EDUCATION
V I R G I N I A
J O U R N A L
O F
FEBRUARY 2016
Teacher Language: Words Matter
12
Teachers on School Boards
20 Fiction in Your Classroom
The magazine of the Virginia Education Association
GRINS
EDUCATION
V I R G I N I A
J O U R N A L
O F
TOM ALLEN
EDITOR
VEA President
VEA Executive Director
Communications Director
Graphic Designer
Editorial Assistant/
Advertising Representative
“This must be our son’s teacher.”
MEG GRUBER
PHILIP R. FORGIT
JOHN O’NEIL
LISA SALE
YOLANDA MORRIS
CONTRIBUTORS
ALEXA SEVERO
DENITA EASON-BOTTOMS
PRECIOUS CRABTREE
JOSEPH TODD EMERSON
DEB SERIO
HARETH ANDRADE-AYALA
DAYANA TORRES
EMMA VIOLAND-SANCHEZ
MARIE PRICE
GLORIANA SOJO
AMY I. BLOOM
Copyright © 2016 by the Virginia Education Association
The Virginia Journal of Education (ISSN 0270-837X) is
published six times a year (October, November, December,
February, April and June) by the Virginia Education Association,
116 South Third Street, Richmond, VA 23219.
“What’s up, Jacob? I hear you got suspended.”
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Article proposals, comments or questions
may be sent to the editor at [email protected] or
Tom Allen,116 South Third Street, Richmond, VA 23219,
800-552-9554.
Member: State Education Editors and Public Relations Council
VEA Vision:
A great public school for every child in the Commonwealth
of Virginia.
VEA Mission:
“You aren’t fooling anyone, Mrs. Sims.
We know your daughter has a rash.”
The mission of the Virginia Education Association is to unite our
members and local communities across the Commonwealth
in fulfilling the promise of a high quality public education that
successfully prepares every single student to realize his or her full
potential. We believe this can be accomplished by advocating
for students, education professionals, and support professionals.
contents
VOL. 109, No. 4; FEBRUARY 2016
COVER STORY
Watch Your Language
What we say to students and the way
we say it makes a big difference.
FEATURES
8
12
On Board
Some VEA members are doing double
duty by serving on local school boards.
12
Teaching from the
‘Write’ Side of the Brain
Fiction can play an important role in
your classroom.
15
Living the Dream?
Virginia’s undocumented youth
and the Dream Project.
18
Getting to Know You
Building positive relationships
with students is critical to
success—theirs and yours.
20
DEPARTMENTS
18
20
22
8
On Point
Saddled with debt.
4
Speaking of Education
Poverty, inspiration and more.
5
Ten Minutes With…
Portsmouth’s Denita Eason-Bottoms.
7
VEA News & Advocacy
VEA billboards spreading the
word in Richmond.
22
Your Classroom
Some simple classroom
management tips.
26
First Person
Looking past our perceptions.
30
Cover illustration: Ben Cornatzer
On Point
|
Can the American
Dream Survive
Student Debt?
— Alexa Severo
What do you think of when you hear
the number six? Half a dozen, the
bottom number on a clock, part of the
name of your favorite theme park?
For me, it’s the
number of jobs I
have. Yes, I have six
jobs. My primary
one is being a second grade teacher
at a Title I school.
But I also work afterschool and summer
camp at a karate studio, manage a
distillery, plan weddings, pour at
a winery, and coach a high school
marching band. In addition, I tutor
after school and teach summer
school. Why do I work so much? Because I have a significant financial
burden known as student debt.
I grew up in Northern Virginia.
When the Virginia Prepaid Education
Program (VPEP) was launched in the
1990s, my parents enrolled on my behalf. VPEP allows families to prepay instate undergraduate tuition at Virginia’s
public colleges or universities. Because
of VPEP, I believed my college education would be paid-in-full by the time I
started, and that I’d graduate from college debt-free. Boy, was I wrong! VPEP
did cover my undergraduate tuition,
but not my room and board, books,
technology fees and sorority fees. I became a Resident Advisor for two years,
which paid for my room and board, yet
I still incurred student debt all of my
undergraduate years.
Upon graduation, I pursued a master’s degree in elementary education
[
$400 was from my undergraduate loans,
which my parents paid each month for
me. They’d agreed to pay my undergraduate loans, while I had to pay my graduate
loans. Easy explanation. In my mind, I was
back on track to getting a mortgage. But
that wasn’t the case.
Because my student loans are in my
name, I am legally responsible for all of
them—even if someone else is paying
them. If my parents ever stopped making
the loan payments, I’d have to make them.
So despite not actually paying the full
$800 a month myself, the entire amount
was considered my expense when calculating my mortgage worthiness. Needless
to say, my options no longer seemed endless, as home ownership was clearly out
of my reach.
Student loans have played, and continue to play, a major role in my life. Yes,
I was able to get an
excellent education
Yes, I was able to get an excellent education
because of student
loans. But now I am
because of student loans. But now I am working
working six jobs to
six jobs to pay them off.
pay them off. And
because of my outstanding student loans, I cannot qualify
the idea of buying either a townhouse or
to buy a home.
condo. At the time, my options seemed
Last year, I attended a seminar to
endless. But then they weren’t.
learn how I could reduce my student
After consulting with a realtor, and
loan debt. I learned I could get a $5,000
despite having great credit, I learned
credit after working at a Title I school for
that I didn’t qualify for a large enough
five years. I also learned I may qualify for
mortgage to buy a decent condo or
a public service forgiveness of my loans
townhouse in the county where I worked.
after 10 years. While I would appreciate
I questioned how I could have a good
either assistance, they are five and 10
job, make good money, and pay my bills
years out. And I’ve only taught for three
on time, but not qualify for a meaningyears. And so I work six jobs.
ful mortgage. The reason was simple:
It’s daunting to consider how many
student loans.
years I’ll be paying off student loans. At
I had $400 monthly payments for
this rate, I’ll be lucky if I can ever buy a
student loans, but I believed I still had
house. Yes, I am grateful for my education.
enough income to pay a mortgage. Then
But I’m not confident I’ll ever be able to
the realtor explained my monthly loan
live the American Dream.n
payments were actually $800. I remember
smiling at the realization that my being turned down for a mortgage was a
Severo is a member of the Loudoun
misunderstanding. I explained the other
Education Association.
and chose a university that allowed me
to live at home to cut expenses. But this
time around, I was responsible for all the
tuition, books, fees, etc., and that meant
more student loans.
After earning a master’s, I lived at
home for another year to save money. I’d
gotten my first grown-up job, working
as a second grade teacher in Loudoun
County and making significantly more
money than I ever had before. But after
my car payment, loans and living expenses, I wasn’t able to save as much money as
I’d hoped.
A year later, it seemed the right
time to move out of my parents’ house.
I considered renting a townhouse with
multiple roommates, renting an apartment with one or two roommates, buying
a townhouse and renting out rooms, or
purchasing a condo. I was most excited at
4 VIRGINIA JOURNAL OF EDUCATION
]
|
Speaking of Education
“Teaching, in its truest form, is simply inspiring other people to inspire each other, and to learn and grow together. It is
about connection.”
— Mary Tarashuk, a New Jersey teacher and blogger
{
}
“Our current SOL system does an accurate job
defining the areas with poverty.You can take the
scores from those tests and, every year, be able
to pick out which schools are in poverty regions
based on the lowest scores in the state.Those are
the schools that need more resources.”
— Karen Cross, a Bristol VEA member who serves on the statewide SOL Innovation
Committee
“The drop in the number of our young people who want to become an educator is truly alarming. Unless something
changes quickly, the supply of new teachers may not meet the future demand..”
— Jon Erickson, president, ACT
“More money means more experienced and higher-paid teachers; the latest and best technology; smaller class sizes; and
plenty of extracurricular and enrichment activities. Less money means teachers with lower salaries and little experience;
larger and more chaotic classes; and little money for enrichment programs.”
— NEA President Lily Eskelsen Garcia, on funding inequities
“Some parents have a notion that they can drop off their child at the schoolhouse door, and behold, 12 years later,
they will be able to pick up a perfect specimen of a human being—well-rounded, academically proficient, emotionally
sound, physically fit and ready to meet the next phase of life.”
— Tom Staszewski, author, Total Teaching: Your Passion Makes it Happen
“Adults need to have fun so children will want to grow up.”
— Erica Bauermeister, author, The School of Essential Ingredients
“In terms of access, there is no reasonable basis on which to justify treating programs for younger children—3 and
4-year-olds—differently than K-12 programs for older children.”
— Arthur MacEwan, professor emeritus, University of Massachusetts
www.veanea.org |
FEBRUARY 2016
5
|
Ten Minutes With. . .
Denita Eason-Bottoms
school’s Testing Coordinator and School
Data Analyst, and serve on the leadership, 504, school-based and special
education teams.
FAST FACTS
Position: Elementary School
Counselor
Local Assn.: Portsmouth
Education Association
Years Worked in Education: 10
What is a typical school day like
for you?
Unpredictable! No day is ever the same,
and there’s always the possibility for
the element of surprise. I work in an
elementary Title I school with over
500 students, and I’m the only school
counselor in the building. I counsel
students individually and in groups, and
visit classrooms at least once a month to
teach character education. In addition,
I’m responsible for other activities and
programs to enhance and encourage
student success, including the Student
Council Association, National Elementary Honor Society, school dances and
food drives. I hold workshops with
parents, faculty and staff to address
sensitivity issues and improve awareness regarding topics such as bullying, Career Day, drug awareness, and
different forms of abuse. I am also our
What do you like about your job?
I love everything about working with
children. I love being able to see them
mature and grow, and actually listen
to what you’ve advised them on. In
addition, I like building a rapport with
students and parents. It makes me feel
good to know that I play a major role in
molding and cultivating students to become productive, educated citizens. I feel
valued as a contributing member of my
school family and feel that my role is vital
to the social and emotional well-being of
students, as well as our school’s faculty
and staff.
What is hard about your job?
The hardest part about my job is not
being able to successfully reach all children. Often, I feel helpless and without
answers. All students have the potential
to learn; however, some don’t have the
stability and parental support needed to
realize their potential. Despite offering
words of encouragement on a daily basis
and urging students to do their best, time
after time this is for naught. All I’ve built
up is often destroyed by negative forces/
the streets. Entering your teenage years is
a crazy time in terms of social stress, finding your place, and figuring out who you
want to be. Overall, I just find it hard to
figure out how to support all my students
who are struggling with challenges.
Nevertheless, I never give up, for it is an
ongoing battle.
What are some of the most fun and
unusual things that have happened
on the job?
I get great pleasure in taking students on
field trips, affording them the opportunity to experience things they might not
otherwise experience. We’ve visited places
including Washington D.C., New York, Atlanta and Philadelphia. Most of my students
will never get a chance to do some of the
things we take for granted, like a trip to a
theme park, beach or the White House. So it
makes my heart glad to afford students the
opportunity of a lifetime for some.
One of my fondest memories was
when my “Girl Power” group found out
that one of the members had never had a
birthday party. The girls could not fathom
that a person who was 10 years old had
never had one. We talked about the fact
that every household has different priorities.
Later that day, the girls asked if it was OK to
throw a party for the student during lunch.
Now, anyone that knows me knows that I
love celebrating birthdays and Christmas;
therefore, the answer was yes. I went out
and purchased a few decorations, a cake and
a small gift. The day of the surprise party,
I had the girls come down and sign a card
and showed them the gift. I later found out
the group had purchased their own gift, too.
I called the student to the guidance office,
and we surprised her. All of us had tears in
our eyes, and the student had a smile I’ll
never forget. I knew that my girls had made
a difference in someone’s life. It was not only
the student’s first birthday party, but her first
birthday gifts from someone other than
her grandmother.
How has being an Association
member been helpful to you?
It makes me so proud that I’m a part of an
Association that has been the voice and
support for so many people. Being a
PEA/VEA member has kept me current with
the challenges and trends in education,
provided me with outstanding professional
development, and given me the opportunity
to network with other educators in the state.
It has also help me to reflect on
what’s essential: molding and cultivating
my students to become productive,
educated citizens.n
www.veanea.org |
FEBRUARY 2016
7
Watch Your
Language
What we say to students
and the way we say it
makes a big difference.
By Precious Crabtree
A
s educators, we know the things we say and the ways
we act in front of students matter. Our words either
build young people up or knock them down, and
our eyes and body language speak volumes in our interactions
with them. We work hard to create a safe and positive learning
environment for our students…but is there more we could be
doing?
Several years ago, my colleagues and I made a decision
that would change some of the ways we interact with students
in order to create an even more positive and effective learning
environment. We’d looked at research and considered guidance from some of the staff members in our school who were
trained in Responsive Classroom (RC) techniques. After careful
consideration and discussion, our staff voted to become an
RC school.
At the time, I didn’t know how those changes would affect
my teaching and classroom management. But, as I reflect on
it now, I believe I became a better teacher through my understanding of the simple power of the words we choose to use,
which are an important part of the RC approach.
that at recess he fell in a mud puddle and everyone had laughed
at him. His antics in class are an attempt to get his classmates to
like him and not have them talk about his accident.
I listen attentively and ask him if he thinks the off-task behaviors are helping or hindering him from making friends. I also
ask him if he feels like this behavior is helping him to meet his
goals in art. He shares that he does not really feel better by acting
out and he doesn’t want to get a bad grade. So I ask him what
he needs to be successful in art today. His response may surprise
you, but he tells me that his current seat is not a good fit for
today and asks to be moved to another work area. The remaining
35 minutes of class, Sam is on task and creates an amazing piece
of artwork that makes him feel proud. By choosing my words
carefully, asking the right questions, and allowing him to reflect
on his own behavior and needs, Sam is able to choose a better
way to focus on his work in order to be successful.
There are many elements to the Responsive Classroom approach, including morning meetings, interactive modeling, academic choice, hopes and dreams, and even student-generated
rules. For me, though, the biggest challenge in teaching the RC
Here’s a typical scenario: Sam, a fifth-grader, is not focus- way has been being intentional about my use of teacher language and the 3 “R’s”: reinforcing, reminding and redirecting.
ing on his work today. He continues to call out, fall out of his
I never yelled at my students or deliberately spoke to them in
seat, and make jokes to his friends, and he hasn’t completed any
an unkind way, but at times
of his assignment in
my responses to negative
the first 20 minutes of
behaviors weren’t consistent
class. First, I ask him
I thought about conversations I’d had with
and not always positive.
to remind me what he
challenging
students
and
realized
it
wasn’t
My classroom manageis supposed to be doalways the students who needed change —
ment was effective, but at
ing in class today, and
what cost?
he’s able to commuit was me who needed to rethink my
The Power of Our Words,
nicate exactly what it
response to their behaviors.
by Paula Denton, really hit
is that he is supposed
home with me as a guide
to be working on. I
to positive teacher lanreinforce the positive
guage. I thought about conversations I’d had with challenging
interaction with him and encourage him to make the most of his
students and realized it wasn’t always the students who needed
remaining class time.
to change—it was me who needed to rethink my response
After a few reminders, Sam continues to use his art time
to their behaviors. So my journey began in trying to slowly
for recess. His off-task behaviors are getting louder and more
implement reinforcing, reminding and redirecting language in
disruptive to the students around him. I redirect him again by
my classroom. It wasn’t easy: The 3 R’s haunted me as I tried to
telling him exactly what I need him to do on his work in the
change the way I spoke to students; they definitely did not come
next five minutes. When I return for a third time, he still has
naturally after having taught for over a decade.
completed no work. At this point, I ask him to take a break at
Here’s a brief description of each language ‘R’ and how I
the reflection station.
tend to use it in communicating with students:
After a few moments there, we have a one-on-one conversa
Reinforcing language. When I see positive behaviors, I
tion. I ask him to tell me why he thinks I’ve asked him to take a
reinforce them by making a short, specific comment on the
break. He is hesitant at first but then quickly describes his offbehavior I want to see students continue. This is not the same
task behaviors. Next I ask him why he’s off task, explaining that
thing as traditional praise. For instance, a traditional form of
I know this is not his usual behavior in class. It’s then he shares
[
]
COVER STORY
|
praise might be, “Well done Johnny! You did an awesome job on
your homework.” This conveys the message that if they do their
homework you will be pleased—but it doesn’t really provide any
intrinsic motivation. Reinforcing language might sound like this:
“Johnny, I see you completed your homework and that you mastered understanding how to do double digit addition. How do you
feel about your success?” This gives
students specific feedback so that
they understand what they did
well, and gives them a sense
of pride in their hard work.
Reminding language.
How often do we feel like
broken records as we
repeat directions or
become frustrated
by students
who are off
task or not
following
instructions? This
is where
the second
“R”—reminding
language—can support your students without making you feel like you’re
losing your cool. Reminding language helps
students take responsibility for their off-task behavior. Asking simply, “Rachel, can you remind me what you’re supposed to
be doing right now?” allows a child to pause and think about the
activity or routine he or she should be doing. At times, you’ll find
that students truly don’t remember or didn’t understand the direc-
tions, and this is a positive way to help get them back on track. I
often have them ask classmates to remind them what they should
be doing to build a sense of community and ownership of the task
at hand.
Reminding is also a great way to reinforce classroom rules
created at the beginning of the year. “Marc, I noticed that you were
using unkind words to Sarah. Can you share with me our
classroom rule that connects to what
just happened?” Next, prompt
students to share their
side and explain, because it is important
to get to the root
of the problem. In
the end, remembering that we
are a community of
learners who respect
one another means
that we need to use
kind words. And
reminding students about such
communication
rules when they’re
frustrated or angry
forces them to pause
rather than continuing to
lash out emotionally. Remember to be specific and brief, and
to consider your body language and tone of voice.
Redirecting language. This third R is for students who are
struggling to stay on task and need more than a reminder, but
rather clear direction of how to get back on track. “Julia, go back
More About the Responsive Classroom
Schools that adopt the Responsive Classroom approach, as Precious Crabtree’s Fairfax County school did, aim to teach in
a way that makes social and emotional growth as much of a priority as academic progress, and seek the kind of forward
movement only possible in a strong and safe school community. RC was developed by classroom teachers and is based on
principles including focusing on the importance of how children learn, emphasizing building social and emotional skills,
and making teamwork among the school’s adults the foundation for change.
For more information, visit the RC website at www.responsiveclassroom.org.
10 VIRGINIA JOURNAL OF EDUCATION
|
I also choose to deviate from the RC way from time to time.
For example, the RC philosophy discourages educators from using “please” and “thank you” because again, you want children
to make good choices for themselves, not for you. However, I am
firm in my belief in the value of saying “please” and “thank you”
in order to model manners for my students. Exceptions like that
notwithstanding, using positive teacher language and the three R’s
has really had a huge impact in my classroom. I find that I am less
stressed about classroom management and my students are taking
more risks than ever. In the end, this positive learning environment is always evolving and the students feel safe to be kids yet
make better choices for themselves as a valued member of our
learning community.n
Crabtree, a member of the Fairfax Education Association, is
an art teacher at Deer Park Elementary School. She is the 2014
recipient of VEA’s Award for Excellence in Teaching.
Words Can Build Up,
Words Can Tear Down
When I was 15, I changed high schools and entered
one where all new students were given an IQ test. To
say I was nervous before the test is an understatement:
I wasn’t the type to test well, and I remember the guidance counselor saying that
some parts of the test were
so difficult that only a few
students would do well.
Looking back, it’s a very
good thing I was 15 and stubborn enough to stand up for
myself.
A month or two after taking the test, the counselor called me into his office and
told me not to apply to college because I would only
fail. He never told me the actual test results.
I ignored him, applied to college anyway,
and was accepted. My goal was to be an elementary
school teacher, and I went on to earn master’s degrees
in both education and library science.
Had I heeded the counselor’s words, here are
a few things I would never have experienced: teaching
in grades K-6; teaching in a Department of Defense
school in a foreign country; traveling to Europe; living
and working in five states; learning about Reading
Recovery; updating, cleaning up and computerizing
several school libraries; meeting many of the people
who helped me along the way and became my
friends; hearing a child exclaim,“I helped plant that
garden”; and hearing a child giggle when reading and
understanding a chosen book.
As I said, I was older. But what might happen
to a young child who takes the negative words of an
authority figure to heart?
— Margret Mueller, a retired Richmond teacher and librarian
www.veanea.org
| FEBRUARY
www.veanea.org
| JUNE2016
2015 11
11
Illustration by iStock and photo by Tom Allen
[ ]
to your desk and sit in your seat.” This is said in a calm but firm
voice so Julia doesn’t feel it’s an ultimatum. If she’s still off task,
repeat the statement and say, “That’s two.” If you’re familiar with
the 1,2,3 Magic technique, it goes very well with RC, allowing you
to be consistent with all your students. You always want to briefly
state the specific behavior that allows the student to know exactly
what to do, and you should watch for follow-through.
After three prompts, you then ask the student to “take a
break.” RC encourages teachers to maintain a quiet space away
from the front of the room
where students can do this.
Different teachers have their
preferred name for this place,
My classroom
but I call mine Reflection Station
because that is what I want my
management
students to do—reflect on what
was effective,
has just happened and what they
but at what
need to do to get back on task.
cost?
It’s not an area for punishment,
but a place for students to
prepare to focus and begin to
work again.
Adopting RC language
means taking the time to consciously change often-unconscious
speech patterns, and it’s not easy. But you don’t have to do it all
overnight. In fact, for me it worked better to focus on one aspect
and become comfortable with it before moving on to the next
strategy.
COVER STORY
STORY
COVER
FEATURE
|
ON BOARD
Some VEA members are doing double duty by serving
on local school boards.
By Tom Allen
Stretching their commitment, expertise and service to Virginia’s schools and
students, a number of VEA members around the state are serving on local
school boards. They’re either combining their work in the classroom with board
responsibilities in nearby communities, or they’ve retired and are extending
their education careers in their hometown schools. Either way, it’s a whole
new look at the world of public education.
Here are some thoughts from six Association and school board members:
PEGGY CLARK
Frederick County School Board
(elected 2009)
VEA-Retired member
On her first campaign: I got into
the race only one week before the
deadline for signatures, and had two
candidates running against me. Once
I was in, I had to get a waiver from
the registrar to be listed on the ballot
as Peggy, since Mary Margaret is my
given name. I ran using the slogan
“Trust a Teacher” and had 1,000 rulers made with that printed on them.
That slogan became pretty visible:
One man who looked at the “Trust
a Teacher” flyer I handed to him
exclaimed, “Oh, you’re the teacher!” I
think I won because I went out every
single night for four months, knocking on doors. I went to 3,000
houses! I did it all alone, since people seemed OK with opening the
door and talking to a middle-aged lady. We also created a blog.
12 VIRGINIA JOURNAL OF EDUCATION
On how being an educator prepared
her for office: As Frederick County Education Association president for the two years
prior to my retirement in 2008, I’d met
monthly with the superintendent and our
UniServ Director, and attended all School
Board meetings. I also knew every principal and had been to every school building
in the county. This gave me a unique perspective and I can ask questions that no one
else would know to ask. I’ve been the only
former Frederick County teacher on the
Board during my six-year tenure. Serving
on the School Board has been the “icing on
the cake” of my career in education.
Odds and ends: One of the funniest things
that happened to me right after the election was visiting my old school with the
superintendent. I got a very cool reception
because the staff had been told to “treat me with respect since I was
now a School Board member.” Thankfully, someone tipped me off
about this directive, so I didn’t get my feelings hurt.
|
DAWN SHELLEY
Spotsylvania County School
Board, chair (elected 2011)
Fredericksburg Education
Association member
(7th-grade special education
teacher)
On why she sought public office: I
ran because I felt the school board
in office at the time never questioned the superintendent or staff
when action items came to them;
they just voted yes. I believed that
the instructional budget was being
compromised due to various other
non-instructional “wants.”
On how being an educator
helps her in office: I live it every
day! I have to deal with student
data, accountability, professional
development, student discipline,
attendance, lesson plans, duty
schedules, etc. on a daily basis. I
have firsthand knowledge on how
the things we have to make policies about affect our school staff
and students.
On any perceived conflicts of
interest: There haven’t been any—in fact, quite the contrary. Board
members and school division staff come to me for my opinion on
various items on a regular basis.
Odds and ends: I try to be visible in the community and attend as many events as possible. I also try to get back with all stakeholders who contact me. If I can’t help them directly, I put them in
contact with the appropriate staff member.
FEATURE
with a high percentage
of students receiving
free or reduced lunch,
schools that receive Title
I funding, and schools
that struggle to meet
state benchmarks. So I’ve
worked on the ground
and very hard with teachers, parents and students.
I understand 100 percent
what is needed to move
a school, a district and a
staff forward. I get it! My
Spotsylvania County’s Shelley
(above, left), Lee County’s Jessee
diverse background, hav(above, right), and Richmond’s
ing been a math teacher,
Harris-Muhammed (left).
assistant principal, summer school principal,
curriculum specialist and
compliance specialist, has helped me become a better school
board member.
Odds and ends: I am most proud of the relationships
I’ve formed with students, parents and the staff in the school
district. These relationships, though, have caused some in the
central office to feel threatened by my presence in schools,
at events, and in the entire district. Serving in public office
has not always been the easiest task for me, particularly as
an African-American woman. My leadership style is one of
strength, determination, integrity and accountability. I stand
strong for teachers and the work they do. I believe in holding
building administrators accountable and I speak to that.
During my tenure, I’ve held district-wide “Chat and
Chew” meetings to form those relationships and to increase
parental engagement across the school district. I firmly believe, as an educator and school board member, it’s all about
the relationships!
DEBBIE JESSEE
Lee County School Board (elected 2011)
VEA-Retired member
On how being an educator has helped her in office: I’ve been in
public education for 19 years, most of it in urban school districts
On why she sought office: After serving as president of the Lee
County Education Association and trying to change things
Þ
SHONDA HARRIS-MUHAMMED
Richmond School Board (elected 2012)
Petersburg Education Association member
(math specialist)
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2016
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from one side of the table, I decide to try the other side of the
table. After all, I retired from teaching, not my profession. Many
school employees, especially LCEA members, encouraged me to
run. In addition, public service runs in the family: my paternal
grandfather was Commissioner of Revenue and an uncle served
on both the Board of Supervisors and School
Board.
On how being an educator has helped
her in office: I was already familiar with
education laws and regulations, and the VEA
Compensation Workshops prepared me for
budget issues. The numerous VEA trainings I
attended during my teaching career have given
me the knowledge and confidence to serve on
the school board.
Odds and ends: Keep the focus on the
students. Listen and don’t make promises.
And remember, you can’t please all the people
all the time.
KAREN WHETZEL
Shenandoah County School Board,
vice chair (elected 2009)
VEA-Retired member
day-to-day basis. I’ve tried my best not to micromanage (although
one superintendent did accuse me of doing so!). Another superintendent asked each school board member individually what they
saw as their biggest concern. I told him, but added, “I’m sure you’ll
think this is micromanaging.” He listened and then said, “That’s
not micromanaging. You’re just telling me a problem you see. You’re not telling me how to solve
it.” I think I do a good job of staying in my role
as a board member; however, in looking back, I
think being a principal for 10 years and solving
those problems was a lot more fun than being a
school board member! However, many people tell
me I’ve made a difference in the new role, which I
appreciate.
I also get a lot of input from my school board
advisory team, which I’ve had in place since my
first year on the Board. It consists of teachers,
other education employees, parents and community members. The team keeps me grounded
in what I need to be doing and gives me different
perspectives on issues.
RANDY J. BAILEY
Page County School Board (elected 2003)
VEA-Retired member
On how being an educator has helped her
On why he sought office: Though I’d retired, I
in office: I have a historical perspective and
still believed in the future for our children and
knowledge of education in Shenandoah Counwanted to remain active in public education.
ty from having worked for 38 years in both
My time on the Board has only deepened my
elementary and high school, and on all three
commitment to provide the best possible
campuses. I know the frustrations and needs of
education for our students in Page County.
teachers and students, so education employees
Odds and ends: I am so very proud to have
feel comfortable talking to me. Many of my
been part of the first school building program
constituents are former students who are glad
in our county for 50 years. We built two
to give advice and encouragement. I also try
identical 123,000-square-foot high schools, and
to stay involved by volunteering in schools,
Shenandoah County’s Whetzel (top)
did so within our $60 million budget.
visiting classrooms with other school board
and Page County’s Bailey.
They opened to students in 2009, and allowed
members, and attending as many school events
us to use existing high school buildings for
as I can.
middle schools, giving middle school students separate facilities
Odds and ends: One challenge for me is balancing our role
for the first time in Page County history.
as school board members and the role of the superintendent. I’ve
I owe my leadership capabilities to the exceptional training
served on many boards (including the VEA Board of Directors),
I received from VEA! Who knew all those years ago where it
and I know our role is to set policy, hire the superintendent to
would lead.n
carry out that policy, and allow him or her to run the schools on a
14 VIRGINIA JOURNAL OF EDUCATION
Bailey photo courtesy of Page News and Courier, Luray, Va.
FEATURE
laugh, cry or do both based upon my four-panel creations.
When I entered high school, I was ready to follow my
chosen career path. I started some semblance of a portfolio,
acquired special typing paper, and purchased the quality inks to
make my dream materialize. My father even built a handcrafted,
professional-grade drawing board so I could experience the joy
of making my own creations come to life.
Þ
I
’m proud to be a third-generation public school teacher.
While my parents would say my destiny was to be in the
classroom, teaching was not my first career choice when I
was coming of age. For several years, I intended to go to New
York and fulfill a fantasy of becoming either a cartoonist or
making a living in the comic book industry. In adolescent zeal,
I declared myself the next Charles Schulz—the world would
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www.veanea.org |
FEBRUARY 2016
Illustrations by Brandon O’Neill
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Sadly, the art teacher I had freshman year didn’t recognize
comic art and caricature as a legitimate art form. The only time I
ever got an A in the class was on an extensive pencil drawing of a
lion resting in the African grasslands. Today, that picture hangs
in my home, serving as a reminder of days passed, a protector of
current ambitions, and a huntress of future goals.
Later, I met Russell Hopson, who became my favorite
history teacher and mentor, and a career in teaching social
studies emerged victorious over my adolescent grandiosity.
The afternoon I told him of my decision to read, study and
write about the past, he asked, “What do you intend on doing
with this degree?”
“Teach,” I replied.
“Why do you want to study history?”
“Because you inspired me, Mr. Hopson.”
“How’s your writing?”
That question left me speechless. At most, I could say was I
was well-read compared to my classmates. I kept up with current
events and public policy issues of the era and participated in
numerous protests. I truly was a mediocre writer. It wasn’t
until my junior year at Christopher Newport College
when I wrote a term paper on the bland topic
of trade and commerce during the Middle
Ages that I felt comfortable saying I could
string the words floating in my mind into
coherent sentences. Without any forethought, I took my artistic talent and
transitioned it into the medium of
words instead of pen and ink.
My career in the classroom has
taken divergent paths. I taught middle
school social studies for 16 years,
earned a doctorate, accepted a visiting
faculty appointment in The George Washington University’s Educational Leadership
program, worked on numerous campaigns
for VEA-endorsed political candidates, had
two novels released, and wrote a short story
that won third place in a national writer’s
competition. As my third decade as a teacher
approaches, I’ve been revitalized by teaching high school
16 VIRGINIA JOURNAL OF EDUCATION
Introductory and AP psychology and sociology. Due to the nature
of the subjects I teach, I consider my classroom a safe zone where
my students are encouraged to express their innermost desires,
where creativity is cultivated and not disparaged; a room where
teenagers are provided opportunities to understand who they are
as individuals while navigating the turbulent waters of emergent
adulthood. I’ve come to the conclusion that words do have both
meaning and power. Literacy and effective communication are
more than just issues of sound educational practice. They also
have political ramifications, cultural imperatives, and ethical
components. David J. Morris, a Marine Corps veteran and author
of The Evil Hours: A Biography of Post-Traumatic Stress Disorder,
says, “One of the primary means for
wounded minds to convey their
experiences is through literature.”
His research shows that reading,
especially reading fiction, can
change the brain structure of the
reader, and that writing can do the
same thing for the writer.
Keith Oatley, a retired psychology professor and author of a popular
blog on the Scientific American website
called “The Psychology of Fiction,” offers
two examples supporting my belief
that reading fiction can help build
empathy, a skill sorely lacking
across our self-absorbed
society. Oatley mentions an
experiment by Dan Johnson,
a professor at Washington
and Lee University, who
wanted to determine if
empathy skills can increase
after reading a short story. To
test this, Johnson purposefully
dropped a collection of ballpoint
pens on the floor before his subjects started
reading, during their reading
period, and after they
completed the selection.
What he found was astonishing: The more into the short story the readers were, the more
likely they were to stop, bend down, and retrieve the pens. Does
|
this mean reading this specific short story was the biggest factor
in this surge in empathetic feelings? I don’t know; however, I do
find it interesting that as the subjects were progressing into the
fictional account, they became more likely to assist a stranger. As
I tell my students, developing a notion of what others are
thinking and feeling is a critical piece of cultivating positive
human relationships. In the field of psychology, this is referred to
as Theory of Mind.
Oatley also has suggested that fiction is a necessary byproduct of our evolutionary survival. This idea is known as “literary
Darwinism,” and means, in practical terms, that when we read
about a character being placed in harm’s way and forced to
develop an escape strategy, we create neural pathways for
surviving a similar dilemma in our own lives. Other researchers
have suggested that reading fiction develops neurological
connections associated with pattern development needed to
interpret visual images, a skill vital for numeracy.
More recently, a group of European researchers concerned
with the growing tension surrounding immigration wanted to
ascertain if the Harry Potter series could assist in developing a
more harmonious and positive social environment. In their
study, published in the Journal of Applied Psychology, they had
their subjects read the complete Harry Potter series. Three
separate trials of high school students and college undergraduates in Italy and the United Kingdom had remarkable results. As
readers’ identification with Harry Potter increased, their social
attitudes towards immigrants, displaced refugees, and gays and
lesbians improved. When the Harry Potter series first gained
popularity, I was thrilled that the tales and adventures of this
amazing young man could instill an excitement and passion for
reading. Now there is also some evidence that Harry Potter, and
others like him, can help save the world from itself.
Irrespective of our content areas, as public school educators
we need to start promoting a culture of literacy. Here’s how I’m
working to incorporate fiction into my sociology and psychology
classrooms. Similar to the mini-capstone projects many school
divisions are requiring seniors to complete, each quarter my sociology students pick a topic of sociological importance, research
it, present divergent perspectives, take a position on the issue,
and then indicate how the main sociological theorists would
view the issue. Like science fiction authors, they are also
expected to hypothesize what society would look like if their
perspective of the topic was adopted universally. In addition, a
major portion of the assignment requires the reading of a novel
dealing with some aspect of their topic. Students must explicate
FEATURE
the novel and cite relevant passages regarding the author’s tone.
I also emphasize fiction in both my intro and AP psychology
classes. Intro students must complete a psychological profile of a
fictional character, based upon the concepts and themes covered
during the year. Since assigning this extensive project, I have read
profiles ranging from Harry Potter to the Joker. During the
course of the year, my AP students have to write three essays
applying various themes of psychological thought to fictional
scenarios. Also, once they have completed their national AP
examination, I conduct a unit utilizing the film adaptation of
Chaim Potok’s novel, The Chosen. I’ve found that this piece of
fiction about two Jewish boys coming of age in the aftermath of
the Holocaust discusses almost all the topics we cover in class
throughout the year. In an attempt to provoke debate and
discussion, the students reflect upon the movie, the themes we’ve
discussed, and their own spiritual formation, and write a paper
overlaying each of these components.
Can reading change the world?
Can reading change the brain?
I believe the answer to these questions is a resounding yes!
Just ask the immigrant, the refugee or the young man or woman
struggling with their sexual identity who looks to literary
references for hope, relief and acceptance. Or examine the life of
Malala Yousafzai, the co-winner of the 2014 Nobel Peace Prize,
who confronted the extremists in her country demanding girls
receive a proper, decent education and that books be made
available for everyone.
Can creativity change the world?
Can creativity change the brain?
The answer to these questions is also in the affirmative. Ask
the veteran or the trauma victim unable to articulate the horrific
experiences they endured but are able to communicate in therapy
sessions through works of art, poetry, or prose. Art, especially
prose and poetry, can be used as one facet of a multi-disciplinary
approach on a journey toward wholeness and reconciliation. Any
form of artwork, from cartooning to painting to writing fiction,
changes the physical, metaphysical and neurological world of the
creator. I contend this “Standard of Living” is something we, as
public school educators, should instill each day in the lives of
our students as they continuously write the next chapters of
their lives.n
Dr. Emerson, a member of the Newport News Education
Association, teaches at Denbigh High School. He’s also the
author of two novels, Donald’s Cross and The Lions’ Dens.
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FEBRUARY 2016
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Living the Dream?
Virginia’s Undocumented Youth and the Dream Project
By Hareth Andrade-Ayala, Dayana Torres, Emma Violand-Sanchez, Marie Price and Gloriana Sojo
T
DREAM Act (Development, Relief and Education for Alien
he first time Dayana shared her story publicly was at a
Minors), began with parents who couldn’t bear to see their
high school forum. In the audience, she was surprised to
children’s academic achievements and futures undermined by the
see several of her fellow varsity cheerleaders and National
barriers of being undocumented. Upon high school graduation,
Honor Society members. But her peers seemed even more
many had few educational options because the DREAM Act,
surprised to see her, as she led a dialogue on the barriers she
which would provide citizenship for undocumented children who
faced as an undocumented student. As far as they had known, she
grew up in the U.S., had failed to pass Congress repeatedly since
was an “Arlingtonian” just like them.
2001. Afraid and powerless, about a
Nervously, she shared
dozen parents and students came
a secret she’d hidden
together to become a force for change.
throughout high school,
Hareth, one of the organization’s
even from her closest
founding student members, didn’t even
friends. As she spoke,
know she was undocumented until she
audience members’ eyes
was in high school. “My family felt alone.
widened as they realized the
We had come to an amazing new place,
girl they’d studied and
lived here for some time and worked
practiced with, and
hard, but still found many barriers on the
welcomed as one of their
road to college,” she remembers. “It
own, was, according to
seemed very simple at first. Visit schools,
immigration law, “illegal.”
take the SAT, apply and boom, the
But through the
The 2015 class of graduates in The Dream Project.
American Dream. It’s not like that for
Dream Project, Dayana
everyone.”
learned that sharing her
Hareth and a small group began to speak up, sharing their
story, while painful to recount, was healing and liberating. She
stories with school board members and religious organizations.
also learned that in Virginia there were others like her. While
Emma Violand Sanchez, an immigrant herself and current chair
DREAMers, undocumented immigrant youth, had been nationof the Arlington School Board, invited the group to her home,
ally organized for over a decade, their political activities in
and the decision was made to establish a nonprofit to raise funds
Virginia are more recent.
for scholarships and mentoring. Through dinners cooked by
The Dream Project formed in 2010 as a community-based
parents and served to guests, including elected officials and
nonprofit in Arlington to support DREAMers. Through storytellcommunity leaders, the Dream Project’s first four scholarships
ing, network building and advocacy, the organization and its
were awarded in 2011. Four years later, that number reached
supporters played a key role in transforming Virginia state
71 scholarships.
policies towards DREAMers and providing opportunities for
These local efforts were needed in the face of growing
youth whose immigration status is a barrier to higher education.
restrictions towards DREAMers in higher education. In Virginia,
The Dream Project, which draws its name from the
18 VIRGINIA JOURNAL OF EDUCATION
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legislative proposals to ban these students from universities have
come up several times, and undocumented students were seldom
admitted to state colleges and ineligible for scholarships. Dayana, a
College Board’s National Hispanic Recognition Program Scholar,
was offered five full scholarships in 2012, but couldn’t accept any
due to her immigration status.
Given the complex policies towards DREAMers, which vary
from state to state, many counselors may be unaware or ill-informed about how they can support students and what resources
might be available. Similarly, many parents, having not attended
college themselves or facing language barriers, are unsure how to
help their children get into college. Some students find themselves
deterred by something as seemingly insignificant as not knowing
what to put down for “permanent address” on an application form,
or by an inability to pay application fees. In the worst cases,
talented students simply give up applying for college.
Sometimes these barriers can be shattered through words
and deeds. For Hareth, this meant standing before an AFL-CIO
convention in Los Angeles in 2013 and reciting a poem she wrote
in an effort to stop her father’s deportation. By telling her story she
collected over 10,000 signatures and numerous letters of support,
and succeeded in keeping her family together.
A pivotal moment in the fight for political recognition in
Virginia came when Dream Project members were invited to
march in Governor McAuliffe’s inauguration parade in 2014.
Dream Scholars, mentees, parents and board members proudly
carried the organization’s banner down the rainy streets of
Richmond, welcoming Virginia’s new governor and hoping for
political change. Delegate Alfonzo Lopez, a long-standing supporter, invited three Dream Scholars to the governor’s first address
to the General Assembly. Three months later, Virginia Attorney
General Mark Herring issued a decision clearing the way for
undocumented high school students with Deferred Action for
Childhood Arrivals (DACA) to be eligible for in-state college
tuition. In his announcement the Attorney General specifically
referred to Dayana, saying, “If we are to have the economic future
that we want, we cannot continue to place limits on talented
students like Dayana Torres.” Today, three-quarters of the students
served by the Dream Project are eligible for DACA, and thus can
receive in-state tuition, greatly reducing the cost of their education.
Encouraged by the recent political changes, and with the
continued support of local officials, the Dream Project today
supports more than 100 promising immigrant youth through
scholarships and mentoring. They hail from 14 different countries,
were educated in 22 Virginia high schools, and now attend 18
colleges and universities in seven states. In 2015, the first Dream
Project scholars have graduated, including Hareth Andrade from
FEATURE
Trinity Washington University, and 93 percent of scholarship
recipients have been able to stay in college.
In addition to providing renewable scholarships, mentoring
is the Dream Project’s other major program. The program currently mentors more than 30 high school seniors as they visit
campuses, prepare college applications, and seek financial support.
The Dream Project also organizes a summer summit for its
scholarship recipients once they are in college in order to maintain
a supportive network and provide career guidance. Dream Scholars
have also started clubs on campuses such as Mason Dreamers at
George Mason University and Tech Dreamers at Virginia Tech
University.
A small organization, run by 30 volunteers and supported by
scores of donors, the Dream Project has become a powerful
advocate for change. In five years, it has been unusually successful
in supporting undocumented students and their families through
the college admission and retention process. Critical to the
organization’s success is its strong sense of family, including
parents, undocumented youth, educators and donors, who gather
regularly for hosted events and fundraisers.
A nonprofit with limited funding could not operate without
strategic partnerships. For the Dream Project, partnering with
Arlington Public Schools was fundamental in providing meeting
space for students and volunteers. Other groups, such as religious
congregations, politicians, foundations and local public and private
universities provided financial and institutional resources. In
particular, the Dream Project has developed successful pipelines
for students applying to George Mason University, Northern
Virginia Community College, Virginia Tech, Marymount and
Virginia Commonwealth.
As we encourage our scholars to do, we’re sharing our story
here. Our hope is that it can be helpful for other educators and
undocumented students, especially in areas where DREAMers
struggle to find support and recognition. Educators have an
important role in supporting DREAMers, which often begins by
listening to their stories and supporting them in their pursuit of
higher education.n
Andrade-Ayala and Torres are Dream Scholars, Violand-Sanchez
is chair of the Arlington School Board and founder of the Dream
Project, Price is a professor of geography and international affairs
at George Washington University, and Sojo is graduate student in
geography at George Washington.
For more information or to support the Dream Project, visit
www.dreamproject.org. To hear Hareth Andrade recite her poem
“America,” go to www.youtube.com/watch?v=wZztYukJlwQ.
www.veanea.org |
FEBRUARY 2016
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Getting to Know You
Building positive relationships with students is critical to
success—theirs and yours.
By Deb Serio
A
wonderful educator and former principal in Lynchburg,
Susan Morrison, once said in a professional development session that teachers should spend the entire first
week of school getting to know their students.
I thought she was crazy. I was concerned about getting my
students started with the curriculum, not letting them lose their
“beginning of the school year” drive, and setting a precedent that
there was work to be done in my classroom.
Susan persisted, saying relationships are the key to student
success and if we didn’t build those bridges with students, we’d
have a very hard time with the rest of the year. I thought fleetingly about ignoring her suggestion. I’d made my plans, and there
was no time for silliness. She concluded by reminding everyone
of her request, and said she’d be dropping in to check our
20 VIRGINIA JOURNAL OF EDUCATION
progress. Ha!
Reluctantly, I researched ice-breaker activities, get-to-knowyou games, and discussion topics. I marked through the plans I’d
made over the summer and penciled in new activities. Slogging
through the Monday activity, students barely spoke. There was
nervous laughter but no real breakthroughs.
By Friday of that first week,
however, I knew my students’
favorite meals, their passions
and their goals. I could sing
the song the class had agreed
was their favorite, and (sort
of) mastered the hottest dance
steps. I’m sure the YouTube
video of that moment is still
circulating on the Internet. The
real work of curriculum had
not started: We hadn’t even
discussed a part of speech, and
we hadn’t touched fiction.
We were, however, a cohesive group. We shared ideas
and found we had common
likes. We had started the hard
journey of mutual respect.
Susan was ahead of her
time. Today, maybe more than
ever, students crave that relationship with their teachers. This
“Generation Y,” as they’ve been dubbed by author Tim Elmore,
has always had a voice in what they do. Social media has allowed them to comment, without a filter, on the world around
them, and they do this with relish. They expect that ability in the
classroom. It’s no longer effective to sit students in rows and have
them take mindless notes. A teacher can’t know students only by
the name on his or her Delaney card. (The oldies still teaching
get that reference!) It’s no longer effective for the teacher to stand
at the podium and speak to “the room.” Direct instruction must
be tempered with interactive activities that engage students and
require them to discuss relevant topics.
Relationship-building cannot stop with the first week. We
must continually renew and enrich the connections we have with
our students. An indifferent approach to these ideas is sure to deflate any excitement students have about the learning experience.
As you move through this school year, think of ways you can
reinforce the bond with your students. Figuring out what makes
them tick keeps me young, too. I scroll through Twitter trending
lists, I bring thought-provoking articles to class, and I share my
own thoughts about the world around us. I ask their opinion. A
lot. Seriously. They say some amazing things. I react genuinely
to their responses. I’ve learned to laugh in the classroom. I laugh
with them, not at them. I’m sorry, friends, but sarcasm is not going to help you build rapport with your students. I’ve also laughed
at myself.
You may disagree with me, but these students love to learn,
and they do it in ways we never thought imaginable. They also
expect to have fun while learning. They grew up learning to read
through games that involved talking frogs and pens that read
books for them. Their video games and interactive screens help
them toggle through an increasingly smaller world. They can
reach out to China while texting the friend sitting next to them;
they can slide their screens to learn about Peru on Google Maps
while they SnapChat. Nothing is beyond their reach. As a teacher,
we must both respect and harness these abilities.
Here in Bedford County, our division adopted personalized learning objectives as part of its vision for the schools. We’re
challenged to provide new and varied learning experiences, and
students respond to them because these kinds of lessons show
students that you understand who they are as students. You are
relationship-building in the lesson planning process! Guess what?
Students realize that you are concerned about their growth. It’s
no surprise they respond positively to personalized lessons. Their
generation needs that kind of personal importance.
Susan was on to something. She saw that kids were changing. How do we not see it? In some faculty lounges, you’ll find
teachers lamenting the fact that students are so much worse than
the generation preceding them. We should be rejoicing they’re so
different! Students today have an incredible language of technol-
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ogy, and they can move between formal and informal language
with ease. They don’t always make good decisions, and they have
lots to learn, but that just means they need us, right? In order
for teaching and learning to happen and for that relationship to
work, we must listen to them. Listen. That can be difficult for
teachers. We always want to be the ones talking!
I remember an old-time methods class where I was told
there is nothing more effective in a classroom than a mindful
pause. My professor, a longtime classroom veteran, told us “wait
time” was a way to make kids squirm. It did. In some of my very
first lessons I penciled in the word “pause” and I watched the
magic happen. Kids shuffled their feet, looked down, and flipped
pages. I had them! But wait...nothing was happening in those
pauses. Now I think of pauses in different ways. I pause to listen.
I keep an iPad handy to write down ideas as I do. We revisit
some of the ideas in future lessons or create impromptu debates
or four-corner activities. Listen! If the relationships you’ve been
working on are solid, the listening will be mutual.
My students keep their cellphones under their pillows and
never miss a text or a notification. I’ve taken to being available
at all hours, and I use technology that keeps me on their minds
all day. When school closes, I’m Tweeting, Reminding and using
Google Classroom to notify them of interesting news and videos.
I ask for responses on discussion boards and they answer, because
the questions are fun, relevant, and are asked on a platform that
resembles texting. They know I’m listening. I read every post.
They get immediate responses from me and their peers. I hate to
admit it, but I like the feedback, too. I still start school with a lot
of get-to-know-you activities, but we continue to learn about each
other through our communication all year.
I’ve found that I enjoy the craft of teaching more because
students get excited about a class that doesn’t involve mindless
note-taking or a hide-behind-the-podium instructor. Teenagers are really interesting people. They see the world in ways that
awe me. Isn’t that why we chose this profession? I certainly didn’t
become a teacher because I love transitive verbs; I did it because I
love people. Build relationships, let students teach you something
this week, and then run with it. You’ll have wonderful school year
if you do.n
Serio, a member of the Bedford County Education Association,
teaches Dual Enrollment English at Jefferson Forest High School.
www.veanea.org |
FEBRUARY 2016
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Illustration by Ben Cornatzer
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VEA News & Advocacy
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Educators Expand Repertoire, Have Fun at
VEA Instructional Conference
I
ntensely serious issues and light-hearted comedy combined to
create two days of learning, growth and good times for some
250 educators at VEA’s Instruction and Professional Development
Conference in Richmond in November.
Preventing violence, promoting diversity, analyzing the Standards of Learning, adapting to the global nature of education, and
promoting the teaching profession were among the serious topics
delved into in a full lineup of breakout sessions, and the much-appreciated levity was provided by teacher-turned comedian Micah
“Bam-Bamm” White.
Anne Holton, Virginia’s Secretary of Education, congratulated attendees on their efforts to get ESEA revamped. “No Child
Left Behind is going to be left behind,” she said. “And that means
that the primary responsibility and opportunity and authority is
coming back to the state and local level.”
Virginia Department of Education Assistant Superintendent Cynthia Cave, Washington Post reporter Laura Vozzella and
VEA’s Director of Government Relations Robley Jones were panel
members for an education policy discussion, moderated by Renee
Serrao of the Chesterfield Education Association. Terri Tolliver
Butts, a South Carolina teacher and the winner of the 2015 NEA
Taking It to the Streets. VEA launched a billboard campaign in
the Richmond area in December and January, reminding
legislators to keep students and schools at the top of the
22 VIRGINIA JOURNAL OF EDUCATION
Member Benefits Award for
Teaching Excellence, also
addressed attendees.
Members gave the
event outstanding grades.
“I got some resources that
will be awesome both for
the classroom and for some
learning centers we help
with out in the community,”
said Felecia Christian of the
Chesterfield EA member Renee Serrao.
Chesterfield Education Association, after attending a breakout session.
“The ‘Dealing with Difficult People’ session was phenomenal,” noted VEA-Retired member Henrietta Russell, chuckling
when asked if it she’d be called upon to use the workshop’s skills
often.
Conference attendees also heard from VEA President Meg
Gruber, who praised educators for their twin commitments to
building their skills and advocating for their students, and VEA
Executive Director Philip Forgit.n
General Assembly’s agenda during the 2016 session. Thousands of
motorists in the metro area have been seeing the “Put Kids First”
message for several weeks now.n
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Once again, it’s time to break out your stovepipe
Cat in the Hat hat and get ready to do some
serious reading! NEA’s 19th annual Read Across
America is set for Tuesday, March 2, 2016. The
Dr. Seuss-themed national celebration kicks off
a full week of reading as educators hold events
bringing together young people, families and
community leaders to share their love of reading.
Educators know that young people who are
motivated to read not only do better in school,
they just flat-out enjoy life more!
As President Obama said, in a previous
RAA proclamation,
“Let us recommit
to empowering
every child with
a strong start and
a passion for the
written word.”
For suggestions
on events and event
planning, Seussinspired recipes,
posters, media
materials, downloadables, book
lists, and a look at
other RAA celebrations, both past
and present, visit
the NEA RAA site
at www.nea.org/
readacross.
Remember:
“You’re never
too old, too
wacky, too wild,
to pick up a book
and read with
a child.”n
A MESSAGE FROM THE VEA PRESIDENT
This Is a Critical Moment
Missed opportunities are among life’s greatest frustrations. And missed opportunities, for the young people in our public schools and the professionals who serve
them, can not only be frustrating but cause lasting harm.
For the first time in at least several years, the General Assembly has new
money—some $800,000—it can use to bolster our K-12 schools. That’s what
Governor McAuliffe has proposed for the next two-year budget. It’s a great start,
but that’s what it is—a start. We have an opportunity in this
legislative session, by moving beyond the governor’s proposals, to really strengthen our schools and to begin making
up for the cuts our students and educators have endured in
recent years.
Let’s not miss it.
We welcome the governor’s proposed additional funding.
But we also know that the state’s contribution to schools, on
a per-student basis, has fallen nearly 15 percent since 2009.
MEG GRUBER
In that category, we rank a less-than-impressive 41st in the
country. That’s bad—but it’s not the worst of it. Our average
teacher salary is almost $6,800 less than the national average, and the Education
Law Center at Rutgers University ranks the competitiveness of Virginia’s teacher
pay last in America.
Not only do we need to do more for our students and our educators, we
can—Virginia is among the wealthiest states in the nation. And we must step up,
or we’ll miss an excellent opportunity.
We’ve worked hard to help elect friends of public education to statewide
office and to our General Assembly. Now it’s time they back up their supportive
rhetoric. And it’s time for us to continue to remind them that we expect them to.
I’m proud to say that Virginia’s public schools continue to produce outstanding results, even when forced to make due with less. For example, our fourthgraders outperform fourth-graders nationwide in reading and math, by a significant margin. Over 90 percent of our young people who began high school in
2011 graduated in four years, more than half with an Advanced Studies Diploma.
Scores on our Standards of Learning tests in English, math, history and science
have been climbing steadily.
Just think of the examples I’d be citing if we were funded at something
closer to the levels we need!
And our educators are making this happen in a time when more and more
of our students are coming to us from families living in poverty, or with limited
English skills.
So right now, while our legislators are in Richmond, let them know we’re all
watching and that it’s time to do right by our schools. Make your voice part of the
Association chorus by signing up on the VEA website to be a cyberlobbyist (www.
veanea.org/cyberlobbyist). You can join us here at the Capitol February 1 for
Lobby Day. You can share your personal stories with your Delegate and Senator
by email, phone or letter.
However you choose to do it, let our policymakers know that we can’t afford
to miss this opportunity.n
www.veanea.org |
FEBRUARY 2016
Serrao photo by Lisa Sale, Billboard photo by Tom Allen
The Cat is Back!
Time for ‘Read
Across America’
VEA News & Advocacy
23
VEA News & Advocacy
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2016 VEA Delegate Assembly
Educator for a Day. One day during American Education Week
each November is designated as a day to invite local officials and
others to come see what the classroom experience is really like.
Here, Tom Marshall, a member of the Loudoun County School
Board, visits the students of LEA member Mandy Barbee. A
former science teacher, Marshall brought an Amazon parrot along
as a teaching aid. To plan such an event for your class, check out
NEA’s website at www.nea.org/grants/35041.htm.n
24 VIRGINIA JOURNAL OF EDUCATION
Richmond
n
April 7-9
For more information:
www.veanea.org.
Your Classroom
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You’re In the Driver’s Seat
Some simple classroom management tips.
T
he NEA, in collaboration with retired teacher Dave Foley,
author of The Ultimate Classroom Management Handbook,
have some advice for running your classroom smoothly:
Take charge of your class. Get everyone’s attention before
beginning class. That means the lesson won’t be started and nothing will be written on the overhead until everyone is in his or her
seat paying attention.
It doesn’t take a shout
of “Let’s be quiet” or
“I won’t start until
everyone is ready” to
get them to focus on
you. It can be just as
effective to walk to
the front of the room
and engage them
with something interesting to them such
as, “My thermometer
said it was zero this
morning. It must
have been freezing
out there waiting for
the bus.”
Focus on the
disruptive students. Use nonverbal signals of disapproval. If
students are talking, pause and look toward them. Continue with
the lesson but walk toward problem students and stop near their
seats. Having you so near usually shuts off the unwanted activity.
If there is a discussion going, direct a question to the student who
is not paying attention or misbehaving. For example, say “Kevin,
would you agree that the Battle of New Orleans was the turning
point of the War of 1812?” Hearing his name will snap Kevin back
to the class activity without embarrassing him as if you had said,
“Kevin, pay attention!”
Give students incentives to do their best on assignments. If an assignment will not be collected and graded individually, students may feel they have no reason to do a good job. For
instance, a teacher will often do an ungraded warm-up exercise to
begin class.
Here’s a strategy: Tell students you will randomly collect one
person’s warm-up assignment and correct it. If that paper has no
26 VIRGINIA JOURNAL OF EDUCATION
mistakes, then the whole class will have a shorter (or no) warm-up
the next day. If the selected paper is perfect, that student is the
class hero.
If the student has not made a real effort, then he or she will
be given a short homework assignment, due the next day. In
most cases, students will work for peer approval by doing the
assignment.
Another strategy is to have
students who have not stayed on
task remain after class for
a minute.
Keep an eye on your
students. Class goes so much
better when you can see your
students. Position yourself so
that most, if not all of the class
is visible. Watch out for shelves,
computer equipment or class
supplies that can block your view.
When teaching, try to be facing
students as much as possible.
Establish consequences
for misbehaving. Determine
what consequences will be
effective with your students. Ask
yourself what students don’t want to have happen—for example,
adolescent students hate staying after class or being moved from a
seat they’ve chosen. Make those your consequences. (The reverse is
also true: Find out what students want to happen and make that a
possibility. Classroom management doesn’t have to be negative.)
Tell students that there will be consequences for misbehavior.
First, you will put their name on the board. Tell them that how
long they stay after class depends on how the rest of the class goes.
They now control their own destiny. If they behave, they will stay
perhaps only a minute. If they continue to cause problems, they
will stay longer. Tell them if they become a “model citizen,” you
might even erase their name.
Follow through with consequences; show students you’re
serious and they’ll take you seriously.
Classroom management, especially with elementary and
middle school students, never ends. It is an ongoing process, but
once the foundation is laid, it only takes occasional reminders.n
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The Lowdown on a Free Press
and the First Amendment
T
he Newseum, a Washington, D.C.
museum dedicated to journalism and the First Amendment, offers
a range of resources designed to make
history, civics and media literacy relevant in students’ lives.
As an educator, you can register at no
charge and have access to the museum’s
library of primary sources, lesson plans,
Your Classroom
KUDOS KOLUMN
Augusta Members
Pick Up Annual
Dawbarn Awards
Two Augusta County Education Association members have picked up checks for a cool $10,000 as
winners of the annual Dawbarn Education Awards.
interactive tools, artifacts and periodicals,
including copyrighted materials.
To learn more, visit www.newseumed.org.n
Courtney Markham a fifth grade teacher at North
River Elementary School, and Carole Shriver, a
special education teacher at Stuarts Draft Middle
School are among the 2015-16 recipients of the
Awards, which honor outstanding educators
in Staunton, Waynesboro and Augusta and are
presented by the Community Foundation of the
Answers from NASA
N
Central Blue Ridge.
Henrico Education Association member Jeannine Chewning, a history teacher at Hermitage High School, along with teaching partner Col-
ASA can help you and your
students pursue answers to
questions like these: How and why
are Earth’s climate and the environment changing? How and why does
the sun vary and affect Earth and
the rest of the solar system?
Visit NASA Wavelength and
check out the space agency’s digital
collection of science resources at
all grade levels. All materials on
the site have been peer-reviewed
and are drawn from NASA content,
expertise and facilities.
Access Wavelength’s resources
at http://nasawavelength.org/. n
leen Savino, have been named the winners of the
2015 Robert H. Jackson Center National Award for
Teaching Justice. It’s the first time the honor, which
recognizes outstanding efforts to teach justice
in creative ways, has gone to educators teaching
about preventing teenage human trafficking.
The Prevention Project curriculum used by
Chewning and Savino was developed by survivors
of human trafficking, educators, law enforcement
officials, and representatives from anti-trafficking
organizations.
Christine Rasberry, a member of the Richmond
Education Association and an exceptional education teacher at William Fox Elementary School, has
been chosen as the city’s Teacher of the Year. Chesapeake Education Association member
Willie Anderson and her fashion design students
at Western Branch High School were featured in
Website Offers Career Guidance
S
students made pillows for women fighting breast
cancer. Three VEA members have been awarded
grants from Richmond’s R.E.B. Foundation to pursue studies that involve travel. They are:
Mary V. Carll of the Richmond Education Association, who will visit Peru and Cuba; Mark E. Dillon
of the Chesterfield Education Association, who
salary trends and degree options. Teachers, school counselors, parents and
students can start gathering information
at www.careerigniter.com/careers/.n
will retrace the Louis and Clark expedition from St.
Louis to the West Coast; and Sarah F. Jurewicz of the Chesterfield Education Association, who will
travel to Austria, Switzerland and Belgium.n
www.veanea.org |
FEBRUARY 2016
27
Photo illustrations by iStock
tudent and educators looking
for some career guidance can
find help at Career Igniter, a site
aiming to help answer the question
“Which career is right for me?” The
site allows high-schoolers to explore
over 300 occupations they might be interested in, and includes information such as
career outlook, work environment,
the (Norfolk) Virginian-Pilot for a project in which
Photo by Thinstock.
First Person: Narratives from the Classroom
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Looking Past Our Perceptions
— By Amy Issadore Bloom
Johan, a first grader, came to school in
shorts. In December. It was cold out, too,
not a fluke 70-degree type of day.
I marched little Johan down to
the office so the secretary could call his
mother, and speak
to her in Spanish if
necessary.
I knew his parents
worked, probably a
couple jobs each. Johan
told me they weren’t
home in the morning
when he left for school. I had assumed
that they left him, a six-year-old, to pick
out his own clothes. He ate breakfast at
school, so at least that was taken care of.
I was prepared for his mother to make
up some excuse about not getting to the
laundry or something.
The secretary put the receiver down
and looked at Johan. “Your mother said
she left pants out for you. Why aren’t you
wearing them?”
Johan got very serious, paused for a
moment, and said, “It’s ‘cause I got too fat,
and they don’t button.”
We couldn’t control ourselves, and
burst into laughter.
It was cute and funny, but later I felt
pretty bad. I consider myself an openminded thinker, as well as an advocate
for the families I work with. And yet, I
already had that mom figured out. It’s easy
to do – lump everyone into one category.
But it’s dangerous, and leads to stereotypes, low expectations, and negative
attitudes.
Everyone agrees that parent involvement is crucial to student success. But
all too frequently, we create situations
that discourage their involvement. We
assume that they are too busy; they don’t
understand, they don’t care. However,
poverty, limited English, and educational
background don’t have to be indicators of
inadequate parent involvement.
There is a lot of talk these days about
“high expectations” in education. But are
we putting it into practice? High expectations should extend beyond academics.
It extends to families and the role they’re
expected to play in their child’s education.
And it extends to teachers and administrators who may, even unwittingly,
perpetuate misconceptions.
Whether dealing with helicopter
moms or recent immigrants holding
down multiple jobs, we should not make
assumptions. The wealthiest of parents
can be neglectful and clueless about their
child. The timid mother who speaks little
English might be extremely close with
her children, despite working a double
shift and being unable to attend school
functions.
If you find certain parents never
attend school events, or don’t participate
actively in their child’s education, look
for ways to fix it. Consider offering an
alternative time and day for meetings
and functions. If you always hold special
events on Thursday evenings, and the
parent works that night, they’ll never
be able to join you.
It can help to know that in some
cultures, parent involvement in school
is discouraged. Other parents might be
uncomfortable in school because of their
own limited education. I know of parents
who stopped attending PTA meetings
because they felt like it didn’t make a
difference, like nobody paid attention to
them. Not only were there no translators,
30 VIRGINIA JOURNAL OF EDUCATION
but certain families were perhaps too
involved and controlling - never letting
others have a voice.
Everyone with a child in school
should feel that we are listening, that we
appreciate their concerns, ideas and
opinions. Our schools must be places
where the diverse backgrounds of
students, teachers and the community
are respected. It’s not enough to teach the
same old Martin Luther King Jr. lesson
every year. It’s not enough to eat chips and
salsa for Cinco De Mayo. We need to create an atmosphere where all backgrounds
are not simply celebrated occasionally, but
respected and valued consistently.
Just like our students, their families
are unique, each with a different story.
They are not the same. They are not numbers. They are not statistics. Become an
advocate for the families in your school
who are struggling – struggling to keep
their homes, to provide food for their
families, to acclimate to a new country.
By utilizing parent liaisons and forming
connections with the community, we
can empower all families to be active
participants in education.
As educators, we are under a
tremendous amount of stress. We labor
in an over-worked and underpaid
profession. But we’re also part of a
profession with an incredible power to
change things. Day by day, student by
student - we can make a difference.n
Issadore Bloom, a former member of the
Fairfax Education Association, is now a
freelance writer in Washington, D.C. Read
more of her writing at www.bloomindc.
com. This column is a reprint of one she
wrote for the Journal in 2011.
A publication of the Virginia Education Association, 116 South Third Street, Richmond, Virginia 23219