years of teaching were challenging and rewarding, but the journey was really just beginning. Eventually, I had three children of my own, and that's when I began to realize how unique and special each child would be. The love, appreciation and dreams for my own children began to affect my teaching. Every child we teach has special gifts as well as special needs. Their strengths and weaknesses help shape them into unique individuals. Long ago, I read a quote and it went something like this:

"The kids you teach may not remember what you said, but they will remember how you made them feel."

That is something I try to remember as I relate to my students. My desire is that they know how much I love and care for them and that together we will celebrate each and every success along the way. A teacher's journey is never dull. The travelers we meet are the children that depend on us to get them where they need to go, and it's such a privilege to be a part of their lives. I can't imagine doing anything else.

6^th–grade Math

This quotation was written on the chalkboard when I entered the classroom of Dr. Susan Stockdale, a math methods professor at Iowa State University. The first day of class, Dr. Stockdale led a discussion about the meaning of this quote for us as future teachers. She shared numerous personal experiences and examples that demonstrated the significance of this quote in the classroom. Her love for kids and her enthusiasm for teaching were apparent by the stories she told. Her attitude and excitement were contagious!

During the course of the semester, she taught me how important it was to make math ‘real’ to the kids. Children learn best by being active participants in their learning. Although it is easiest to teach through the use of a textbook, she proved to me that a little extra work in preparation goes a long way in student learning and understanding.

After an incredible semester of hands-on learning and creative thinking in mathematics, Dr. Stockdale again wrote the quote on the board the last day of class. She challenged each one of us to always teach with this quote at the forefront of our thoughts. If we do so, each one of us would personally experience its true meaning in our own classrooms.

Throughout my teaching career, I have been very fortunate to experience many children ‘opening their gifts’ in the classroom and in athletics, but one in particular has always stuck with me. At the beginning of one school year I was given a long list of modifications for one of my students named L. She had always found math very difficult and frustrating, and therefore had experienced very little success.

The first few weeks of school, I told my students that we would not be using textbooks during the year. Everything they were going to do and learn was going to be learned by experience. They were going to ‘learn by doing’, not just by watching or reading from a text. That day, I saw a spark in L., the likes of which I had never seen in a student before. Did she have a gift just waiting to be opened?

Throughout the year, I could see her confidence building—she was thriving on her success! At the end of the year, L. brought me a present and a note that I still treasure. The note read,

"I’m giving you this present to thank you for giving me a chance and making me good in math!

Love, L."

Later that day, I received a phone call from L.’s mom. She wanted to let me know how important this present was to L., who had received $25 for her birthday the week before, and had told her mom that she wanted to use the money to buy me something special that would always remind me of her.

Several years passed before I saw L. again. When L. was a junior in high school, I saw her at a high school baseball game. She approached me with open arms and a big hug. She proceeded to tell me that she passed the TAAS test on the first attempt and she had been released from special education services in math. She was planning to take Algebra II and to continue her education at a four-year university. At that point, it was apparent that her gift had indeed been opened.

7^th-grade Texas History

The teacher who had the greatest impact on me was Mr. Bozeman, my Humanities teacher in the 11^th grade. Mr. Bozeman made history come alive. He often came to class in a costume that depicted the era we were studying at the time. By recreating significant historical events, he allowed us to experience history rather than just read about it.

Mr. Bozeman seemed to enjoy his job and taught with much enthusiasm. I greatly admired his style and passion, and he was the first person to plant the seeds of teaching in my mind. The impact that Mr. Bozeman made on his impressionable young students inspires me to help my students by making history come alive daily in my classroom.

3^rd-grade Bilingual

When G. came into my classroom that August, he was one tough challenge just waiting for me. He was tough. He was street-wise. He had always been a "bad kid" in school. And he was planning to continue this type of behavior as he was hitting third grade with all wheels turning.

I wasn’t sure I was ready for him.

G. wanted to be just like his big brother. That wasn’t a good choice. G.’s brother spent a lot of time in the office, got low grades, and struggled at school no matter how hard he tried.

G.’s brother had been in my class, too. I knew his family, their troubles, and was familiar with the shadows that haunted the kids in that family—the shadows of poverty and despair that many of our bilingual students deal with every day. Despite the hardships, G. was smart, really smart. The problem was that he didn’t want to be smart—he wanted to be just like his brother.

That year was a tough year for G. and me. G. became very familiar with office procedures because of his visits to the assistant principal’s office. We worked on many basic skills in reading and writing, but we also worked on important things like the appropriate time to crack a really funny joke. G. began to get really excited about school as his reading skills improved, and he began to visit the library everyday, reading more and more books. We talked about how reading let us escape from things for awhile and how reading could answer our questions. G. continued to visit the library, take the corresponding quizzes on the Accelerated Reader software, and then visit the library again.

G.’s visits to the office became less frequent. He would ask to stay in from recess so that he could read.

By the end of the year, G. still wasn’t perfect. But his grades were good, his behavior was controlled, and his jokes were timed more appropriately. The last day of school we had a class discussion on some of the things we’d done in third grade. G. told me then that he would miss third grade because he finally had learned that he knew how to read and that he liked it. After all of the hard work, that simple sentence made it all worthwhile.

4^th-grade Language Arts

"There was a Child went Forth"

(from the poem by Walt Whitman)

The classroom was clamorous, but not to the ear or eye. The clamor was internal. It was a rerouting of the imagination, an explosion of thought, an ebullient trumpeting of ideas spilling over haltingly, sometimes incoherently, from the tentative mouths of the teenagers who struggled to know, but gloried in the process. The teacher who presided over the class sat in front of the blackboard on a stool with a padded seat.

He wore, every day, a white starched shirt, a tie (colorful, but tasteful), dark dress pants, a black leather belt (unscuffed), and black leather wing-tipped shoes, polished to perfection. He was a fastidious man, I always thought, (fastidious being new to my lexicon, chiefly because of him), meticulously groomed with immaculate nails and with hair that was rigorously neat. He placed his forearms on the black metal music stand that cradled his notes. He was Mr. Proctor, my junior English teacher, advanced level. And every day I ‘went forth’ into his class.

Like a baby, suckling at its mother’s breast with its eyes transfixed upon hers, so we sat in front of Mr. Proctor. We were the good kids, the class of classes, the prized reward for teaching well, for holding to high standards.

But we had never had a teacher like this before. He laughed at us. At us! We were among the most successful students in the school—well-versed in "the game." We sized up teachers the first week of school, analyzed what they wanted, and fed it back to them, every guideline intact. Thus, we achieved our grades—we, the future honor graduates of our high school.

However, Mr. Proctor had a different game, one we had never played before. His classes always began with a lecture. We assiduously took notes. His pace increased. We wrote more rapidly. He smiled and launched a new avalanche of information. "Slow down!" we cried, terrified of not keeping up. Carolyn, one of the most obsessive of us, began to cry. "What?" he would ask with feigned incredulity. "You’re not writing down every word I say, are you? Think! You need to decide what is important and write only that! Think! Think!"

After that, the discussions would begin. "What did Wordsworth mean when he said ‘The Child is father of the Man’?" That question took a full class session to analyze. The bell rang to signal the end of class. "Mr. Proctor, what’s the answer? We still don’t know what the answer is!" we cried with our hearts in our throats. He smiled. "Get out of here!" he commanded and shooed us out the door.

That year we learned to think critically, to ask and ponder, to analyze and re-analyze, and to support our arguments from the text. We saw, from our fragile inexperience, at least a slice of the complexity of life—the problems with assigning blame, and with creating definitions through screens of prejudice or limited experience. We learned to push our parameters, in effect, to soar.

It was a heady experience, yet humbling. We were exposed to the right to think freely, then burnished by the responsibility to tame our arrogance with insight and to understand the danger of charging forward with but a little knowledge.

My days carried me onward to college, a degree in literature, and, eventually, a teaching certificate. I entered my first classroom charged with a passion that I was sure my students would share. The task was not as easy as I first anticipated, but the goal never faded. I owed my students at least a glimmer of what it is to drink up knowledge deeply and thirstily. And I wanted their minds to clamor for more, just the way my classmates and I did in Mr. Proctor’s English class.

And so, Mr. Proctor, perhaps now these many cycles of years and experiences, triumphs, failures, and renegotiations later, the answer to your question about the child fathering the man has finally come to me. Because at one time, I, the child, went forth into your classroom and saw an object of concern and compassion and respect.

I, the child, saw a teacher who had the security to nurture his students’ ideas, rather than demand a reiteration of his own.

I, the child, saw a teacher who knighted each student with wings to soar freely in his own imagination.

I, the child, saw a teacher who was sensitive and kind, and who encouraged his students through his humor.

So I, the child, in effect, parented my adult self to come, and became that object I first saw—a teacher, with a dream to inspire. It is an exhilarating experience, one that must be tempered by the responsibility I feel, knowing that I have the potential to become that "first object" some child may look upon—and become.

Biology

The greatest joy of a long teaching career has to be the wonderful memories of students who have helped to shape that career. In my 23-year career, I have taught some incredibly talented students, and I know that these students would be wonderfully successful whether I’d had the opportunity to teach them or not. They were self-sufficient and would "make it" under any circumstances. Although my teaching may have guided them, for many, I may never know whether I have truly made an impact on their lives. Several exceptions do come to mind, and I would like to share one of them.

Incoming freshmen in high school are typically a bit shy, reserved, and somewhat petrified of the new experiences awaiting them. C. was no different. Yet, as I grew to know the students in my Biology IK class, I realized that this shyness was taken to an extreme; she was so painfully shy that she had a difficult time relating to her peers. Although she listened attentively in class, she would always divert her glance to avoid eye contact any time I looked in her direction. When asked a question in class, she would turn beet red and stammer with the answer.

Her interest in biology, however, was obvious, and, as the year progressed, she became more and more successful. C.'s creativity and imagination were incredible. One of the things I most vividly remember was a group ecology presentation in which students wrote the scripts and built the props. The script for C.'s group was fantastic, and the props were phenomenal (both successes attributable to C.'s creativity).

On the day of the in-class presentation, however, C.'s shyness and concern about being in front of an audience made her physically ill. She fumbled through her presentation, then was very upset and concerned that she had let her group down (of course, she had not). She and I visited extensively about her discomfort, and I vowed to make a special effort to make her comfortable and secure in my class. By the end of the year, she was one of my top students.

At the end of the year, C. wanted to sign up to take Chemistry IK during her sophomore year, and, being a year behind in math, had asked to take both Geometry and Algebra II along with Chemistry. Her math teacher would not approve the doubling-up, so she asked me to approve it. I truly felt I might be stepping out on a limb, but I agreed. Although I did not see a great deal of her that year, I did check up on her from time to time. As I had hoped, she was a standout in all three classes!

As a junior, C. enrolled in my Biology II AP class. I was excited to have her in class again, and the excitement continued as I watched her blossom throughout her high school career. From a student who (I later learned), because of her shyness, was thought, in elementary school, to be perhaps mentally retarded, she achieved an impressive list of accomplishments, including:

• being accepted into a summer program for gifted science students,
• writing and presenting a paper about her summer research at a science state meeting in Austin,
• winning the biology UIL event during her junior and senior years in high school,
• being chosen as one of only 20 graduating seniors, nationwide, for an M.D. Anderson summer research program.

Oh, yes, I haven’t mentioned college—she went to Stanford and enrolled in the honors program, intending to get her Ph.D. in biology. One of my greatest treasures, to this day, is something that she presented to me when she graduated from high school: a hand-painted T-shirt that says, "World's Greatest Biology Teacher."

The C. saga continues. After graduation from Stanford with highest honors, she decided that a medical career was the thing for her and returned to Houston to attend Baylor College of Medicine. She is currently doing her residency in psychiatry at a hospital in San Francisco. Another of my treasures is a Christmas card from C. that I received just prior to her graduation from medical school—a card telling me what she was doing and that it was "all my fault" that she had the confidence to pursue her medical career! Here is an excerpt from my reply to her:

"C., your card was SOOOO special ... I think you know you will always be the standout student in my career! I loved watching you blossom from that painfully-shy 9th grader who was petrified to be involved in her group's presentation in the teaching theater at Langham Creek to the young doctor you have become. You are still the one I tell my Biology II students about... about your Stanford days and about your medical-school decisions. You are so awesome...I hope these past few years have developed your self-confidence to a point that you understand why I think you are so incredible."

Experiences such as this have made me so thankful that teaching has been my life's mission.

3^rd-grade
Language Arts, Science, Social Studies

As I reflect upon my teaching career, I would be remiss not to mention the educators who have made a difference in my life. Switching school districts after seven years in Alief I.S.D. proved to be a blessing in disguise. Although I missed my cohorts, students, and reputation tremendously, I found the new challenge of adaptation to Cy-Fair invigorating. Woody Andre' smoothed the waters for me as my A.P. during that year at Lowery, and for this I am most grateful.

Then when Emmott opened up, it was Norma Ault who insisted her teachers strive to be the best they can be. Working with Norma proved to be a learning experience that took me through the next 10 years, a new child, and a new school. She was the heart and soul of her schools, and I knew she cared for the kids as much as I did.

Betty Rennell stepped in when Norma retired, and I still admire her tenacity. She must have felt as I did that first year in a new school, but she handled it with grace and dignity.

Now I’m getting to know my 5^th principal, Cindy Barclift. In her quiet, gentle way, she has inspired us to seek new degrees of professionalism. She was the one to encourage me to finish my master’s degree, after all these years. I don’t know if I ever want to get a mid-management certificate, Lily Fanning would be a tough act to follow, and I’m green and blue, not very gold.

Although my administrators have guided my footsteps, it was surely my teaching buddies who have been "the wind beneath my wings." Betty Bailey, Lynda Linder, Debbie Harrison, Jane Andrus, Pam Doherty, Anita Carroll, Beverly Lane, Jan Pittman, Ella Roskey, and Sharon Jenson were classroom teachers when I first started in Cy-Fair, and they have remained classroom teachers along with me.

I can name a hundred teachers who have "followed the yellow brick road" to other horizons. But it is a tight fraternity—or sorority, I guess I should say—that can stick it out as classroom teachers for this long. You are my guiding light; you have touched my heart and mind; you have given me the courage to try new ideas, and open a virgin planbook for yet another new year. For this, I thank you. And to Kim Frederking, Anita Ramke, Carolyn Brandon, Jennifer Battista, and all the other teachers at Bang, thank you for inspiring me with your fresh viewpoints and boundless energy. You all have expanded my vision of myself as a classroom teacher.

3^rd-grade Language Arts

As a Cy-Fair third-grade teacher, I can still look over the tops of the students’ heads at the beginning of the year. By the time mid-year has arrived, the students have grown so much, especially in their mind power. Everyone has the opportunity to grow, and a student’s taking the initiative for his or her own growth creates the utmost in teaching pride.

During a recent Curriculum Night, one of the parents shared with me the best information a teacher could hear. "My child wants to do his own work. He won't let me help with any of his projects. You have instilled in him confidence in his own ability. How do you do it? He thinks he can do anything!"

Those few words let me know I am doing my job. This child will succeed.

In order to teach, I first have to have students’ attention. It is my responsibility to make my classroom a place where all children can learn. Structure, routine and humor are present daily. My students always know that I believe in equal treatment for all.

My theory is, if I tell the students what I know and they add it to what they already know, they will know more than I know. I keep learning daily and want to share knowledge. My excitement carries over as students share information they find out as well. Our classroom becomes a true storehouse of knowledge. When students can't wait to tell me about things, like what they have found out about lizards, more Titanic facts, or a short way to do multiplication, I know that the excitement has passed on to a new generation.

Recently, a student who had come to third grade with a long list of behavior problems was cited for good behavior. He was a student who could not figure out a three-syllable word, but has now progressed to be a fluent third-grade reader. Along with this triumph, successful behavior has resulted. He feels good about himself, and the carryover to all subject areas is wonderful. As a teacher, I strive to have each child gain that feeling of success.

Preschool Program
for Children with Disabilities (PPCD)

The first year that I taught Resource Language and Math I was "given" a group of fourth graders along with a lengthy explanation of their disabilities. These five children came with limited expectations, bad reputations, and tough attitudes. I quickly realized that they were reading and writing on only a second-grade level, and they expressed their intentions of not improving.

I knew it was sink or swim for all of us, so I jumped in feet first and gave it all I had! I threw out their daily journals and worksheets, and we sat in the middle of the classroom floor and just talked. I found out more from these tremendous souls about "expectations" than I was ever taught in college!

I made a deal with them. First, I would never ask them to do any work that I could not prove to be educationally valuable. (Yes, they called me on it!) Second, I promised that we would only study what they were interested in. In turn, they were to give me 100% every class time! We agreed on "Great Discoveries & Inventions" as our theme, and they helped turn our classroom into a laboratory.

Shortly after we began working together I was spending my lunches with these super thinkers and discussing levels of science that I had never thought about exploring! The day I watched R., a child his homeroom teacher had described as slow, explain the elements of flight to a "regular ed." child, during a paper airplane race in the hall, I realized that we were on to something magical! This group began volunteering to stay after school and even sneaked in at recess, once they found out that I had talked the principal into allowing them to take the TAAS. What dedication!

When it came time for our Invention Convention, the other students in the school toured our room, muttering to their teachers asking why didn't they do this "stuff."

My "Five Musketeers," as they called themselves, just beamed! The newspaper journalist covering our event leaned over and asked me, "Are you sure this isn't a gifted and talented program?" D. piped up from behind me, "All of Mrs. Nevels' students are gifted. Mrs. Nevels just teaches us how to show it."

Then one day close to the end of school, I came in to find D. in my room with his classroom teacher. He was in tears. I was worried because D. had quite a reputation for getting into fights. But then I saw that his teacher was in tears, too. D. rushed over to me, threw his arms around me, and said, "You were right, Mrs. Nevels—I'm not stupid! I even passed my TAAS writing!" His teacher corrected him, saying, "No, D., You didn't just pass. You made a 4. You aced it!"

OK, so we all cried that day, especially when I found out that four of the Five Musketeers had passed!

The most meaningful evaluation I have ever received came from M., who was a former gang-member and my only female Musketeer-now-turned-Super-Student. She left me a note the last day of school that said that her favorite part of my class was coming in every day knowing that she was gifted and that she "appreciated" my teaching her to read, because now when she grew up she could read to her children.

These children taught me that the greatest gift a teacher can give is to be a facilitator, a friend and an inspiration. To this day, I still have the words of Virgil posted in my classroom:

"They are able, because they think they are able."

 

English IV

When Thomas wrote to me last fall, he said simply, "Thank you." It's all we educators really need to hear, some whispered acknowledgment that what we do in the classroom, the halls, and the offices makes a positive difference in a young person's life. Because he had learned to elaborate, he explained why he had decided to write:

"I don't think I ever conveyed to you how much you, as a teacher, inspired me. You are one of the few teachers who requires students to think. You always allowed us to be exposed to topics that other people tried to censor. You let us see the world, not the facade that everyone wants to put on it. Above all, you allowed us to have an opinion of our own and to develop as unique people. You teach so much more than English; you teach students life."

We all learn and teach as we go; we are, as Tennyson has Ulysses acknowledge, "a part of all that [we] have met."

Upon reflection, I see that I learned courage from my first teacher, a woman who lived with eight brothers, raised three children, and fought cancer for five years by the time she was 46. I learned persistence from a man who, when he was left with three children, hospital and funeral bills, and a paycheck of a little more than minimum wage, did the best he could without looking back. I've learned to feel the urgency in life after having buried these parents, outlived several friends with whom I've played and worked, and said untimely and sorrowful good-byes to one too many students.

From professionals, I've learned to feel the vertebrae in my own back. For this strength, I am grateful not only to administrators who do not support the classroom teacher because from them I learned to stand alone, but also to those who do; from them I learned to stand with a group of like-minded educators. I am also grateful to teachers who hold higher expectations and tougher standards, and who, consequently, must stand taller against intimidation. I have learned how not to teach by watching those who come to work at their "day jobs;" more importantly, I have learned how to teach by being with those, like me, who arrive daily to their passions and who are living their aspirations. From all those students who have graced me with their presence for the last 25 years, I have learned and continue to learn how to reach them. Without this vital lesson, all the courage, persistence, strength of character, and teaching methods are but ingredients without a recipe, theory without practice.

Our students, not ourselves, make us what we become as teachers. To my students, I owe my passion. They take me as I enter that room and push me (sometimes to limits that test human endurance) to redefine my horizons so that I might help them seek their own. I will always aspire to Thomas's thoughtful praise: that I require them and me to think, to see, to take a stand, and to live. And when I grow up, I hope I might become a master teacher and make them proud.

Kindergarten/1^st/2^nd Special Education

In my 28 years as a teacher, I have taught students in a variety of settings—special education, speech and language, preschool, as well as regular education classes. The common threads in all of these environments are students deserving of the tools necessary to learn and a teacher willing to put forth the effort to find ways to teach children as individuals who have unique differences in all areas, including how they learn.

I believe that every child can learn, and that it is my responsibility as a teacher to discover the ideal way for each student to reach his or her maximum potential. With some students, this is a task that seems insurmountable at times. Last year a wonderful "blue-eyed challenge" entered my classroom.

When this student, whom I will call R., began first grade last year, he could only recognize five letters, and he could not identify sounds or words, or write his name. He even became frustrated when asked to draw.

R. became frustrated to the point of crying on a regular basis. This continued throughout the school year with minimal progress being made. Imagine—after only one year in school, he saw himself as a failure!

I must admit that at the end of the year I was frustrated and disappointed because I was unable to "reach" R. It was at this time that I was given the opportunity to attend a literacy class through the combined efforts of the Reading Recovery and Special Education Departments. This class taught me strategies that were invaluable in supporting R. on his path to reading and writing. I was able to work with R. on an individual basis at a pace that supported him and allowed him successes along the way.

In addition, R. began to gain control over his learning, which instilled the confidence he needed to spur himself on—I was merely a guide. At each step along the way, he received reinforcement through prompts, which helped him to be accountable for his reading and writing. It was not a case of me standing at the blackboard in a one-way teaching method; R. and I were working together. This approach provided just the right balance he needed for success. I think of these strategies as a seesaw in which challenge is seated on one side, support on the other, and teacher and student at the fulcrum guiding the whole process.

The day that R. looked at me with a sparkle rather than a tear in his eye and said, "Ms. Patterson, is it time to write my story? I like that part best!", I knew that we had succeeded in finding the path that was right for him. Sure, there are days he still seems frustrated when faced with a new challenge; however, the difference now is that he sees himself as a reader and a writer, not as a failure. Thank you, R., for reminding me that the task is not insurmountable, the path is not too long, and the effort is not futile. I can help a child learn, and as a teacher, I like that part best!

5^th-grade Math and Science

I’ve had many teachers who have profoundly influenced my life, and they are my students. They have taught me so much and continue to teach me each day. Here are just 12 things they have taught me which I try to teach new students each year:

• Learning is a life-long process.
• Every child can learn.
• Girls are just as good as boys in math and science.
• If you have high expectations of others, they will do much better than if your expectations are low.
• There are many ways to solve a problem. One way is not better than another is, just different.
• Sometimes there are many correct answers to a problem.
• It's OK to make a mistake if you correct it.
• If you have a passion for a subject, others around you get caught up in that passion.
• If you think you can do something, you can do it.
• Always try your best, and no one is disappointed.
• If you have a positive attitude about a subject, you always do better in that subject.
• If you are having fun learning, you learn more.

I would like to thank my students for teaching me all of this and so much more.

Technology Education

Having been a classroom instructor for 23 years, I feel privileged to have been involved in the lives of thousands of young people, and I hope that I have been an inspiration to them. Every year, I see many students walk into my lab who have very little self-confidence. Later, I watch them beam after completing an activity knowing that they have been successful. There are many who stand out in my mind, but I would like to tell you about a student whom I taught during the fall semester of 1998.

J. was in the seventh grade. During the first six-weeks of school, he was very quiet and did only the minimum to get by. As the class began a new activity, I took J. and several other students aside for a pep talk. Each of the students seemed to work with a new enthusiasm. When J. finished his project, a walnut mantel clock, he was glowing. This was his first "A" in my class, a "98." As one last step, I had him put his name and the date on the bottom of the clock; he proudly asked to add his signature also. J. had planned to give the clock to his parents for Christmas, but he was so excited that he could not wait. He gave it to them that night.

The next day, I received a phone call from a gentleman who wanted to know if his son had truly made the project or if he had stolen it from another student. I asked the gentleman to look for a name under the clock and that would identify who had built the project. The gentleman then exclaimed in a scornful tone, " I would have never thought that he could do anything like that." At that point he hung up. He never identified whose father he was.

Several days later, J. told me that it was his father who had called me. J. told me that his Dad, for the first time that he could remember, had told him how proud he was of him. It made me cry, and I told J. that I, too, was very proud of him.

Every day, we as teachers have to take the opportunity to make a difference in a student’s life. It is my prayer that I will never forget the J.’s who pass through my life.

Technology Coach

My family laughed hysterically when I announced that I was going to be a coach. After some lengthy explanation about my role as technology coach, I was able to put some of their fears to rest. Truly, this role—helping students and teachers become comfortable and proficient with technology—has given me some of my most memorable rewards in education.

The teachers who have made a difference in my life are not my own instructors, but are the content-area integration teachers I teach with daily. This incredible team of caring individuals has given me constant love, motivation, and inspiration. They have instilled in me the joys of life-long learning. They challenge me to learn more and take more risks. This bold-spirited team has challenged our students to strive to succeed also. My hope is that our team can continue to make long-lasting differences in students' lives.

Each day, educators hope to make that difference, and each of us has a unique opportunity to do so. In one instance, I was coaching (co-teaching) a resource science class, filled with 15 special-needs students, all wanting our attention at once. I took a deep breath and brought them together for a demonstration.

Because the students had been studying biomes in their classroom, I showed the students how to create a database about biomes. They were to consult their notes, textbooks, and hand-made brochures to gather information about each of the biomes. As I was demonstrating, I couldn't help noticing a petite girl, K., sitting down next to me and watching my every move.

She was restless, but she listened attentively, smiled, nodded her head in agreement, and was eager to participate. Even though retention was a great effort for her, I was hoping that she was going to remember when she returned to her computer. After the students returned to their computers, I guided them through a few steps, and then they continued, but indeed with hundreds of questions.

After circulating among the students, I glanced across a row of computers and watched K. She would work vigorously at her own computer and then suddenly would jump up and hurry to someone else's computer. After staying a few seconds, she would return and repeat the process with someone else. I wondered what K. was doing. When I observed more closely, I realized K. was helping her peers when they were confused and did not know what to do next.

It did not matter to K. if she had finished her database—what mattered was that she was sharing her knowledge with others and feeling good about herself. This vivacious young girl was coaching the entire class. She was so proud of herself that she was able to help others. I dared not stop her to ask her to continue with her own work, because it really didn't matter that she finish hers. K. was learning more through her mentoring of others.

I'm not sure who was more excited that day—K., who was generously helping others, or me, as I stood watching her teach. K.'s unselfishness and vibrant personality made a difference in my life. My investment provided rewards in her life and the lives of those she touched.

Vocational Adjustment Coordinator

I find joy in watching students grow in their knowledge and skills. I find joy in seeing them accept responsibilities and develop pride in their potential for future success. When my students’ fear, rebellion, and uncertainties turn into wholesome, good decision-making, I know why I teach. This feeling of success can’t be beaten.

2^nd Grade

T. came into the fourth grade as a below-level student. He was a quiet little boy with bright, hopeful eyes. In the beginning, T. would rush through his work, and he showed little concern about quality. Since I have high expectations and standards for all students, T. reluctantly came to realize that he had to make some changes in his academic behaviors or continue to redo much of his work.

The process was slow, but I continued to encourage T. through praise and recognition. He made several trips to the office for "good visits" and received positive notes, as well as phone calls home commending his change. T. moved to on-level work by the second semester. He worked hard, and his drive to succeed was apparent. I was very proud of T. More importantly, he was proud of himself.

T. passed to the fifth grade, and his new teacher continued with the praise, as he often was sent to my room to share his successes. He even made the honor roll and stayed there throughout fifth grade!

I know that as teachers we touch the lives of many children and never realize the magnitude of our impact until they return to tell us. I may never hear from T. again, but I know that during his fourth-grade year, he made some changes, and it's because a team from Horne Elementary helped him realize his worth and potential. I'm proud to be a part of that team!

8^th-grade American History

I cherish every opportunity to tell someone about the teacher who made such a huge impact on my life. Her name was Mrs. Macanenny, my sixth-grade teacher. I was shy, self-conscious, and doubtful of my abilities. Mrs. Macanenny was so very kind and supportive. Through her actions and words, I knew not only that she loved teaching, but also that she loved me. She made me think that I was someone very special.

I try very hard to treat my students as Mrs. Macanenny treated me. I feel that my students know how much I love what I do and how much I love them.

6^th-grade Reading

Who can ever forget Y.? I have had the privilege of being part of Y.'s remarkable story as she progressed through the Cypress-Fairbanks school system.

Y. came into my life during my first year of teaching sixth grade at Dean Middle 17 years ago. I never actually had her in my class, yet I was part of her life every day for three years. So were many others: Mrs. Aragon, Mr. Warner, Mr. Spikes, Mrs. Scott…

Y. desperately needed all of us, and, looking back over the years, I am so grateful that I could help make a difference in her life.

Almost every day without fail, Y. came to my room, usually crying her eyes out. She was one who was quite mistreated by the other kids; she was teased and picked on easily. I felt sorry for her and would usually do all I could to comfort her by just listening or encouraging or giving a hug. I sometimes wondered if Y. would ever make it. Her problems were not just at school, but at home as well.

In seventh grade, I'll never forget, Y. had found a friend…Gus! For one whole year, Y. would bring Gus to my room every morning before school for a visit! By Y.'s eighth-grade year at Dean, I could see that she had indeed made progress academically and emotionally. It was a good feeling to see her begin to grow and gain more confidence as she approached leaving Dean and going on to high school. However, we all felt that Y. was special, and we worried about letting her leave her safety net of Dean Middle and going on to high school. What would she do without us?

Y. was really good about staying in touch, though, as she moved on. I saw her and talked to her many times as she excelled in high school. She was truly a gifted girl who began to bloom. She graduated at the top of her class. I promised her I wouldn't miss her graduation, and I was surely proud to watch her walk across that stage. She was beaming, and so was I!

The next thing I knew, she was studying at the University of Houston, studying abroad in Russia, and earning a double major in Russian and Foreign Affairs! She would question me often about whether or not I could believe that she was the same little sixth-grade girl who cried every day at Dean! I always told her that I knew she had it in her and that I was so proud of her!

To this day, Y. still writes me, keeps in touch, and often thanks me for being there through the years. She recently sent me her wedding picture...she married a brilliant German computer whiz, moved to Germany, and learned to speak fluent German. She continues to tell me that she shares with others what she learned from all of us in Cy-Fair...that everyone is important and can be someone special!

In my opinion, she definitely "made it," and I feel honored to share her story.

Preschool Program

for Children with Disabilities (PPCD)

I always knew that I wanted to work with people with disabilities, but was never sure with what age-level or population. During student teaching, I was placed in an early-childhood classroom where I worked extensively with a four-year-old boy who had autism. Suddenly, all of the puzzle pieces fit, and I knew I had found my life's work.

I quickly realized the need for intense, individualized early intervention for this population, and for all young children with disabilities. I believe this philosophy of individualization has contributed to the success of my students.

Of the many experiences with students I have had in the past two and a half years, one will always remain with me. "My boy" was barely four years old and three feet high, but we quickly learned not to let his small stature fool us! Aggressive behavior was a serious issue that we dealt with on a daily basis. The aggression was exacerbated by the fact that he was nonverbal and had no functional communication system with which to express himself.

An alternative form of communication, utilizing pictures, was formulated for him. Several months after we introduced the system, he had made minimal progress using it to communicate independently. A high level of adult prompting, assistance, and guesswork was necessary, usually accompanied by a highly-communicative, yet inappropriate, tantrum. All parties felt more than a little frustrated.

One day, I felt a tug on my shirt. I looked down and saw "my boy" waving the picture representing "drink" in the air: he was independently using his picture communication system to tell me that he wanted a drink. This was a milestone for "my boy," and a turning point in his social and academic life. We had a party in class that day: all the Sprite you could drink!

As teachers, we have on a daily basis the unique ability to make a difference in a child's life. I hope that I have achieved this status. In my personal experience, it is I who have truly been blessed.

Social Studies

The old gospel song sung in churches everywhere talks about the circle of life and connections between people through different generations. As I was asked to write this little piece about teaching, the words came to my mind immediately. After nearly 30 years in the teaching profession, I, like many teachers before me, sometimes wonder if the years of working with thousands of students are really worth it.

In August as I drove out to Cypress Springs High School for another district-wide social studies inservice, my attitude was in serious need of adjustment. How many more times would I have to sit through a mandated series of meetings explaining some legislated rule over which I had no control? Yes, sitting at the intersection of Barker Cypress and Hwy. 529, I needed something to inspire me—or kick me in the nether regions—in order that I would sit there and hopefully get something worthwhile out of the day’s training.

As the morning wore on, made longer by my recalcitrant mood, lunch finally came. I sat in the beautiful eating area with my department from Cypress Creek. As I had several new teachers from my school around me, I kept my grousing to a bare minimum. People were stopping by to say hello. These were people I had not seen in several years. At the time, it did not seem like anything was different…just acquaintances inquiring about me.

At the end of the lunch, a close friend said to me, "Just how many of your ex-students are teaching in this district?" She continued, "We have counted 18 social studies teachers who have come by to talk to you."

There it was! I had the attitude adjustment I needed. As I walked back to the room, I looked into the other rooms and there were more "students" than I could actually count, who (over the past 30 years) had sat in one of my classes. They were now young and eager social studies teachers ready to take on the world, legislative dictates, and, more importantly, the job of teaching the next group.

Somewhere over the years, social studies teachers, including myself, had made enough of a difference in their lives that they wanted to teach our subject! The reality hit me that this was being repeated in every meeting over the district. Young teachers had been inspired to carry on in spite of low pay and long hours.

And, as if to say to me, "You asked for it, now you’re going to get it," the angels who watch over teachers had one more lesson. At the end of the day as I was leaving Cypress Springs, a young man stopped me dead in my tracks, grabbed me, and said, "It’s you! It’s you!" As I pulled away with a touch of fear, I recognized the young man I had taught at Cy-Fair High School in the late ‘70s. He had struggled as a student and was the archetype of what we call "hyper" today. He managed to make it through high school as a swimmer, but was never an outstanding academic. He graduated from college with the ever-present BBA in some type of business. He worked in the "real world" for several years until he decided what he really wanted to do with his life. He wanted to make a difference in someone else’s life—he wanted to be a teacher. He looked at me dead on and said, "You, Miss Twitchell, are the reason I became a teacher. I want to be a teacher just like you!"

The drive home down Hwy. 529 went quickly. I did not sleep well that night. The next morning was our first day of another inservice at Cypress Creek. The events of the previous day and a restless night made me realize that it did not matter who writes the laws that I have to teach by. It did not matter that I would sit through another series of meetings. What really mattered was that in two days, the circle would begin again with a new crop of students…a new cadre of teachers for the next century.

6^th-12^th–grade Art

As an adaptive behavior art teacher, I am often presented with children who have given up on themselves and on their belief in their abilities to be creative. My students struggle with their emotions daily, and most of them feel that they aren’t capable of being successful in the art room. Art is not only a "fun experience" for them, but also one in which they are required to reveal small pieces of themselves through the use of various tools. This is challenging enough for the emotionally stable, but it is horrifyingly scary for the emotionally disturbed.

I can recall a number of instances when I have been fortunate enough to witness the discovery of artistic success. But I knew that I had touched the heart and mind of L. the first time she painted.

L. was a child who had suffered more traumatic experiences in her young lifetime than most adults could ever dream of encountering. She entered my class stating the standard "I can’t paint" declaration, but, as I later discovered, L. really had never even handled a paintbrush. She had never experienced the wonderful discoveries that accompany visual expression, such as creating new colors when mixing paints. The assignment was to create a painting using red, blue, yellow, black, and white. The subject matter of the painting was left up to the students to decide individually.

L. wanted to create a painting of Bugs Bunny, so together we drew a sketch of Bugs Bunny. When it came time to begin painting, L. was at a loss, because she had never before painted in her entire 13 years of life. I began by instructing her to mix black and white together in order to get gray. L. had a difficult time trusting me, for trust did not come easily to her. She was apprehensive about "messing up" her colors; however, she persevered, and eventually mustered up enough courage to try it. L. was amazed and completely astounded by her discovery.

I knew at that exact moment that I had touched L.’s heart and mind. She began to ask questions like, "How did that happen? You really were telling the truth, Mrs. Vining! How do I do it again? Does this happen every time I mix black and white together?", etc.

I cannot begin to explain how wonderful it is to be such an important part of a child’s discovery. The moment that L. discovered how gray was created was a moment I will never forget in my life because it was such a wonderful moment for her.

I do not know what became of L., or if she has ever picked up a paintbrush again, but I can only hope that she is given the opportunity to experiment again with paint, and that she can make another wonderful discovery. No child should ever be deprived of artistic expression and discovery. I know that L. will remember her first, and perhaps only, experience with painting, but I hope that she will remember what it felt like to be successful.

I know that I will always remember touching L.’s life through the wonders of discovery, inquiry, and expression. I am lucky that I have been given the ability to inspire and instruct, and I am honored with this award.

Mathematics

I am very thankful for this recognition and the opportunity to remember two of my students—K. and S.

I met K. in the fall of 1976 while I was doing my student teaching. K. was a constant discipline problem. My supervising teacher disliked her to the point that when he received what was called the "absentee list" during second period, the first thing he did was to check that K.'s name was on that list, so that he didn't have to put up with her that day.

K. was absent most of the time, but when I took over the classes, she started coming to class and doing her work. I was terrified, waiting for the moment when she would explode. That never happened, and when other students started acting up, she would tell them to behave.

K. had been suspended several times in the past, but she stayed in school because she did not want to disappoint me. She finished the school year, and during the summer she decided to take the GED exam.

At the end of the following year, I moved from Daytona Beach to Houston.
K. always remembered to send me a Mother's Day card and a birthday card.

Seven years after I left Daytona Beach, K. showed up at my door to personally give me a copy of her high school diploma (which she had obtained by going to night school), and a copy of her paramedic's certificate. She was on her way to California to start a new job.

I have not heard from K. in five years, but I know that wherever she is, I touched her heart, made a difference in her life, sparked a burning desire for learning, and expanded her vision of herself.

S. came to Windfern to my Algebra II class in the fall of 1998. She was scared to death of mathematics. She had been told by her Algebra I teacher that she would never make it past Algebra I. My biggest challenge with S. was to help her get the confidence that she needed. Mathematics was not easy for her, but she worked very hard. Not only did she finish Algebra II, she also took Precalculus the following semester.

S. left me with two thoughts:
1) she asked me to tell her Algebra I teacher that she had been successful in both Algebra II and Precalculus, a message which I did communicate, and
2) she asked me not to retire until after she graduates from college, so that she can take my job. She wants to give back what Windfern gave her.

I cannot close without mentioning Don Emiliano Rodriguez Mundo, my Algebra I teacher, who gave me a strong foundation in mathematics and who inspired in me the desire to teach it.

4^th Grade

Picture 100 promising, young piano pupils pounding every key, playing "Military March" by Franz Schubert. I was one of those select few, chosen to perform for Mrs. Engel's Studio during Guild competition in my sixth-grade year in Orlando, Florida. Mrs. Engel, my piano teacher, made a profound difference in my life.

Her many qualities come to mind when I read music and when I sit to play the piano. Mrs. Engel held high expectations for me, instilling an insatiable appetite for learning. I practiced nightly at her studio because I did not have a piano at home. She was instrumental in helping me repeatedly earn the opportunity to represent her studio at Guild competition. I had made the greatest gains in music theory and had mastered more compositions than my peers, accomplishments for which I was honored.

Mrs. Engel taught me perseverance, personal pride, and enthusiasm. Not only did she evoke responses which helped me deal with challenges, teaching me to commit myself to what I felt was important, but also she instilled in me a sense of purpose, and she helped me feel that anything I wanted to do was possible.

Her expectations helped mold me, and, in turn, I, as an elementary teacher of 30 years, have become like her. I see many of those same qualities in myself, along with a spirit of expectation and challenge. I try to impact my students in the same manner, encouraging them to feel a sense of pride in themselves and to challenge themselves to believe that anything they want to do is possible. At this time, the greatest reward in teaching is for my students to remember me in the same way I remember Mrs. Engel.