How I Teach

Why this middle school teacher starts the year with blank classroom walls

Jessica Moore teaches language arts at South Valley Middle School in Weld County.

How do teachers captivate their students? Here, in a feature we call How I Teach, we ask great educators how they approach their jobs. You can see other pieces in this series here.

Collaborating with students is important to Jessica Moore, a language arts teacher at South Valley Middle School in northern Colorado’s Weld County RE-1 district. It’s why she uses Google docs to help teach writing. It’s also why she starts the year with blank classroom walls.

Moore is one of 15 teachers who were selected for the inaugural Colorado Teaching Policy Fellowship operated by the national nonprofit Teach Plus. The nine-month program aims to involve teacher leaders in education policy discussions, including how the state responds to the Every Student Succeeds Act, the new federal education law.

This interview has been condensed and lightly edited.

What’s your morning routine like when you first arrive at school?

I work best early in the morning, so I generally arrive at school between 6:30 a.m. and 7 a.m., always with my coffee in-hand! I spend my time before the bell rings either creating lessons, refining lessons that I have previously taught or those in progress, and preparing instructional materials for my students.

In order to make learning interactive, I often use manipulatives, such as word or evidence cards. Many mornings, I am furiously cutting away on the paper cutter in order to have these materials ready to go for kids before class starts.

What does your classroom look like?

I have seven large, circular tables in my room where students work, as well as a table in the back that I use for small group intervention and individual conferencing with students.

I always start the year with my walls entirely blank. I believe that anything that goes up on my walls needs to be created collaboratively with my students. The posters are created together through instruction and discussion, which ensures that they are more than just colorful decorations.

I have a teacher station at the front of my room, which is really just my document camera on top of my computer cart, but I use this area for direct instruction where I can project any text that we are working with on the board for all of my students to see.

What apps/software/tools can’t you teach without? Why?

Although it is not fancy, the use of Google Docs has been a powerful tool in my work with students on their writing. Whenever we start a new writing assignment, students share their doc with me. As they are writing, I check in with them in real time and provide comments and suggestions. They love the text message feel and respond with questions, comments or ideas for changes. Not only does this give me a record of our conversations, but also helps me to guide them in the writing process in a more timely and authentic way.

How do you plan your lessons?

As a language arts teacher, one of the core components of my lesson planning is text selection. College- and career-ready standards prioritize the use of richly layered, complex text for all students. I have found that locating quality, engaging text is paramount to my ability to design thought-provoking, text-dependent questions and tasks that guide students to think critically and carefully about the text.

Complex text also lends itself so well to teaching the nine other reading standards because there is depth to the material on the page. Once I have picked my text and aligned it with the standards, I take into consideration how I will support struggling readers to access the material that they might not otherwise be able to read on their own.

I have found that using manipulatives, such as cutting apart the text to draw their attention to an important passage, or giving word cards to help them see patterns in author’s word choice, can be helpful as well as strategies like framed paragraphs to help students write more sophisticated responses. I also think about how I can meet the needs of my gifted students, which may include incorporating additional texts or research.

What qualities make an ideal lesson?

The best lessons are ones where the students are clearly and intentionally asking and answering questions that not only address the content of the lesson, but also connect to other content areas as well. I love when we have to pull ourselves away from our lesson because class is over!

How do you respond when a student doesn’t understand your lesson?

Generally speaking, students will understand at least some part of the material, so it is my job to figure out where the breakdown happened. I usually will sit down with a student one-on-one and start back at the beginning of the lesson. Sometimes, this includes having them tell me what the directions were. Sometimes I ask them to tell me about what they just read, while other times, I have them walk me through their thinking about a particular question. Out of these conversations, it usually becomes clear quickly what the misconception or gap in thinking was and I can work directly with the student to make adjustments and corrections.

What is your go-to trick to re-engage a student who has lost focus?

Middle school is an interesting age because there can be literally a million reasons why a student has lost engagement. But I have started to notice that when one has lost focus, others are likely to follow.

I usually respond in a couple of ways. First, I try proximity. I might stand near the student, or ask a question to get a sense of where his or her mind is. Sometimes this works, and other times it’s an indicator that I may need to change things up for everyone.

Recently, I have found that taking a minute or two to break and talk about life has been surprisingly powerful! Sometimes they just want to tell me something that has happened, or share a silly joke, but I try to be flexible and willing to meet them where they are because the relationship aspect of teaching is so powerful. Also, when I am willing to share in their world for a few minutes each day, I can ask them to share in mine (the learning) for the other 50-plus minutes and they are far more willing. The most important thing that I have learned about engagement though is that relevancy is key — if they connect to the material, they will work to learn it.

How do you maintain communication with parents?

Phone calls, text messages, emails, Friday Folders and the classroom webpage.

What hacks or tricks do you use to grade papers?

In writing, for example, I don’t wait until the final product is turned into grade it. Instead, I give regular feedback to my students and watch to see how they integrate my comments and suggestions into what they are doing.

If I asked them to write a paper and then just graded what they turned in, I would likely have a lot of Fs. But I am interested in the learning process as much as the final product. I also really love to use rubrics, and find that developing the rubric together as a class as part of the instructional process gives my student buy-in and an awareness of the expectations that we collectively have for our work.

What are you reading for enjoyment?

I have always been really interested in the criminal justice system. Recently, I started reading the book “Chasing the Scream,” which is a fascinating look at the War on Drugs. I haven’t been able to put it down! It is giving me a lot to think about in terms of the future of our country and gives me even more conviction about the importance and role of education in our country.

What’s the best advice you ever received?

My mother-in-law once told me: “They won’t always remember what you taught them, but they will always remember how you made them feel.” I think about this every single day (seriously!) I know that they might not all remember what assonance is, but I do hope they will remember that I honestly and truly cared about them as unique individuals.

How I Teach

An earth science teacher talks about the lesson that’s a point of pride — and pain

PHOTO: File Photo

How do teachers captivate their students? Here, in a feature we call How I Teach, we ask great educators how they approach their jobs. You can see other pieces in this series here.

Cheryl Mosier’s favorite lesson about the properties of light waves is one that her students enjoy, too. Some spend all day Snapchatting about it.

But the lesson also brings up painful memories for the Columbine High School earth science teacher because she was teaching it the day of the deadly shooting there in 1999.

Mosier stopped teaching the lesson for a few years, but ultimately brought it back into the mix. In fact, a video of that lesson was part of the package that earned her the Presidential Award for Excellence in Math and Science Teaching in 2007.

Mosier shared her thoughts on how she builds relationships with students, why she’s always nice to custodians and secretaries, and what she reads for fun.

This interview has been condensed and lightly edited.

Why did you become a teacher?

I first taught when I volunteered at my local swimming pool during swim lessons. I knew then that teaching fit my personality as I had the ability to have fun and teach content. During high school, I was inspired by my math and science teachers (Ms. Finnegan and Ms. Chaloupka) as they were able to make math and science accessible for all students.

Fill in the blank. I couldn’t teach without my ___________Why?

My husband. He teaches literally next door to me, and teaches earth science. We collaborate on everything and help each other solve problems as they arise. We are each other’s sounding boards and he keeps me sane and I keep him thinking outside the box. He hates it when I attend a conference or meeting because I make him change something else.

What is one of your favorite lessons to teach? How did you come up with the idea?

Fingerprints of Light — on spectroscopy — is honestly my favorite, but also my most dreaded. I was teaching that lesson on April 20, 1999, so it took me a couple of years to do it again with students.

During the 2007 school year, I applied for the Presidential Award of Excellence in Mathematics and Science Teaching, and this lesson was the one my husband filmed for the application. I found out a year later that I was the awardee, so this lesson holds a special place in my heart.

Another reason I love this lesson is seeing the excitement of my students. We use the diffraction grating in “Rainbow Peepholes” — small disks with the grating in the middle to look through — which act as tiny prisms splitting the light into the basic wavelengths. This is the one lesson that is Snapchatted all day long – they love taking pictures of the different lights and make some amazing stories.

How do you respond when a student doesn’t understand your lesson?

Students typically collaborate in class and have the opportunity to retake quizzes and tests in an effort to help them learn the content rather than just do the work. When they don’t understand they ask someone – a friend or me to help them figure it out.

My students have to adjust to my style, though, as I make them tell me where in their work their understanding broke down. They have to be able to specifically state where they are stuck, rather than just saying “I don’t get it” because I will ask them “What don’t you get? Show me where you got stuck.” Larger issues of learning styles are managed on an individual basis as I know that not every student can learn from watching videos. So those get addressed as needed and as students recognize what does and doesn’t work for them.

How do you get your class’s attention if students are talking or off task? To a casual observer, my students are constantly off task in my room, because they are working collaboratively. Freshmen are very social creatures, and need to be able to interact with each other. At the beginning of the year, I train them in the major tasks for each class, so they know what to expect each block.

If I need to, I’ll put a phone in “phone jail” if they are being distracted by it, but this isn’t very often. One trick I use at the beginning to refocus them is to raise my hand, as they raise their hand, they close their mouth and pass the message to others. Sounds cheesy, but it’s super effective as they are learning how to manage my class.

How do you get to know your students and build relationships with them? What questions do you ask or what actions do you take?

Every fall, students fill out a Who Am I form that I stole from Pinterest. They get to see my responses and ask me questions, allowing them to get to know me as a human being.

I also have them write down anything I might need to know as a teacher about them, past what is in their school records, similar to the #Iwishmyteacherknew campaign. This opportunity gives me perspective on their individual needs and helps me understand what they might get overwhelmed by each year, or what they might need differently for science learning. As each class is mostly work time, this allows me to interact with my students answering questions, clarifying directions and listening to their conversations.

Tell us about a memorable time — good or bad — when contact with a student’s family changed your perspective or approach.

One of the main reasons I do my own version of #Iwishmyteacherknew is because of an interaction I had with a family in May last year. I had struggled with a particular student all year long, his behavior was obnoxious daily and he constantly was off task, pulling others off task with him and generally working towards being removed from his peers every block as he just couldn’t handle being in the room.

In May, the family requested a meeting with teachers and the counselor, where we found out that this student has Aspergers. Had I known that, our interactions would have been different because I would have known more about him and his needs as a learner and human in society. Once I heard this, we were able to work with each other each day, instead of constantly playing tug-of-war.

What are you reading for enjoyment? I tend to read teen dystopian novels, because they are fun and fast reads with a bit of science fiction mixed in. I also like to read books that my son might enjoy, even if it takes him months to try one, only to realize Mom was right and the book is lots of fun to read!

What’s the best advice you ever received? In my first teaching job, I was told to never make the custodian or secretary mad at you as they can make your life miserable. This has stayed with me, because it’s so amazingly true. My room is typically cleaner than others because I smile and talk with the custodian. I can talk my way into “favors” with the office staff because I know our school would quickly fall apart without them. Schools wouldn’t and couldn’t run day to day without our educational support colleagues!

Art education

How I Teach: This Memphis art teacher uses her own childhood scribbles to inspire her students

PHOTO: Caroline Bauman
With the help of a picture book, Anna Barton Schnadelbach discusses murals with her students at Memphis Scholars Caldwell-Guthrie Elementary School.

How do teachers captivate their students? Here, in a feature we call How I Teach, we ask great educators how they approach their jobs. You can see other pieces in this series here.

When Anna Barton Schnadelbach asked her art students to draw something to make the world a more beautiful place, one student asked for help to draw flowers.

“You’re an artist,” he told Barton Schnadelbach as she outlined flowers in crayon.

“We’re all artists!” shouted a few of his classmates.

It’s a familiar mantra from Barton Schnadelbach, who teaches visual art at Memphis Scholars Caldwell-Guthrie Elementary School. She has even shown her students her own scribbles as a 5-year-old to help them visualize their teacher when she was their age.

PHOTO: Caroline Bauman
Barton Schnadelbach outlines flowers for one of her students.

We asked her a to explain more about her teaching style and how she incorporates life lessons into art class in this installment of How I Teach:

Why did you become a teacher?

After working in the legal field for a decade, I decided to go back to school for a master’s in art therapy. While taking undergraduate prerequisite art courses, I met an amazing professor. Her work and course were incredible, but some of my younger classmates struggled with her instruction. I was 30-something taking a freshman- level course with 18- and 19-year olds. I would break down the instruction in ways that were more digestible. My professor noticed this and told me I would make a great teacher. Something in that moment just clicked. A few weeks later I was changing my degree from art therapy to art education.

What is one of your favorite lessons to teach? How did you come up with the idea?

It’s basic, but I love teaching color mixing with a primary color scheme. There is a spark ignited when a child experiences self-discovery. The sheer amazement that comes with creating “new” color is one of the most joyous expressions I have ever seen.

So many times I hear, “I can’t” or “it’s too hard.” But this [lesson] is fail-proof. Any combination produces something new and interesting.

How do you respond when a student doesn’t understand your lesson?

PHOTO: Caroline Bauman
After working in the legal field for a decade, Barton Schnadelbach now teaches about art.

I break everything down to basics. When a student says I can’t draw this or that, we study the object together and look for the basic lines and shapes. I emphasize daily that I’m only looking for your personal best. If all my students came in as perfect artists, I’d be out of a job.

How do you get your class’s attention if students are talking or off task?

For K-2, I say “1-2-3, all artists freeze, hands on your head, bubble in your mouth.”

For 3-5, I use “Yo? Yo? Yo! And they respond Yo! What’s up?”

How do you get to know your students and build relationships with them? What questions do you ask or what actions do you take?

I always begin by telling them about me. I show them my struggles with art. I allow them to see me as a person. I have a bulletin board that I put up at the beginning of the year. It has work dating back to pre-K, along with photographs of me throughout the years.

As a child, it’s hard to remember that your teacher was once a child too. Sharing my 5-year-old scribbles and bad middle school bangs makes me a little more approachable.

PHOTO: Caroline Bauman
A poster outlines what to do if a student makes a mistake.

Tell us about a memorable time — good or bad — when contact with a student’s family changed your perspective or approach.

I think the most memorable moments are ones like the time a student introduced me to her mother, “Momma, this is Ms. Barton, she’s my school mama. Ms. Barton, this my momma.”

Knowing a child is hungry, they’ve lost a loved one, someone is in jail, the heat is out; these things influence my perspective and approach.

I couldn’t teach without my:

Imagination. I have worked in situations where supplies were scarce and resources few, but as long as I have my imagination, I can make a lesson work.

What’s the best advice you ever received?

Every day is a clean slate. Don’t hold grudges. Even with my most trying children, I have to start every day fresh, with a new dose of patience.

PHOTO: Caroline Bauman
Colorful artwork adorns Barton Schnadelbach’s Memphis classroom.