Ernest D. Pierce is a teacher and counselor who holds BS and MA degrees in Education and Counseling from the University of Colorado. He has taught at all grade levels and created innovative education programs for students, teachers, and parents.

Success Secrets of Super Teachers

How to Take Your Teaching to the Next LevelBy Ernest Pierce

AuthorHouse

Copyright © 2010 Ernest Pierce
All right reserved.
ISBN: 978-1-4520-3523-9

Contents

Acknowledgments........................................viiForeword...............................................xiPreface................................................xiiiChapter 1. Charlie Morrison............................1Chapter 2. Sue Guilford................................17Chapter 3. Gavin Mayer.................................27Chapter 4. Ronda Buck..................................33Chapter 5. Carl Berg...................................45Chapter 6. Karen Brown.................................57Chapter 7. Pat Crumley.................................75Chapter 8. Robert Parker...............................87Chapter 9. Shirley Yauk................................93Chapter 10. John Harrington III........................107Chapter 11. Molly Niven................................117Chapter 12. Larry Zaragosa.............................125Chapter 13. Karen Gregg................................135Chapter 14. Amy Bainbridge.............................143Chapter 15. Gordon Heaton..............................149Chapter 16. Diana Solis................................161Chapter 17. Dale Clark.................................173Chapter 18. Jeff Talley................................183Chapter 19. Kathleen Good..............................199Chapter 20. Susan Ryder................................207Chapter 21. Kelly Gonzales.............................219Chapter 22. Edna Marie Donar...........................233Chapter 23. Luann Pavlu................................243Chapter 24. Clydene Peterson Smith.....................253

Chapter One

Charlie Morrison

Charlie Morrison taught high school mathematics in Colorado for over forty years, never missing a day of school. He also coached sports teams. After retirement from his regular teaching job, he returned to teaching part time. Charlie was honored by Channel 9 News with a "Teachers Who Care" award.

* * *

Ernie: What inspired you to become a teacher?

Charlie: In about my junior year of high school, I realized I really liked mathematics. A few years previously, the launch of the Russian spaceship Sputnik had led to an increased emphasis on math and science in United States schools, and hence a shortage of teachers of these disciplines. I liked math, I liked teaching, and the government had a good plan for science and math teachers. In addition, the National Defense Education Act provided help for funding a college education. It all just fit into place that I was going to be a math teacher. Also, I really loved sports and played and participated in various sports, which made it natural for me to be a coach. I wasn't really one of those people who absolutely loves kids; I never worked in day care or a summer camp or anything like that. It's more that I'm overall a "people person." Being a teacher fit my personality.

Ernie: Who are your mentors and how have they influenced your success?

Charlie: I had some good math and science teachers in high school that sparked my interest in math and science. It wasn't that I necessarily wanted to emulate them; they were just good teachers who held my interest. I went on to choose math as a major and physics as a minor in college.

Ernie: What did you learn from these teachers?

Charlie: I was most impressed by how much they enjoyed their profession and how their attitude helped develop their students' interest in the subjects they taught. I learned that a teacher could be friends with the students and still maintain respect and be effective at teaching the subject matter. They were good at what they taught (mathematics and science).

Ernie: That leads into my next question: What ideas or techniques have you developed or used to keep the subject interesting and dynamic for both you and the students?

Charlie: I've always said it's my humor-keeping students involved by laughing a lot and not taking myself too seriously. As I see it, there are two kinds of teachers. When I am interviewing a teacher for a job, I want to find out if they are a subject teacher or a people teacher. I like to think I'm a people teacher; my subject just happens to be mathematics. In interviews we sometimes ask questions like, "What is your philosophy of education?" What a silly question! These days, after having taught for many years, I think I have an answer: humanism. I'm a human being first. My students are human. They realize that I respect them for who they are as people. Math just happens to be our subject.

Students know they are being treated fairly, and I get involved in their lives. Early in my career, I was afraid of involvement with students. Well, obviously in areas such as romance, that is something that you absolutely don't do. But to be a good teacher, you have to get involved with your students and show an interest in them. You want them to be interested in you, so why shouldn't you be interested in their school plays, sports, and things like that? You have to be interested in your students and let them know you are human. Don't hide behind the textbook, and don't be afraid to let the mask fall off your face.

Ernie: That reminds me of a story, something that happened many years ago when I first started teaching. I was with the principal and another teacher, and the teacher said, "You know, my biggest problem is knowing when to be Mr. Jones and when to just be their teacher." And I thought, well, just be who you are all the time.

Charlie: That's a good philosophy. You're so right.

Ernie: Kids appreciate your being genuine, I truly believe.

Charlie: That's a key word I've heard from others: genuine.

Ernie: What role has your staff and administration played in your effectiveness as a teacher?

Charlie: Well, I guess the crucial word would be support: they are there for me. We are a really close faculty; we have fun together. Even though there have been changes in philosophy and instructional strategies, I'm not afraid to change. But my administrators realize there is one key ingredient that I won't change, and that is humanness-the human side of me that I've brought into the classroom. Also, they see I have a way of engaging students, enrolling them in what's going on. It's pretty tough to fall asleep in my class. Not that students haven't ever done that, but they have to be on task because they might miss a joke or something funny, or might even miss a joke on them. The important thing is support-knowing that my students are involved and engaged in my classroom, and that the administration supports me in making that possible.

Ernie: What is the most interesting or exciting thing that has happened to you in your years of teaching?

Charlie: This is another question I hear often. There have been so many great moments; it's hard to think of just one. An example would be seeing some of my fantastic students getting into the college of their choice and graduating. For some, just seeing them graduate from high school was a joy because you think they're never going to make it, and then they show you that they can do it. Also, things like visiting an Ivy League college in Boston were happy moments. As a coach I've been part of a state championship baseball team, which also was obviously a...