Brenda M. Lofton
Louisiana Teacher of the Year
A.E. Phillips Laboratory School, Ruston
Grade 6-8, Mathematics and Science

My teaching philosophy
I strive to provide two elements in my classroom that promote learning, and both are concerned with the atmosphere, or aura, of the class. It is my responsibility to provide an environment where students feel safe and are enticed to experience that learning is fun! “Feeling safe” encompasses quite a range: safe to question, safe to be wrong, safe to be totally lost (Hey, we’ll be glad to come back and find you!), and safe from unkind comments from peers or the teacher. In this safe arena, my goal is to present material in a manner that encourages wonder, exploration, and awe. Gaining knowledge should not be a painful experience, but one that is enjoyable. At least by my manner (even when I am not so sure myself about how much “fun “ the material might be), I can portray excitement, put on a smile, and set the tone for the kind of class I want to have – an interesting, fun class.

For learning to be interesting, the interest has to be piqued! When a mind begins to question, then it is ready to search for the answers. The opportunities and situations certainly can occur naturally, but it is my job to make sure that they do occur! I fully believe in the constructivist approach to learning, both in math and science. Students learn best, and remember best when they have discovered a concept for themselves. Students have to see and explore for themselves to develop understanding. Mere memorization of facts unaccompanied by understanding is not learning.

My philosophy in action
My lessons are filled with hands-on experiences that are needed for the constructivist approach. Advance preparation and detailed planning are a must for these activities to successfully take place on a weekly basis. I begin training the students to stay on task and work in cooperative groups in sixth grade. By the time they are in eighth grade, the class runs like a machine. Observation students are constantly amazed to see thirty-two students in groups of four, each focused and on task without a teacher hovering over the table. I stress that this does not just happen. It takes gentle persistence on my part, coupled with crystal clear directions, expectations, and stated objectives. Students can and will take responsibility for their learning when correctly guided.

My greatest teaching accomplishment
I taught a child named Jonathan in first and fourth grade and he changed my life. He was raised by his aunt who died of cancer when he was in fourth grade. At that point, he didn’t really have anyone to care for him. He called me through the years. Sometimes he wanted advice. Sometimes he just wanted to chat. He called me the day after Thanksgiving when he was 18, and told me his dad tried to kill him. He didn’t have anywhere to go. I called law enforcement, churches, school people and extended family to try to find a place for him. What do you do when someone tells you, “I have no home”? My husband and I picked him up and that’s when he became our son. Today, I introduce him as my son. When he was in the Navy, we were his next of kin. I look back over my career and think how wonderful these kids are, but I have a son now. Jonathan earned his GED, and he’s a gifted writer and artist. I always tell my college students that you never know when that child may become your own. We are supposed to teach all of these kids like they are our own.

The most critical issues facing educators today
One job for educators that has come to the forefront is addressing the moral intelligence of our students. The idea of moral intelligence has been defined by Michele Borba, Ed. D., as “the capacity to understand right from wrong; it means to have strong ethical convictions and to act on them so that one behaves in the right and honorable way.” Why should educators be concerned with moral intelligence? It is not an overstatement to say that teachers are perhaps the greatest influence on the development of the minds that belong to the statesmen of tomorrow. The minds that will govern and decide policy and diplomacy must be nurtured in the belief that those decisions must be based on what is good and what is right. The terms “good” and “right” are not ambiguous and are not relative. The effects of a decline in moral intelligence are manifested in increased violence (including high youth homicide and suicide rates), bullying, substance abuse, and disrespect for authority figures. A toxic mixture of causes is the culprit. The disintegration of several key social factors (adult supervision, clear national values, models of moral behavior, meaningful adult relationships, adequate parenting, spiritual or religious training), along with the bombardment of inappropriate messages heard through various media, have all contributed to the problems. Teachers have become a key instrument to reach a society in trouble. In an effort to respond to some of the effects of moral decline previously mentioned, educators have taught self-esteem and conflict resolution skills and implemented character education. Still, more is needed. Our children need not only rehearsed skills, but also convictions of right and wrong to be able to withstand strong, harmful messages.

Ways to resolve this issue
Moral intelligence can be taught, but it must also be modeled, reinforced, and inspired. As an educator, I cannot teach something unless I can model it. Acceptance of others is taught as we demonstrate acceptance of others. Where else in the world but in a classroom of thirty-two teeming-with-energy eighth-graders is the perfect stage to model patience and kindness? As a teacher, I am offered the opportunity on a daily basis to show empathy, self-control, fairness, and tolerance. A classroom can be managed effectively with loving firmness. Here are just two stereotypical quotes that should be deleted from the handbook of quotable quotes for teachers: “I’ve said it once. You should have been listening.” (Oh, that my future doctor/former student does not use that line on me when I ask her to repeat what type of cancer I have.) “I’m not here to win a popularity contest.” Used in the context that the right decision is not always popular, the quote stands. On the other hand, are we here to be friendly and well-liked? I hope so. Being “well-liked” is the key to open the door to influence, and that door must be opened wide to have any chance of building moral intelligence.

Not only do we need to model virtues that increase moral intelligence, but also we need to take time to teach our children what morality is and why it is important. It is easy to assume that a child just naturally accepts and knows the importance of virtues that contribute to a strong conscience. Due to the demise of key social factors that were previously mentioned, and because of the widespread messages to the contrary, these ideals are not being automatically sown. The computer and video games being played by our children, by and large, do not give them points and rewards for each act of kindness accomplished. The laughs received by child actors of this century are generally won by a smart comment upstaging an adult. The underlying messages being received by our children by such negative media do not reinforce and inspire the building of moral intelligence.

In the light of all that is attacking the morality of our social structure, who is going to stand up and address this critical issue of moral intelligence? Who is going to model, reinforce and inspire the development of traits needed to ensure a civilized society for the future? Educators do not need a new curriculum to add to an already overloaded schedule, but we must be aware and take advantage of opportunities to address the moral intelligence issue.

One thought to inspire teachers to succeed
Approach each day knowing that you have the potential to make a difference in the life of a child, and in so touching one life at a time, you have the ability to touch the future.

One lesson every student should learn
One lesson every student should learn is to ask questions. It is okay to not know the answer, but it’s not okay to not question.

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