Introduction

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 15^th 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 narratives that follow were submitted by the 2000 Spotlight teachers, who were asked to choose one of the five dimensions of the Portrait and relate a personal "success story" from their experiences as a teacher or because of a teacher. The stories relate

• how the teachers developed these qualities in themselves or
• how these qualities observed in someone else provided personal or professional inspiration.

Some honorees recount childhood memories from their own days as students, while some describe pivotal moments in their careers involving especially memorable students, colleagues, or events. We hope you will be entertained and inspired by these insights from our teachers honored in this year's Spotlight.

Karen Axtle • Reading Recovery and Dyslexia • Metcalf Elementary School

While I was a classroom teacher, I searched for a better way of teaching my students to read and write. My desire for a more efficient and effective method of reading and writing instruction led me to Reading Recovery (an early intervention reading program for the lowest performing first graders). Throughout my year of Reading Recovery training, I was constantly challenged to examine my thinking about how reading should be taught, to discuss students based on what they could do and did know, and to have a rationale for the teaching decisions I made.

Now, six years later, this theory of learning continues to guide my teaching, and the rewards, both personal and professional, continue to support me. Through Reading Recovery, my students experience positive encounters with print, a love for books, and an enthusiasm for reading and writing.

My training year was filled with insights, confirmations, and new learning. The most powerful insight was in understanding the theory behind the process. It was confirmed that children learn to read by reading and writing and that the two reinforce each other. What children know in one area, can, and should be used to help them in another area. Perhaps the greatest learning was in understanding how important it is to be on the cutting edge of where the children are and to support and scaffold their learning as they look for "islands of certainty in a sea of print." This allows them to be successful and to value reading and writing as pleasurable and enriching experiences.

Reading Recovery is based on research and good teaching practices. By valuing the process of learning, as well as the product, by starting where the child is, and by showing children how they can use what they already know to make analogies to new learning, we help children to develop a system for learning how to learn. The children we teach deserve to be given time to discover, permission to work through the problem, and encouragement for the discovery process. This is the lesson all of us can take from Reading Recovery.

This training has helped me to become a more focused teacher and to realize that change comes from within as I evaluate my own teaching paradigms. It has given me a way to help children experience the excitement and personal fulfillment of developing lifelong reading and writing habits.

Kay Faile • English IV and Speech • Windfern High School

Early in my teaching career I decided that I needed a personal mission statement. I thought long and hard about all the various aspects of teaching and debated about which had the most impact on my students. Finally, I decided that for me, the quality of the classroom environment was paramount.

My mission statement is to provide my students with a learning environment that grants them unconditional acceptance and encourages them to go beyond their perceived limitations. I strive to create a relaxed atmosphere in which my students truly feel at home.

My classroom is a place where they can explore, experiment, and stretch their boundaries in a non-judgmental climate. The results are amazing; my students surprise themselves with what they are able to accomplish. As an educator, it gratifies me to spark this journey of self-discovery.

June A. Hurt • 1^st-grade HORIZONS • Lamkin Elementary School

Of all my professional accomplishments, I am most proud of the way that I have integrated poems, songs, and raps into my curriculum! When I joined the Cy-Fair family twelve years ago, I was pleased to find so many new teaching techniques made available by co-workers, administrators, seminars, and even students. I had not had such opportunities during the first fourteen years of my career. I find the use of poems, songs, and raps help each student master skills and facts in a fun way.

Because music is an important part of my life, I quickly incorporate appropriate songs into my lesson plans that motivate and teach my students. At Jowell, I learned songs from co-teachers Vicki Cox and Janie Jones. This year I have been using the verses from the song "Chicken Soup with Rice" to introduce the months of the year with our calendar activities. When we did our animal coverings unit, I substituted the characteristics of mammals for the words in "The More We Get Together" to encourage the pupils to master those traits. I was excited to learn that Cindy Cardenas-Kolak’s "Power of Music" seminar supported my theories!

Poetry also holds a special place in my heart. At Jowell my dear teaching friend, Judie Schmidt, shared some neat poems that I could use with my lessons. When I joined the Lamkin family, I was blessed with a talented partner, Marj Andreo. Marj impressed me with her creativity as she shared poems for all of the months of the year which guided the children in reading and spelling. I soon got into the writing "groove" as I wrote a "class cheer" to encourage self- discipline within the students and a "Short Vowel Rap" to help the students associate the short vowels with their sounds.

A well-known song, "Getting to Know You," tells us "by your students you’ll be taught." Last week as our class studied space, two of my wonderful students, Catherine and Laura, shared a way of remembering the order of the planets: "My Very Educated Mother Just Served Us Nine Pizzas!" (The beginning letter of each word is the first letter of each of the planets in order: Ex. My for Mercury.) I am constantly learning new things from my students who have discovered things on their own or learned them from previous teachers, parents, or volunteer leaders of other groups. God has blessed me with my longest and most precious student who is my grown daughter, Christina! She is now renewing my motivation by sharing with me her own poems, raps, and songs that she has written for her kindergartners as they learn sight words and many other concepts. Thus, I am proud to say that the tradition continues as singer, composer Christina has become a part of the Cy-Fair family, as well!

Sherry Johnson • 8^th-grade Algebra, 6^th-7^th-grade AVID • Dean Middle School

I frequently look back at the teachers I’ve had through the years. Some good, some bad, some I can’t even remember. On both a conscious and subconscious level I mold my teaching style around their influences. None has shaped my style, and touched my life, in quite the way Mr. Dennison has. I remember "Grotesquea," my cadaver cat in Mr. Dennison’s high school Anatomy & Physiology class. We spent weeks dissecting and studying her. Though the kitty had donated her body to science, Dennison had donated his life. He affected my life, and countless others, in the process. Perhaps his most significant contribution was making learning, and the process of acquiring knowledge in general, truly enjoyable. I certainly learned a lot about anatomy and physiology. But, more importantly, I learned a lot about myself, about working with others, and about the different ways we learn.

I would call Mr. Dennison a risk-taker. Passionate about what he did, and not afraid of how he did it. It’s the little things that stand out in my mind. The things he did to be human . . . to be real . . . to his students. I remember his Star Wars collection (way back when Darth Vader was the ultimate bad guy), the squirt guns he wore on his head to catch you off guard, costumes, laughter, and generous praise. He believed in us, and we worked hard to never let him down.

I believe his teaching style can be summed up with one sentiment. If seeing is believing, then doing is remembering. I can only hope that my students, 15 years from now, will remember me and the things I’ve tried to teach them.

Jo Ann Lyons • K-5 Music • Holbrook Elementary School

Mrs. Ellis (my elementary school music teacher) had a unique teaching style that I have been inspired to incorporate into my own methods. Her personal enthusiasm, creative techniques in instruction and assessment, and her continuously high goals and expectations all played a part in the success of her students. These are the traits I hope to display for my students, no matter what the subject area or grade level assignment.

Enthusiasm is contagious! From the moment I walked into Mrs. Ellis’s classroom, I could feel the excitement. When children come into my classroom, I want them to know how much I genuinely love what I am teaching. To see that spark ignite in the students only increases my own enthusiasm. This positive energy is the flame that drives us to continue learning and growing.

Creative techniques and experiences keep lessons fresh and make learning fun. Mrs. Ellis used a variety of games and activities for practicing and assessing skills. I am constantly challenged to come up with new games and unique activities for my classroom, but find it well worth the effort when students become excited about what they are doing.

As the saying goes, "Whether high or low, you will meet your goal." Mrs. Ellis set high goals and went the extra mile, showing her students that she believed in what they could accomplish. In my classroom I strive to set high goals and expectations for my students as well, finding their strengths and helping expand them. Challenging students to go a step beyond the norm puts them a step ahead in the world they face tomorrow.

I feel blessed to have had such an excellent role model, and I hope to reach the same standards for my students.

Judie K. Schmidt • 1^st Grade • Jowell Elementary School

One of the biggest thrills for me is for a student to say, "When can we have math?" When I first came to Cy-Fair I.S.D. 21 years ago, I saw how excited the students were about reading and math in Elizabeth Wigger’s first grade class. Elizabeth, I noticed, always had such a variety of ways to teach skills and, at the same time, have fun. She was obviously an "instructional strategist" teacher.

Elizabeth was soon my mentor, and I have never forgotten what she taught me. As a result, today I use a variety of activities to teach and reinforce skills. I have found that children enjoy learning especially when I employ simple games that I made up myself. Oftentimes, like right before we go to lunch, there are a few minutes for a quick reading or math game or riddle . . . and the kids just love it!

Lawton Sesler • 4^th-grade Math, Science, Social Studies • Adam Elementary School

After many years of teaching, I was introduced to the concept of "team planning" when I came to Cypress-Fairbanks I.S.D. This seemed interesting, yet foreign, as my years of instructional planning had been a "stand-alone" venture. The weekly planning sessions with my fellow teachers at Adam Elementary have been of value without measure. From these remarkable educators, I have learned ideas, strategies and techniques that otherwise may never have happened my way. The result of "team planning" has been "top-of-the-line," and I truly believe that I am a better educator because of this experience.

Cathleen Sharpe • Kindergarten • Owens Elementary School

When I returned to teaching kindergarten in 1997, Cypress-Fairbanks was beginning its all-day program. The district required all kindergarten teachers to attend the Kindergarten Symposium. I was fortunate enough to be on the ground floor of implementing all-day kindergarten.

There were two areas of focus that have influenced my teaching the last three years.

One was to have your class write daily, starting the first day of class. Through daily news and daily journal writing, the students have developed a love of writing. They all know they can write.

Writing is developed further by having the children compose sentences to describe a picture. I have also taught the children how to write sentences describing an object with enough detail so the rest of the class can guess what they are writing about. Another descriptive writing exercise I use is to let the students choose a sticker and write about what they see on the sticker.

The second area of focus was guided reading. After hearing about guided reading, I went out and bought the definitive book that day. The first year was an eye-opener for me. The children couldn’t wait for small-group instruction time. They would read and re-read the books in their group’s book baskets. I feel access to books that they could actually read increased their reading ability greatly.

During the last three years, I have continued to learn as much as I can about guided reading and beginning writing. Being a member of the Literacy Collaborative Team has increased my knowledge of both reading and writing. This knowledge has enabled me to implement strategies to increase my students’ writing and reading skills.

Guided reading and daily writing provide the opportunity for every child to learn to read and write, something all kindergartners think they should be able to do the first day of kindergarten.

Debbie Allen • 8^th-grade American History, 6^th-7^th-8^th AVID • Watkins Middle School

The year 1990 was my first to teach at Watkins Middle School, and it was the beginning of a warm and caring relationship between one of my sixth-grade World Cultures students and me. S. was a very bright and gifted child, given to adult-like observations—someone who always took the high road, no matter how such an action might alienate her peers. She stood apart from most of her contemporaries and was always strong in her beliefs of justice and equality. Although these attitudes were admirable, they did cause her a great deal of frustration, and she was searching for an environment where she would be nurtured and have the freedom to express herself. Coincidentally, so was her teacher. We both found a home at Watkins.

That school year passed, but S. continued to be a fixture in my life (and my daughter’s), long after she had completed junior high. She kept in touch, often remembering birthdays and holidays. Recently, I was searching for tutors for a new program at Watkins called AVID. Immediately, my thoughts turned to S. Not wanting to force the issue, I merely asked if any of the old gang might be interested in a part-time tutoring job. S. took the bait, and the results have been fantastic.

S. is a gifted teacher. Her success did not surprise me, but it caused her to reflect quite a bit on her future career options. She has the makings of a first-class teacher. S. has assumed many responsibilities far beyond her job description as a tutor. The amount of effort she puts into her job is unequaled. She has saved me countless hours of work and untold amounts of stress. I rely on her daily, and the AVID students trust and love her. Her work is her gift of affection to me, and the teaching/mentoring cycle that we started 10 years ago continues. The roles are blurred and less-defined as now S. constantly teaches me.

I smile softly as I watch her work, and I wonder who in this classroom will be to S. what she has been to me. Daily, I watch her interactions with our students, and I am happy and content with a job well-done. The cycle of giving continues. What you sow really does matter. It is good that S. has come home to Watkins.

Ann Buren • Kindergarten • Post Elementary School

It seemed like the typical beginning of a kindergarten year. There were eager faces, a few tears, and the hustle and bustle of the normal last-minute instructions from parents both for their children and me. It felt great to be starting a new, challenging year!

All went smoothly getting to know one another, reading books, playing games, chasing the gingerbread man and doing all the normal first-day activities. It wasn’t until I asked the children to draw a picture of themselves, that one young student burst hysterically into tears. When asked what was wrong, he mumbled the words that make most teachers cringe—"I can’t." After much prodding and encouragement, he still wouldn’t pick up a crayon or pencil. With my hand guiding his, we managed to get some sort of figure down.

Little did I know this experience was just the beginning. A week later, when kindergartners across the district were doing their developmental profiles, little Johnny again refused to write. With much encouragement (and almost bribery), he shakily made almost invisible circles across each page we completed. He was so proud and blurted out, "Look, Ms. Buren, I made balls!" Both the aide and I were excited that he would pick up a pencil without crying, but realized that we had our work cut out for us. Little Johnny scored a zero in every area of the developmental profile.

Looking back through my years of teaching, I remembered many students who started the year with few skills. Something was different about little Johnny, though. He seemed so timid and scared to try things, yet there was a sparkle in his eyes that showed a yearning to learn.

I met with Johnny’s mom and expressed a concern. She kept repeating over and over again about how smart he was. I had a few reservations concerning whether or not she was truly getting my message. During our conversation, I offered the normal suggestions about ways to help. I must admit that I wasn’t sure she would follow through.

Johnny had extra tutoring at school from our two kindergarten aides. They would work with him frequently on an individual basis. Before long, he began to write, learn colors and even recognize some of the alphabet. I called his mom to let her know progress was being made. She was excited, but I let her know we still had work to do , because the skills would continue to increase in difficulty. Mom, the aides, and I, all continued to work as a team to bring Johnny along. Every time we saw progress, we would share it with one another. It was truly a group effort.

Before the end of the year, Johnny’s classmates would often remark, "He writes better than me!" or "Read with me, Johnny, so you can help me." Reminiscing about the year at the end-of-year conference, both Johnny’s mom and I had tears in our eyes. Yes, teaching is still a rewarding profession after 26 years.

Deidre Douglas • 6^th-7^th-8^th Choir • Labay Middle School

I take great pleasure in watching my students succeed, not only in choir, but in their academics, athletics, other electives, and in the community as well. My goal is to motivate my students to strive for success in every aspect of their lives.

In the classroom, I relate many choral concepts to lifestyle concepts. I provide opportunities for grouping activities with designated leaders so that they may learn the art of working well with diverse leadership styles. I explain to my students the benefits of learning to work with a variety of personalities—benefits beyond my classroom and into their future careers.

I challenge every student to try, and I encourage him or her not to give up so easily when things are not going as well as planned, despite many "labels" that they may carry. In my classroom, it is not uncommon to observe a student who has been labeled as "shy" singing a solo in a concert or at a competition, in a way that may shock or amaze those who know about the student’s reputed reticence. Last year I noticed that one of my potentially outstanding students was not participating with his usual enthusiasm, neglecting the development of his voice and musicianship. I continued to motivate and encourage him, tenaciously reminding him of his potential and talent. I told him and his mother that I could not stand by and watch him waste his talent. At the final concert, that student received a standing ovation after his solo, and this year that student earned "All-State Choir" as a freshman in high school.

Here is what I believe teaching is all about: Plant the seed, water it, prune it, and watch it grow!

Melinda Faulkner • 3^rd-grade Math and Science • Lieder Elementary School

The path I have chosen is education. I will never forget my last year in college when I began my student teaching. Although I knew what to expect, based on the courses I took in college, I was still nervous and wanted to do my best.

As my supervising teacher, Ms. Holm made me feel at ease and gave me the support I needed. The atmosphere that surrounded her was one of love and compassion. She had created a learning environment that inspired all of her students to do their best academically and socially. Her influence has had a profound effect on me as a teacher and a person. She helped shape the classroom values and teaching morals that I have today. She had a teacher’s heart.

My goal as an educator is to help my students become flexible thinkers who are comfortable with taking risks. My classroom is a place where all students can be individuals, expressing their ideas, making new discoveries, and accomplishing great things. In the classroom, I create an atmosphere that motivates and encourages my students to exchange information, receive feedback, and work together creatively.

When planning the curriculum, I attempt to make the content challenging for all students, while taking into consideration the varying abilities and skills of each student. I determine the best way to teach my students through observation and establish a classroom environment that supports their specific needs and requirements.

My students are creative and have more innovative ideas when they are encouraged. I have high expectations for all my students. When they leave me, I want them to realize that the path to education never ends and that the process of learning is eternal.

Myrthala Q. Fischer • 2^nd-grade Bilingual Language Arts and ESL
Francone Elementary School

I teach English and Spanish Language Arts to second graders. Motivating students is one of the most difficult tasks for a teacher. I find motivating them to read and appreciate literature is my main goal every year. I try to find something that each student can do well in the classroom. A student's smallest accomplishments receive an abundance of praise. Students begin to develop a sense of pride, self-esteem and belief in themselves when they are successful.

I have a student this year, J., who had a "mental block" when it came to reading and speaking English. His response was always, "I don't know how to speak English" or "I don't know how to read English." I knew I had quite a challenge on my hands.

I had J. read to me privately in English to assess his reading level. (He refused to read in English around others.) The reading assessment showed he was at a kindergarten level in English, but he was reading at a second-grade level in Spanish. I praised him for all his attempts at reading. He smiled, and I could see he was feeling good about himself. He sat up straight in his seat, and he felt proud of his accomplishments. Several weeks later, I sent him to read to our assistant principal. The assistant principal gave him a sticker that stated "I'm A Great Reader" and allowed him to choose a prize from the treasure box. The smile on his face was priceless when he returned to the classroom. J. had discovered that indeed he was a skillful reader—in not one but two languages.

J. now is reading at a first-grade level in English. He has made quite an accomplishment and continues to strive. J. is a small boy in stature, but these days he walks tall. All J. wants to do is read in English because he knows he can.

Modeling and sharing literature also ensures that students will become excited about reading. I have a vast collection of books in my classroom that students are encouraged to read.

Children need to know that someone believes in them. The key to student success begins with building up self-esteem and sense of accomplishment. Using this key has always proven to be positive for me in my classroom.

Michelle Ford • 8^th-grade Language Arts • Thornton Middle School

Making what I do in the classroom connect for the students is especially important to me. Being enthusiastic about the work and making the students feel comfortable and safe in my class are some of the things I think about frequently. I know that, if the connections to their world or the security they feel is ever not a priority for me, the kids will suffer, and what I do will no longer be rewarding.

One student who stands out in my mind is an 8^th-grade boy in my AAS class. The assignment was to research a career that required a college degree. The students also had to conduct a personal interview. This student kept telling me all he wanted to be was a rapper. I suggested he research the field of record-producing.

He warmed up to this idea but made no attempt to locate a primary source. I was able to locate a name and phone number of a producer in Pasadena. I will never forget the look on this student’s face the day he came in and told me he had spoken with the producer. He was so intense. He shared the entire conversation with me. When we finished the unit, he thanked me for pushing him to make the call.

Last year I ran into him at a high school orientation. He told me he was scheduled to cut a demo CD with the producer from Pasadena. What a great feeling! I realize teaching is an awesome responsibility, but it can have astonishing rewards.

Patricia Fort • 2^nd-grade Math, Science, Social Studies • Copeland Elementary School

Several years ago I attended a workshop on container gardening offered by the Harris County Extension Service. I decided to try container gardening as part of my science lesson on plants. It turned out to be a great experience for my students and for me.

In order to manage the soil, fertilizer, and pests, we grew the vegetables in containers. We planted green beans, cucumbers, lettuce, radishes, green peppers, and tomatoes. During lunch, we watered the plants. At recess, we collected ladybugs for the plants. We learned first-hand about plants and insects.

Our class was very proud of its vegetable garden. Watching the students’ excitement was a thrilling experience. We took pictures during the whole process, and you could see the pride on their faces. When the vegetables were ripe, we cut them up and had a tasting party.

One day we found three of our container gardens missing. The students were extremely upset. We never found the missing containers, but I felt this situation was also part of the learning experience. We discussed it and decided that the people who took the containers were in need of the vegetables, and we hoped that they enjoyed them.

The students really felt like winners when our class was awarded first prize in the Houston area. I have continued my container gardening at home, and I hope some of my students have also.

Susan Garrison • Art • Matzke Elementary School

I can't remember when art was not a part of my life, from creating sand castles on the shore of Lake Michigan to having the exciting opportunity to share the gift of creating art with elementary children. I don't think I'll tire of seeing the excitement in a child's artwork. To me, it is a mystery unfolding as they create their own masterpieces.

Each year in our "studio" we build on our foundation of knowledge with the masters and learn how they used the elements of art in their work. The students pull from this foundation and extend their creative abilities and discover different art media.

In my classroom, I teach the children that they are artists and this room is their studio. I seek every opportunity to instill in them that there are no mistakes in art, everything is created by an artist and everyone is an artist.

Several years ago a blind child in my class felt frustrated about having to be in front to see and worried about the other children's acceptance of him. We were learning about Eric Carle, and we did a picture with painted paper. The children loved his picture. He was a star. At the end of the year, he gave me his very own Eric Carle book, which I had never seen. The title of the book was Draw Me a Star.

Trish Holt • 9th-12th CTED Horticulture and Diversified Career Preparation
Carlton Center

After working several years with students who have disabilities, I realized there was a need for real-world experiences. Most students with disabilities learn and retain more from relevant hands-on activities that can best be found outside the classroom. I started a program that gives students the opportunity to learn and attain skills that will enable them to lead a more productive life once they leave school.

I started by taking a small group into the community to train in lawn maintenance, indoor plant maintenance, and a large greenhouse business. From there the program expanded to meet the needs of students who weren't quite ready for employment or who had had a job and had not been successful. Their self-esteem is often at its lowest. Many enter the program with unrealistic expectations as to what kinds of work they would like to do or knowledge of what they are capable of doing. They now train in a variety of businesses that will give them a larger foundation in the job skills we all need to be successful. They practice following directions, staying on task, completing a task as requested, and working cooperatively with others. Through the experiences of the class, students have altered their thinking and have gained a more realistic view of their abilities.

I have developed a very structured, consistent, and supportive environment. Many of the students are resistant at first, but with persistence, dedication, and a caring environment most will flourish. Target, Kroger, McDonald's, HEB Pantry, CiCi's, and Wal-Mart are a few of the businesses that support and foster the same beliefs.

Student performance is often met with disbelief from other people who look at the disability rather than the individual and are thus blinded to these students’ potential and ability. My accomplishments have been two-fold: the students themselves, and the community—both learn that individuals with disabilities can be productive members of society. My greatest reward is seeing former students successfully employed years after graduation.

Shirley McCullough • 8th-grade Math and Algebra • Bleyl Middle School

One might wonder if there is such a thing as being born into your profession. In my case, I think so. As a first grader, I was often kept after school to complete the "seat work" I wasn’t able to finish. Mrs. Bonham called it daydreaming…I remember it differently. I was caught up listening to the "blackbirds" try to read the words that came so easily to me.

This experience helped shape my philosophy in working with kids. Thinking back to the "blackbirds," I long ago decided learning should be fun and exciting. Whenever possible, students are actively engaged in their learning through the use of manipulatives. I also arrange for students to apply their learning to situations of interest or relevance to their lives. Taking a personal interest in my students has helped create a bond that fosters a positive atmosphere. I try to provide a warm and supportive environment in which the kids feel comfortable asking questions and sharing ideas, being risk-takers in the sometimes-uneasy world of middle school.

I believe each child has worth, and, thus, is entitled to my best efforts to be a living example of fairness, integrity, hard work, and persistence. I am their coach and greatest supporter. I believe I have the talent to know when to press harder and when to hardly press, to challenge with an understanding of the abilities and complexities of my students.

When I was much younger, someone once said to me, "No man is an island…" This sentiment rings true today even more as I ponder the fate of my students. I try to prepare them to be responsible and well-functioning members of society. It is also true of my personal quests. I accomplish none of these things alone. I work with a wonderful staff and fantastic team of teachers who provide the support I need to continue my commission to teach. I am truly blessed!

Patricia Morrow • Kindergarten and Reading Recovery • Yeager Elementary School

Some people say anyone can teach kindergarten! But no one really knows and understands—except the kindergarten teacher—the demands of these young learners. They come to their very first public school experience with a wide range of knowledge and skills. It is not as easy as people think. Arriving at 7:45 a.m. and leaving by 3:45 p.m. are not going to happen!

Kindergarten students come to school so eager to learn, and it is my job to keep the momentum going—to instill in them the love and joy of every situation being an opportunity to learn. High expectations and positive self-esteem are the foundations for each student’s success. I may be the first authority figure, outside of the family, to communicate such words as, "It’s okay to make a mistake. Fix it and try again. Be proud of what you can do. Treat each other with respect. Take risks. Be independent. Accept responsibility for your own actions. Do the best you can." Being a part of their development is both a profound responsibility and a great privilege.

I feel fortunate to have training as a Reading Recovery teacher. By far, the Reading Recovery program is the most challenging and rewarding experience of my teaching career. Its techniques enable me to help beginning readers learn and use reading and writing strategies that will serve them for the rest of their lives. I believe working one-on-one with struggling first-grade students gives them the individual attention they need to become successful readers and writers.

I am surrounded by a great team and a wonderfully supportive group of administrators. They are willing to share their wealth of knowledge with me, and we all share the desire to make kindergarten at Yeager the greatest possible place for a child to grow. We know the role that kindergarten plays in children’s education—you can only have one beginning!

My aim is simply to help. I want to make a difference in the lives of the children who pass through my classroom. I hope that someday one of them will say, "All I really needed to know I learned in Ms. Morrow’s kindergarten."

Patti Paine • K-5 Physical Education • Sheridan Elementary

In my 13 years of teaching, I have had the extreme pleasure of watching hundreds of students grow and learn. As an elementary physical education teacher, I see the boys and girls move from shy, timid, often bouncy 5-year-olds to uncertain, boisterous 10-year-olds trying to find their way.

The highest gratification for me comes from the children who live their daily lives overcoming physical and mental challenges. My sweet little H. has been my daily inspiration the last few years. Even though she has spina bifida and must use crutches to be mobile, she takes each day with joy. Whether she is participating in a relay or playing a game, her precious smile and twinkling eyes bring warmth to my heart.

Over the years, watching children grow and triumph through their successes and struggles reminds me just why I became a teacher.

Ronny Peacock • Athletic Coordinator, Head Football Coach • Cy-Fair High School

Early in my coaching career, one of my players was killed in an automobile accident. At the funeral his best friend and teammate told me, "Coach, K. loved you as a coach because he knew you cared about him and appreciated what he did for our team." K. was not a great player; in fact, he seldom played in the games, but he was a coach’s dream. He practiced hard, supported his teammates, made good grades, and loved being a part of the team. He truly just wanted to be the best he could be. His success story was cut short.

As a coach, winning or losing in athletics is not a true measure of success. If I can be a positive influence in the lives of our athletes in some small way—so that 10 years from now they are good husbands, fathers, citizens—then I have been successful.

Dorothy Powell • 4^th-grade Inclusion; Language Arts, Math, Science
Ault Elementary School

"I get it, Mrs. Powell!" These words are music to a teacher’s ears. I think I always knew I wanted to be a teacher, but, in high school, I discovered the kind of teacher I wanted to be, though I didn’t realize it at the time. Mrs. Peters was my tenth-grade English teacher; I was very uncomfortable giving a presentation before the class. In her class, however, I found a place where students felt safe to take a risk. I was able to conquer my fear and learn to love literature and poetry at the same time. She inspired me to try things I had not dared try before. I think I did it to please her, but ended up being a better student and discovered the powerful influence of a wonderful, caring teacher. I was hooked!

Since becoming a teacher, I have tried to be the kind of teacher Mrs. Peters was, creating a safe environment for my students to increase their self-esteem and encourage risk-taking. Although I teach the language arts that I dearly love, I have found a true calling in science, which allows me to reach out and motivate students to keep stretching, thus becoming better learners who feel safe enough to take a chance on an answer or a solution to a problem in class and, I hope, in life.

Cooperative learning groups is a tool I use a lot in my inclusion class this year. It is a great equalizer, demanding the strengths of all the group’s members, and allowing each to be a contributing factor, thus improving students’ self-image while adding to their knowledge.

I feel such satisfaction and pride when parents tell me how much their child enjoys my class and how they have been stimulated to want to learn more. I think we are the luckiest people in the world, being able to spend our days watching young minds grow and personalities develop.

One morning several years ago, a fourth-grade student for whom school had been a constant struggle came running up to me; he was so excited to tell me, "I saw Orion last night, Mrs. Powell! I looked up, and there he was!" That is what it is all about.

Barbara Roseberry • 3^rd-grade Math, Science, Social Studies • Fiest Elementary School

As a math/science teacher of gifted and talented students for the past 14 years, I believe it is my job to challenge my students to achieve their fullest potential. My desire has been for them to leave my classroom with a love for math and to carry that love with them as they further their studies. How flattering it was three years ago when a former student wrote to me from his tenth-grade English class. His assignment was to write a letter to his favorite teacher requesting a recipe from her. It wasn’t just that he remembered me, but how he remembered me: he said that I had made math fun.

This year has been an especially challenging one for me. In addition to teaching a gifted math/science class, I was also assigned a co-teach math class with several special education students, so I have had to learn to challenge and inspire both groups in completely different ways. Trying to meet the needs of these diverse groups has kept me constantly looking for motivational teaching methods. The groups are totally different, requiring dissimilar strategies and instructional skills to meet students’ needs. I strive to foster a supportive learning environment where both groups can succeed. I feel my classroom has truly been a student-centered environment, as I have made personal connections with diverse groups, which have many needs and learning styles.

Leslie Ross • 3^rd-grade Language Arts, Math, Science • Moore Elementary School

Throughout my childhood, my parents were my most important teachers and role models. Their supportive and positive attitude encouraged me to go above and beyond in various endeavors. They valued hard work and a determination to succeed, which I, in turn, strived to achieve. I envisioned my future classroom to be an environment reflecting the values I learned in my childhood. It was to be a room filled with mutual respect, honesty, responsibility, and compassion. I hoped to transfer these life skills I learned at an early age to the students in my first classroom.

In my first year of teaching, I was faced with a roomful of young students with different personalities, attitudes, and, of course, learning styles. One challenging student, whom I will refer to as Amber, proved to be a daily learning experience. Amber was yearning for guidance, understanding, and a routine. She experienced difficulty following directions and making friends. As a class we worked on improving communication skills, problem-solving, and team-building activities to develop a cohesive classroom.

Amber also needed a supportive environment with logical consequences for misbehavior. Once included in the decision-making process and planning of consequences, Amber began taking more responsibility for her actions. As I dealt with her struggles and successes, I often reflected on what I learned from my parents' teachings. Fairness, warmth, and patience always seemed to be the answers. Throughout the year, Amber and I built a strong relationship based on respect and trust. I continually modeled the behavior I wanted to see in her. By the end of the year, Amber had made dramatic progress in decision-making, class behavior, and attitude.

As I stand in my classroom today, I still hear my parents’ wisdom as I apply their inspirational and supportive approach to teaching with my students. My class builds on strengths, works on weaknesses, and welcomes problem-solving opportunities. Each day is a gift for creating a positive environment where students celebrate triumphs, challenge themselves, and foster that intrinsic desire to learn and succeed.

Kim Sempe • Business Computer Electives • Cypress Falls High School

Creating a personal connection for students and providing a comfortable supportive environment are top priorities for me as a teacher. In the various computer application classes I teach, I present a life purpose for each activity. I try to make it a priority for students to know where and how the skills taught will be used again outside my class.

Skills are taught with other specific courses in mind. For example, students create charts for the stock market in their economics class. They create presentation slides in most classes. They write papers, letters, and résumés for English class. Proper and efficient Internet use is a must for all classes. Use of graphics and design is helpful for most every creative project. Students create address databases with mailing labels for correspondence (graduation announcements, etc.). I have the privilege of introducing, reinforcing, or taking their skills to the next level in all these areas, including various business-world projects and job opportunities.

Teaching is enjoyable and fun with open communication between teacher and student. I strive to know each student personally and understand his or her needs. Students must be comfortable to take chances, try new ideas, and go beyond the assignments. It is truly rewarding when a student says, "I found a better way to do this; do you want me to show you?" It is a celebration when I can share student ideas with my classes. Allowing the freedom of many avenues and solutions stimulates students to be creative.

Jeanine A. Smith • Middle & High School Reading; High School Careers
Adaptive Behavior Center

Over the years I have taught a wide variety of grade levels and content areas. My students of all ages have given me a simple message: If you want us to learn, to remember, and to apply what we learn, make it fun, and make it interesting. I realized that if I’m not having fun teaching, the students are probably not having fun learning.

Every day I try to put myself in my students’ shoes. I work to make my classroom a safe haven where ideas flow freely and students learn what it takes to become responsible, productive members of society. I firmly believe that if learning is to take place, the student must play an integral role in the application of the concept. My students are doers: cooks, gardeners, interviewers, readers, authors, computer operators, gracious hosts, planners, entrepreneurs, tailors, teachers, advisors, and much more. Their education applies directly to their lives.

Not every day works out the way I have planned, or even hoped, but I still look forward to every day. I look forward to the interactions we will have. I look forward to the opportunity to make a difference. And I cherish the difference my students make in me. At the end of the day, when I’m tired and ready to go home, I reflect on the day and my heart is full. I realize that teaching is what I’m meant to do. Educating these wonderful, special, challenging young adults completes me.

Debra Steenhard • 6^th-grade Reading, Department Chair • Arnold Middle School

When Stacie, Arnold’s at-risk coordinator, requested mentors for the at-risk students she said, "Think about it; you just might make a difference in a child’s life." I saw A.’s name on the list, a previous student of mine who had it tough at home with a single working mom and several younger siblings in her care. She had struggled in my reading class and with the TAAS test. I signed my name next to her name and made the commitment to be her mentor.

I sent her encouraging notes, those coveted gel pens, candy, and other silly stuff. I was able to get her a pizza and ice cream (courtesy of Mrs. Hamilton). A. would always flash me a huge smile when I saw her, and she was so appreciative of the extra attention and support.

In February, I saw a copy of Chicken Soup for the Kids’ Soul in my book order for $4.95. I had no idea five bucks could make such a difference. After giving her the book, I received this phenomenal note.

I was deeply touched. She was sharing literature with her family and recommending stories to me! She may not ace any of her classes or pass the TAAS, but I can honestly say I feel as if I made a difference in her life.

Kathy Tubbs • K-2 Special Education • Lowery Elementary School

My students are my best teachers. Every day they show me through their actions and words what I need to do to be able to teach them. They have taught me that soft foam base 10 blocks are often quieter than the plastic ones. I now know that when you read the color words and ask what each color is, they are all indeed black, as the words in this story are. Going outside and chasing sight words can be a lot of fun. You have to grade spelling tests quickly, when your pencil is an ice cube. You cannot describe the taste of strawberries if you have not tasted one. Snowball fights with spelling words are loud—do it in the cafeteria.

Not a day goes by that I do not learn something from my children. They make me the teacher I am. They do the hard work; they tell me what to teach and how to teach it. They quickly let me know when I am failing and do everything in their power to change that. When they are ready to be stretched and challenged, they push me further. I grow because they grow, and we learn together.

Kathy Benz • 8^th-grade U.S. History • Truitt Middle School

Much of my time as a middle school teacher is spent planning academic lessons which I hope will create a challenging learning experience in my class for my students. In addition, I strive to create a friendly, student-centered environment that offers a welcoming, cooperative, and tolerant atmosphere for learning. Middle school is such a crucial time in our students’ lives, and I want to help them become not just better learners, but better people. I focus on the whole child. And I try to remember always that children learn by example, by what they see and hear. As teachers, we touch the lives and hearts of our students every day in a myriad of ways. Most of the time, we can only guess about the results of our impact and remain hopeful that the imprint is lasting. Sometimes, however, we get really lucky and hear it directly from the heartfelt, special words of an unforgettable student.

What follows is a letter written from one such cherished student sent years ago. I frequently reread it to remind myself what we can be in the eyes of our students, and every day I hope I live up to this much-valued image of me. I am honored to share her letter.

This letter certainly touched my heart, and it helps me remember that we make a difference every day in the lives of our students.

Glenna Bulls • At-risk / Skills Specialist • Lieder Elementary School

Growing up in a small West Texas town, I was fortunate enough to have many strong, caring teachers throughout my student career. Not only did I have good teachers as role models, but also, more importantly, I had loving parents who gave me the best education of all and instilled in me strong values and confidence. They, of course, were my best role models of all. Unfortunately, many children today do not have the same positive role models. We as educators must take on this responsibility.

I started teaching in an "at-risk" school in Lubbock and soon found this was where I was meant to be. I could take not only what I had learned from my previous teachers, but what my parents had taught me as well and make a difference in many lives. I have always taught in at-risk schools and though some days are very exhausting, they are even more rewarding at the end. I love challenging, motivating, and educating my students so that they are much more confident in themselves when they leave my classroom. I may not always receive a "thank you" from each student, but I know that for one year they had a teacher who cared, showed them they could improve, and gave them more confidence in themselves than when they first walked into my classroom.

Kay Campbell • Spanish III-IV-V-VI • Cypress Springs High School

Teaching is a profession which allows us to affect so many lives. Early in my career I realized that what kind of classroom I had depended not only on the students who were assigned to me, but also on the students’ perceptions of me as a teacher. During the first week of school, I set the tone of the classroom, often saying, "I don’t ask more of you than I do of myself. This means if I expect you to do homework, I, in turn, will do mine to see that your quizzes and tests are graded by the next day." Sometimes meeting this deadline is not an easy job, but, since I promised them at the beginning of the year, I persevere until all papers are graded by the next class.

Respecting one another is also an important expectation in my classroom. Having taught French I-III and Spanish I-VI AP, I have had to encourage my students to be risk-takers, especially in speaking to practice the new language. When respect, not ridicule, is part of the classroom, students are willing to take that risk.

The last six years I have been able to work closely with students as advisor for T.A.F.E. (Texas Association of Future Educators). I have had an opportunity to allow students to become positive role models, not only in school, but throughout the community and state. By offering elementary school tutoring, visiting a nursing home, and assisting at various high school functions, the club members have become a positive influence for our school. Within three years of our founding, the Cypress Springs chapter of T.A.F.E. is known statewide not only as one of the largest chapters, but also for the following accomplishments:

• state officer for 1999-2000,
• registration school for the state convention for two years, and
• award-winner of the Outstanding Chapter designation for the last two years.

I believe being a positive role model is a quality we display not only in the classroom, but also in our community with our title "teacher."

Richard Dixon • 11^th-12^th-grade Government, Economics, AP Psychology
Cypress Creek High School

He was the basketball and baseball coach of our small high school. I saw him walking toward me through the crowded hallway, and I moved aside to let him pass. But he stopped and began talking to me. I was a tall, lanky, uncoordinated 8^th grader in the junior high section of the school. As I stumbled, I heard him say, "Dick, I need a student manager for the summer baseball program, and I’d like you to take the job." I didn’t know what to say. Why was he asking me? How did he even know me? After all these years, I still don’t know the answer to those questions, but I do know one thing: This teacher made a difference in my life and became my lifetime mentor, role model, and friend.

Coach—that’s what I still call him—taught me that respect is earned. He taught me that students will work to their potential if they have positive role models who demonstrate caring, concern, and respect for them. He taught me to accept students where they are and to work to build on their strengths and correct their weaknesses. He taught me that teachers must make the classroom an exciting, interesting experience so students will want to attend class. He taught me the teacher must be an expert in his field. He taught me that learning and education are found outside the classroom as well as within its walls. He taught me that a truly professional teacher is one who is involved with his students in all aspects of their lives. He taught me the value of student participation in sports, band, theater, debate, cheerleading, FFA, and after-school employment. He taught me the value of being there and being visible to students in their activities whenever and wherever they occur. He taught me that positive reinforcements like a kind hello, a handshake, a wink, a pat on the shoulder, or a short written comment about what was right with an assignment along with what was wrong, always serve as better motivators than any form of discipline or discouragement. He taught me that teachers must have high moral standards and that their conduct must be beyond reproach. He taught me students will exceed their own expectations for the teacher who is prepared and who demonstrates caring and compassion for them and their learning.

My teaching career has been relatively short, only seven years. After high school and college, I took a 27-year detour in the military before I found my true calling. Coach is now 70 years old. He retired from teaching after 42 years. His accomplishments were many—teacher of the year numerous times, coach of two state baseball championship teams, scout for a major league baseball team, county commissioner, and father of five children who have grown to adulthood and are leading successful, productive lives. His former students have entered every imaginable walk of life. I have no doubt that they hold him in the same high regard as I do. He has left a living legacy in each of us. I still talk to him frequently, just as I have for the past 38 years. "What’s it like being in the classroom? What are your students like? Is it really as bad as many people say it is?" he asks. And I tell him, "Coach, they’re just like we were, and I try to be just like you."

Jennifer "J.J." Holman • 8^th-grade Reading, 6^th-7^th-8^th Dyslexia • Cook Middle School

When I arrived at Cook Junior High two years ago, I immediately took notice of all the positive role models around me. By being exposed to such positive colleagues, I have been able to incorporate their teaching styles and develop my own. Like a "sponge in a sea of excellence," others’ positive examples have influenced me. Two people, in particular, whom I have worked alongside, have had a direct influence on my teaching philosophy and practices.

One of our counselors here at Cook, Judy Helvey, has a gift for leading parent meetings and guiding students. She has influenced me greatly by modeling only positive communication with parents and students in these meetings. Even if something negative had to be communicated, Judy finds a way to say it in a positive, caring way. This example has made an impact on the way I handle parent meetings, phone calls, and corrective teaching opportunities.

In addition, a teacher and department chair here at Cook, Susan Forrest, has modeled persistence, responsibility, preparation, and many qualities of an exemplary teacher. I have never seen Susan give up on a student. She leads her students to success "like a lighthouse leads a ship through rough waters." Susan is always prepared and takes pride in excellence.

Working alongside both of these outstanding colleagues, I have made many efforts to demonstrate positive leadership as well. Every day, in every lesson, I endeavor to include meaningful discussions with my students. As a reading teacher, I have the advantage of choosing novels that positively represent and focus on the values and choices we want our youth to make. When preparing my students for TAAS, I try to expose them to various reading strategies with the expectation that they will find a few that work best for them, and then use these methods to aid their comprehension. TAAS, for my reading students, has a sense of urgency, because they have never passed before or because they have only passed by a small margin. I feel that each and every one of my students can be successful. They learn discipline and hard work and, in return, they feel success.

In a "sea" that is becoming polluted, I have tried to help influence my "schools of students" by being a positive leader. I truly enjoy every opportunity I have to produce future role models in our students. I hope my students will be instilled with the self-confidence to make their own choices and "swim against the current" when pressured negatively.

I truly enjoy teaching the vast "oceans" of students I encounter and continuing the positive "waves" that will have "rippling" effects upon the future.

Sue Keene • Pre-kindergarten • Frazier Elementary School

I cannot recall the names or faces of all my teachers, and I cannot give recognition to any one particular teacher as a role model for my own style in the classroom. It was, instead, experiences I had with several teachers, which helped to influence who I am.

Miss Burr, my kindergarten teacher, made learning fun. The opportunities she provided us, which I remember fondly, were circle time, music, easel painting, and dress-up—much the same as pre-kindergarten classrooms are today. We had snack time and then rest period—with our heads on the table. That was particularly difficult for me, as I kept turning my head around to see what I was going to be doing next. Most importantly, we laughed a lot. Her class was a fun and safe place to be.

Cursive handwriting was one of Mrs. Wamhoff’s responsibilities in third grade. One day we were practicing our names in cursive, and it came to be my turn at the board. She called me three times, but I wasn’t finished practicing on my paper yet. When I finally stood up to go to the board, she told me to sit down—it was too late. That was a disappointment I will never forget. I guess I was experiencing the Boys Town rule called "Following Directions."

Mrs. Morris was my fifth-grade teacher. She loved children and encouraged us to do our best. Her sense of humor made her very well-liked. She was pregnant with her first child during that school year, and she was very excited about it. With our parents’ help, we gave her a baby shower. It impressed me that she could be a good teacher and have a home life. She was real and genuine.

In eighth grade, Mrs. Crowder was not a lot of fun. She was strict and demanding. Poetry was important to her, and we memorized many poems in her class. We recited it as a class every morning after the pledge. I remember many of those poems still today.

Mr. Almond seemed to take great joy in having us memorize the climatic zones around the earth for his high school Advanced Geography class. He would laugh when he announced the test. We would be ready, though, because we respected him and his love for the material.

High school English my junior year was with Mr. Conley. He was very spontaneous and creative. He might climb up on a chair or stand on top of his desk in the middle of a lecture to keep our attention. He wore hats and used props to make a lesson memorable. And they were.

Personally and professionally, I feel very fortunate to have received a fine education from these and other teachers. They helped shape who I am as a teacher. They taught me that teaching should be fun and creative; that having integrity and mutual respect is important; and that expectations should be high. I have on my desk a saying:

What I have learned from others, I hope I have passed on to the students in my classroom. To be remembered in this way would truly be a compliment.

Martha Lathon • K-5 Physical Education • Willbern Elementary School

I feel that teachers are very definite role models in the lives of children. I have a strong vision when trying to be a role model for each student. My vision is to see each one develop his/her potential to its fullest. I try to model the behavior I want to see, not just for the present, but for lifetime learning. I try to instill in my students responsibility, cooperation, sensitivity to others, and development of good citizenship skills. These things must be evident in their lives from day to day, year to year, and for a lifetime.

All students learn many of these valuable lessons, not in the classroom, but in the way they observe us as we interact with each other on a daily basis. I feel that I am a role model in many situations, when I am not even aware that I am. In dealing with conflict, I must always be positive or see that the experience is positive for the student. It is my responsibility that every child feels part of the learning situation. I find it challenging to put forth an extra effort trying to reach students who are involved in difficult situations.

In working with my students, I provide opportunities for them to experience winning, but I also work hard to teach them how to lose graciously. They know that no one wins all the time, but one never "loses" if his/her motives are right.

As a positive role model, I make sure that my students feel safe and secure. My students know that I have an "open door" policy and that they are free to confide in me at any time.

I try to exhibit a high level of enthusiasm, energy, and excitement for what I teach and share with my students. I also use the same motivational skills in working with my peers. Based on feedback that I have received from my peers, I believe that my vision has had an impact on my students and colleagues.

I'm extremely grateful for having the opportunity to be a part of the Cy-Fair family.

Linda Maginness • 5^th-grade Math and Social Studies • Emmott Elementary School

Being selected as a Spotlight Teacher has caused me to revisit my years of teaching. So many beautiful children's faces begin to appear in my mind. I think particularly, though, of a young girl I taught during my first years of teaching. Her name is Patti, a bright, wonderful, anxious learner...every teacher's dream. We kept in touch and still do to this day. Patti, now a successful mother of four, once shared with me that she learned a love and respect of people while in my class. Of all the lessons, I couldn't help feeling proud that this one is what she remembered.

In my opinion, being a positive role model is one of the most important attributes of being an excellent teacher. My students are my children. They are my love and my life. I try every day to display the values that I wish for them. Our classroom discussions center on the social skills that will enable my students to be successful in and out of the classroom, simple ones, like respect, responsibility, and persistence. Fifth graders have a wonderful way of realizing that much of what is being learned in class is not necessarily out of a textbook. Their minds are open vessels waiting to be filled with moral integrity. Sadly, many of today's students are not learning this lesson at home, but still desire it. It is my deepest joy to be able to combine these positive behaviors with exciting academics. The two make for a powerful lesson every day and are indeed a blessing in my life.

Robert E. Marrs • 7^th-grade Texas History; Athletics • Campbell Middle School

On the Friday before Spring Break my principal, Gwen Keith, informed me at lunch that she would like to see me sometime during the day. Being originally a novice under George Hopper and remembering those "see me" notes, I immediately became nervous, concerned about something that I might have done wrong (not that I would do anything wrong, but that is another story). When I finally visited with Gwen, imagine my surprise in learning that she had selected me as the Spotlight Teacher for Campbell for the year 2000.

I have been teaching at Campbell for the past 23 years and in the same classroom, to the amusement of my friends. I have often joked that if I ever retire, they will probably just put a piece of Plexiglas over my door and turn my room into a museum. The room itself does not make me a better teacher; however, this personal space that I have created does allow me to be the type of teacher that I am. My students know that upon entering my room they have stepped into the world of Mr. Marrs and Texas History. I have always tried to express my love for Texas history to my students, and, in turn, I hope that they, too, will learn to love it as well. I have always been a personal teacher, making my life and my thoughts a part of my classroom. My students learn very early in the year that I not only love Texas, but that I love and care for them also. This approach has always been my style and has served me well for the past two-plus decades.

There are three people in Cy-Fair whom I have had the privilege of teaching with and learning from. All three have since moved up to higher positions to further serve within the district. Marvin Webster became a principal, Gary Hatfield became an assistant principal, and Steve Wannamaker, perhaps my closest friend, became a counselor. Each of these men has his own particular strength that I feel I have drawn from. They helped influence me to be the teacher that I am today, and for that help I am truly grateful.

I now, alone, remain in the classroom, doing what I do best—teaching children. When I think about it, I begin to realize that I am the lucky one. I still get to have fun. This Spotlight recognition simply helped me become more aware of my good fortune.

Ify Ogwumike • 6^th-7^th-8^th Adaptive Behavior • Hamilton Middle School

I began my remarkable journey as the Adaptive Behavior teacher at Hamilton Middle School in 1992. These past eight years have been filled with wonder, bewilderment, challenge, and opportunity. I often think about those students who came through the program in the early days and how they have grown to become responsible adults with their own families. I am in awe of the fact that, in some way, I may have had a positive impact on them. My educational career has truly been a journey of positive and uplifting awareness of human nature and the incredible stamina it takes to help others to find success in their own lives.

I think of myself as a positive role model for students who have come through our program at Hamilton. I have always returned to the values I was taught as a young adult and have learned from many of the people who have mentored me in my journey to be a positive, supportive, and nurturing teacher. I think of my students as I would my own children, always trying to help them think about situations and make good decisions. There are times when I must return to the foundations of my belief system. Students are resilient and know when an adult is being fair, honest, and caring about a situation. I want my students to be fair with themselves and others.

Students learn best by example, so I model behaviors that I would like to see my students exhibit. Only time will tell how successful we are as adults who strive to inspire and challenge children. Our lives are not measured by the number of children we attempt to inspire, but by our efforts each day to do the best that we can to plant the seeds of encouragement, challenge, fortitude, joy, and individual success to each child we meet.

John H. Reed III • 11^th-12^th World History • Langham Creek High School

These words are the mantra that I try to carry with me throughout each and every school day. I've found that by making this my foremost thought, in terms of relating to students, that I'm better able to "reach" my students.

What does it mean to "reach" a student? I believe it means creating an atmosphere where students feel safe to ask questions, to have input on assignment creations, and to view the teacher as a fellow learner—someone who is on the same path as the student. It is a quest for mutual enrichment of our lives through learning. I see my job more as a collector of resources, presenter of problems, and less as the King of Information Dissemination.

I'll never forget my experience of flying to New York, at the invitation of a former student, to attend her opening in her first off-Broadway play. Or being asked to be a padrino to one of my Catholic students at his confirmation. It was meaningful when a few years ago a struggling student invited me to attend her one-year anniversary of sobriety. I've also been invited to attend Eagle Scout induction ceremonies and dance and band recitals. But, most importantly, it is the trusting smiles on my students’ faces as they view me as a human being first and a teacher third or seventh or something like that.

Finally, I'd like to add that nothing I do is original. I attribute any success I've experienced in the classroom to my past and present teachers (in and out of the classroom), my grandparents, parents, family, friends, and all the people who have touched my life. It is true that all people are ultimately connected, and one small action sends a ripple through time affecting a countless number of humans. As a teacher, I have a responsibility never to forget this connection in the classroom.

Joann Walker • Social Studies • Jersey Village High School

I am honored to have this recognition and the opportunity to reflect on moments that have brought me to this time and place.

What can I say? I was an Army/Air Force brat who attended 23 different schools throughout the United States until I reached the 8^th grade. I had many teachers who were wonderful, kind, exciting, caring, and challenging—and even some who were mean and rigid.

I was always the new kid, yet, looking back, I felt in a comfort zone with those teachers. They welcomed me and made me feel special. While I never gave this experience much thought until now, it was these very teachers who fostered a love of learning, a love of school, and a love of people.

When my family moved to Houston, I started out as a VIP at Holbrook. I loved the experiences and was encouraged to continue in education by two great Cy-Fair people (now retired): Margaret Gleason and Ila Liner. I can still see Margaret running (in high heels) after a kid who had climbed up a tree to get away. She sweet-talked him down and kept him in school. Ila taught me not to spoon-feed them but to challenge them. It was working with these two ladies that helped me to know I wanted to become a teacher.

The next stage in my life was becoming a teacher! I started at Jersey Village in 1979. I have 20 years of memorable experiences to share about the students. At this time I would like to write not about a particular student, but those I teach with—my colleagues. I am fortunate to work with the best people, who believe in the "Portrait of a Cy-Fair Graduate." We share ideas, and we mentor and challenge each other. When the stress gets to be a bit much, we find the humor and joy in the work that we do. I am most likely receiving this honor because I have been influenced by everyone in the Social Studies Department.

Thus, teachers have been important to me in my growth and development and in my professional career. Consequently, I get great satisfaction and joy mentoring new teachers. I hope that my experiences can encourage others to find the same joy and fulfillment that I have found.

Paul Blume, Jr. • 6^th-7^th-8^th-grade History • Alternative Learning Center

I have found that my students have taught the best classroom management techniques to me. The most effective strategy is to have engaged students.

As I was discussing the make-up of the executive branch in my 8^th grade history class, I decided to "spice up" the information by offering an extra-credit assignment. The task was to be the first to come up with a current list of the President’s cabinet members, the department that each headed, and that department’s function—a relatively ambitious project, but not an impossible one. I was then peppered with the obvious questions from my junior capitalists ("When’s it due?", "How many points is it worth?", etc.). From the back of the room, two boys who fit the skater/surfer stereotype to a "T" asked, "Like, where do we find it?"

I told them: "You decide." But in the back of my mind I was thinking, "Yeah, you two will be the first."

The next day, several students had the information; my "skaters" had none of it, but they did have a story. They had gone home, called information, and then dialed up the White House. They spoke with a White House operator, who informed them that no, they couldn’t speak with the President, as he had retired for the evening. She would, however, be glad to give the boys the number to the Congressional Library. My "dudes" then called the Congressional Library and listened to a recording that the federal government was temporarily shut down due to the funding crisis. This information amazed them, and we spent the better part of the period discussing the budget and its importance to the operation of the government.

These students taught me not to pre-judge willingness, motivation, or tenacity in any student.

As a postscript, six weeks later the boys brought in their sister’s phone bill detailing the 43 minutes of charges to Washington, D.C. They received their extra credit.

Anita Carroll • 5^th-grade Reading, Language Arts, Social Studies
Bang Elementary School

Dear Michael,

I will never forget that October day many years ago when our school secretary brought you and your mom into my room. You were not aware I was a beginning teacher. I was so eager and excited to be teaching, but I knew I had much to learn. That first day I could see that you lacked confidence in yourself. I found out you were extremely bright and had such potential. However, I could sense sadness in you.

Michael, I remember how frustrated you were in school. You could not get along with your peers. You lacked self-control, and your work was never finished. You were a puzzle piece that didn’t seem to fit. Did you ever realize you were a challenge to this novice teacher? At times I resented you because you didn’t seem to get along with anyone. There were days I wished you had a reason to stay home, but you were always there. You required so much of my attention, but I tried to help you gain that confidence and belief in your abilities. By the end of the school year, you were more successful and happier than that first day I met you.

Michael, I will remember you. You left my class that year having taught me more than I taught you. You showed me how to continue to love and gently guide that troubled child. You were a first-year teacher’s challenge, a source of joy and sadness, but you taught me a lesson about touching lives.

Many special students have walked through my life during my career, but you are the one who left a footprint on my heart.

Amy Collins • Kindergarten • Millsap Elementary School

As I reflect upon my teaching career, I am appreciative of how fortunate I am to have had the pleasure of doing something I love for 22 years. I have grown professionally and personally. The joys and successes I’ve experienced have been very rewarding.

My career has been rewarding because of the children. They are my daily inspiration, these wide-eyed kindergartners who arrive every August full of wonder and excitement, eager to absorb and learn. To them, I am a facilitator, ready to guide and nurture. For them, I strive to make learning fun, inspiring, meaningful, and exciting. Every day I have an opportunity to make a difference in their lives. It is an awesome and rewarding responsibility.

My career has also been rewarding because of the incredibly wonderful and talented colleagues and friends I teach with and have taught with over the years. They have challenged, motivated, and inspired me to do my best always. Their friendship, guidance, and dedication have helped me become the teacher I am. I will be forever grateful for their love and support.

Lastly, my career has been rewarding because of the tremendous support I have received from my current and past administrators. Janet Hoover, Suzi Rodriguez, Mary Ann Smith, Jane Little, and Suzanne Thompson encouraged me to take risks, accept new challenges, and implement new ideas. They have been an endless source of strength and encouragement and have been wonderful role models for my teaching career. Their professionalism and leadership skills will continue to influence and inspire me.

I am fortunate that I have been given the ability to inspire and instruct. The memories and experiences I’ve had with my students, colleagues, and administrators have touched my heart and my mind and have molded me into the teacher that I am today.

Laura Crabb • 5^th-grade Language Arts • Hamilton Elementary School

I am a lifelong learner. My desire for learning came about naturally, but developing and using this gift came from the many mentors in my life. The people, places, and attitudes of fellow educators in my 30 years have moved me to a higher level of understanding about the purpose and condition one must be in to create an atmosphere for optimal learning.

I’ve learned that patience is not given to you. It’s earned through experience. The pruning and shaping of one’s attitude comes from working with each child, suiting the teaching style to his/her individual needs. The students have been my best teachers. I have learned from them how to reshape my approach, so they can receive the knowledge I have to share. It’s a choice I make in adjusting my attitude to create the most positive learning atmosphere possible.

In the last 10 years, I have had the good fortune of working with many fine professionals at Hamilton Elementary who have inspired and motivated me. We are encouraged to develop our individual gifts and talents. Our enlivened leadership opens the opportunity for students as well as teachers to become lifelong learners.

Judy Evans • 5^th-grade Science and Math • Hairgrove Elementary School

My father used to say to me, "Child, raising you was never a dull moment." When I was deciding on a career, my happy lifestyle was quite a determining factor. I thrive on curiosity, risk and challenges; therefore, a classroom of individuals is a perfect profession. A teacher’s life is like a starfish, requiring the five appendages to make a successful learning environment.

Arm One—TEKS and Lessons. When teachers view the yearly curriculum, a throat lump appears, and a panic attack occurs. Overcoming the challenge, we gather with our grade-level colleagues and plan days of cross-curriculum units. We attend workshops and collect ways to present the facts. Arm one requires us to share and teach each other; consequently, we proudly shine among our peers. Students watch our cooperation, and, like magic, our example blends into their habits. Our classrooms today are filled with groups of students planning research, decoding lab instructions, and writing problems to puzzle even the best mathematicians. Research concludes that people retain 90 percent of the information that they teach to someone else. Students’ teaching one another may be the greatest tool we have.

Arm Two—Discipline. Every afternoon our principal, Nancy Sampson, ends the announcements with, "Go, boys and girls, and remember to treat others the way that you wish to be treated." This statement sends a message about the discipline in our school. It invites us to think about how we speak to our students and give praise to those who have given us that undeserved break. Adults and children are aware when they make a mistake or push society’s limits. Teachers should take a silent moment to analyze behavior occurrences, asking themselves, "If I behaved this way, what would I want my teacher to say?"

Arm Three—Self-esteem. I always think of what two unknown authors have said about building a child’s self-esteem:

For students, "Keep your ideas high enough to inspire you and low enough to encourage you."

For teachers, "A good leader inspires men to have confidence in him; a great leader inspires them to have confidence in themselves."

Arm Four—Teamwork. Hands-on activities are peppered with "It’s my turn" or "Not fair!" in elementary classrooms. Defining jobs such as materials manager and data recorder clarifies goals and promotes group success. Teamwork reveals students’ abilities and infuses them with our confidence.

Arm Five—Love. My techniques change every day due to my dear teaching friends, teachers from my past, and rewarding words from my administrative team. I have one year to inspire my students to travel with self-confidence. I care about them and depend on them to teach and learn together. Plus, if all else fails, I have my students’ parents who cleverly make school go my way. Teaching is "never a dull moment," and I laugh and love this job.

Leslie Lundquist • 1^st Grade • Hancock Elementary School

I think a good teacher is always a part of a team who is willing to make changes. I would not have been chosen for this recognition if I were not provided with the opportunity to work with such outstanding people. Last summer, our first-grade team made a decision to plan our year using the Integrated Thematic Instructional approach. I believe our focus on brain-based learning and the guidance and support the administration has provided has made this a tremendously successful year for me, and, more importantly, my students. The decision was made to choose our themes carefully, according to their relevance to our students and their needs. Consequently, we had to plan new units and make many changes. I think the biggest change that I have made this year is providing students the opportunity to demonstrate their knowledge in different ways. Students are allowed to develop their own projects, using different modalities, something which has encouraged their creativity and participation. I can honestly say that my classroom has become more relaxed and fun. My reluctant learners get to shine, too, because they are provided with the opportunity to show off their hidden talents. I am already making a list of new things I can change which will improve my students’ learning. I think to be a successful teacher one must be a lifelong learner.