The English Diva

As I sit at my desk in the middle of week two with students for the 2018-2019 school year -- the start of my 19th year in this career -- I reflect on who and what I am as a teacher. Some of these things may seem simple and basic to the teaching profession. Teachers with a passion for their content and their profession project that onto their students who will, invariably, have more passion for their own work; teachers who set expectations and consistently enforce them will have students who rise to meet -- and often exceed -- those expectations; and teachers who show their students they care by being accessible to them when assignments (or life) gets tough form lasting relationships that will not only translate well in the classroom but will often build student confidence in their abilities to continue their march toward higher learning and adulthood. Unfortunately, I often hear stories from students who have had experiences with teachers who do not celebrate their successes, big

As I wrap up another year of teaching, I sit here in reflection of the goings-on in Room 211 this year. With the exception of six seniors, every individual of the class of 2018 spent at least one semester in this classroom. While I came to know a few better than others, this class has been an interesting bunch, and I would be lying if I said I wasn't going to miss them, especially my second period AP Literature students who had to put up with me for both semesters. At the end of the year, I have my AP students write three letters: one to their parents (which I mail out two days prior to graduation), one to a high school teacher who has had a positive impact on them (and while I LOVE getting these letters, they do not have to write one to me), and one to their future self, which I will mail out in four years. Since they are now gone, and I won't have to sit in front of them quietly wiping away tears, I would like to share with them, and with you, my letter to the class of 2018.

If you've ever been a student in my class, you know there are certain phrases that are staples in my room: Your voices matter. Your opinions matter. Happy (insert day of the week)! (Every Friday) Happy weekend! Make good choices! There are many choices I wish I had considered in college. I wish I had made the choice to find out more about the opportunities available to me on campus. I didn't take the time to research Christian groups to join, so I missed opportunities to fellowship with like-minded students and make a difference in my community through services projects. I didn't know there was a clogging team on campus until the end of my sophomore year, so I missed two years of doing something I loved because I didn't choose to research. I wish I had looked into the possibility of studying abroad. I made assumptions about the program and didn't even look into it because I figured it would be too expensive. Turns out, it isn't much more expensive than a s

I have the privilege of teaching in a small, public charter school that operates on a modified year-round calendar. This is my fourth year here, and after teaching for thirteen years on a traditional ten-month calendar, I must say... I LOVE IT! Don't get me wrong, I miss the lengthy summers associated with the traditional calendar, but on our schedule, we teach for nine weeks followed by a two-week track out. For us, this track out lands at the end of September and the beginning of October (and the middle of March in the spring), the perfect time for cooler weather; the perfect time to enjoy my morning coffee on the screened porch; the perfect time to recharge for the next nine weeks. While my summer is three to four weeks shorter than the average teacher's summer, let's be honest: the longer the summer, the more difficult it is for us and for students to get back into the swing of things. And if you were to ask our high school students, most of them are ready to be reunite

Several years ago, while working in a traditional public school, our teachers were saddled with yet one more flaming hoop through which we were expected to jump happily, all while carrying the paper work that went along with it. Professional Learning Communities, or PLCs, became more of a hassle than an opportunity. For years, our teachers were communicating and planning with each other; but for some reason, having to document the whole process for someone who likely did not even read it made it much less enjoyable. This forced process also made it much less productive. Since the beginning of structured education, teachers who genuinely care about the success of their students have been working with other teachers in their discipline or even across curriculums to improve their own practices. Now, with the world at our fingertips, educators across the globe have found new and meaningful professional learning communities, and it has been the single most effective professional development