Donna Lynn Tardif
Maine Teacher of the Year
Montello Elementary School, Lewiston
Kindergarten

My teaching philosophy
As a primary teacher, literacy development is a key focus in my daily teaching. Children learn to read by reading, and learn to write by writing. Each year, my class builds a Big Book library. The topics are thematically driven, and created in such a way that every child is a contributor. At the end of the year the students pick one book to keep, to help recall the memories and learning experiences we’ve shared. Since children begin school at varying stages of literacy development, it is necessary to provide a balanced program. For this reason, a day in my classroom includes shared readings, interactive writing, read alouds, independent reading, literacy work centers and direct instruction. I utilize running records and several of Marie Clay’s assessment tools to determine which level each child is at. This information is used to formulate reading groups, which change throughout the year, and to guide individual instruction.

The approach I use in my teaching practice stresses wholeness of experience and fostering creative problem-solving ability. By allowing the children the opportunity to direct specific class projects, these areas can be successfully met. Since the students are included in all areas of preparation, an understanding of sequence and extenuating circumstances naturally evolves. The perfect illustration for this occurred with my first graders while studying about the ocean. The children were responsible for researching, collecting materials, and preparing the ‘home’ for our hermit crab. Despite all their careful planning, we returned on Monday to an empty bowl. Under the guidance of our classroom volunteer, a team of four children was able to locate the lost and slightly dehydrated crab. We brainstormed a list of ways to prevent our pet from further escapades, and then the children voted on and performed the option they deemed most effective. To celebrate this teaching moment, we created a class book entitled Hermie Went Exploring. The children’s excitement quickly spread and our book made its way through many classrooms in our building. Since my approach to teaching involves integrating all areas of the curriculum, we used this event to also expand our mathematical knowledge. By using Unifix cubes, we were able to create a path from where our crab began his adventure to where he was found in the library. This visible representation was very useful for the children to understand the distance our tiny crab had traveled. In terms of student motivation and achievement, the evidence that these activities were successful appeared in many ways: the future care of our pet, numerous journal entries, animated conversations and the rereading of our class book. Much to my pleasure, almost every parent mentioned our crab’s adventures at conference time.

Besides holding high expectations for myself as a professional, treasuring my career as an educator, continually challenging myself academically and celebrating learning at all stages, there is one more facet of my teaching worth noting. That is, I dedicate a significant amount of time to truly connect with my students and their families. Learning does not take place in a bubble - it occurs as a result of interactions with our surroundings and the individuals we share life with. As I get to know my students and families, connections are made between school and home. The relationship building that occurs helps the children in the long run, as parents who may not have had wonderful experiences with school learn to appreciate the role of education. This year, I am fortunate to have parents in my room every day of the week, either working with children or preparing materials. This is a win-win situation for everyone involved.

My greatest teaching accomplishment
My most rewarding achievements as a teacher occur on a daily basis. For me, teaching means celebrating learning. I look for the little things that make witness to learning – the smile from my shyest child as he makes a new friend, a clear “good morning” from one of my students who is just learning to speak English, the perfectly formed letters in a struggling student’s names, and the first book a child can read alone. Being part of all of these events is what I find gratifying as a teacher. Sometimes learning occurs quickly, and other times it is like guarding over newly hatched butterflies, patiently waiting and providing a nurturing atmosphere for wings to fill with fluid and dry before soaring takes place.

The most critical issues facing educators today
New teacher burnout has been a problem in the United States for many years. Typically, the recent graduate has taken coursework in various content areas, including psychology, and has completed one semester of student teaching. College graduates accepting an elementary teaching position must enter school prepared to face the educational, physical and emotional needs of twenty-plus students with minimal support. Their students come from various home lives, some with English as their second language, and some with special needs. New teachers are at the lowest end of the pay scale but often need to purchase the greatest amount of supplies to create a stimulating classroom environment. Often this teacher is hired just weeks before the school year begins, sometimes even after the year has commenced. Even with a natural inclination towards teaching, anyone would find this task daunting.

Ways to resolve this issue
I believe there are a number of measures we can adopt in addressing the issue of new teacher burnout. First, all schools should offer a two-day new teacher workshop prior to the start of the school year. This would provide the opportunity for new teachers to network and become familiar with general district-wide mandates. Each school should create a portfolio outlining general procedures and schedules which would be distributed at this workshop. Adequate classroom texts and materials should also be provided at this time. Second, the school administrator should examine class rosters and course loads to ensure that new teachers are given equity. Obviously, the new teacher should not receive the majority of the most struggling or challenging students. Third, the new teacher needs to select a mentor as early on in the school year as possible. I believe the teacher should choose a mentor he/she will be comfortable with, since this collaboration is integral for teacher success. Fourth, the district needs to obtain funding to pay both the new teacher and mentor for scheduled weekly meetings. It is crucial that this teacher does not feel isolated throughout the school year. There are a multitude of facets of the day that experienced teachers manage without second thought that a brand new teacher needs time and tips to master. Fifth, new teachers need to create an action plan that outlines one or two goals he/she would like to focus for professional development. Both the new teacher and mentor should monitor the plan. In addition, the school district could offer new teacher workshops throughout the year to address various topics. Ideally, materials would be purchased for these teachers to enhance their curriculum. Finally and most significantly, the district should supply classroom coverage so that the mentor can observe the new teacher during instructional time, and vice versa. (Videotaping may also be an option.) Feedback sessions should occur within a day or two for maximum effectiveness. I believe that if this type of support system were utilized, fewer teachers would leave the field due to isolation and burnout.

Universities and colleges can assist in addressing teacher burnout by including more opportunities for direct involvement in public schools prior to graduation. Young teachers bring enthusiasm and a creative perspective that fills the school with sparkle and vitality. Unless we make a concerted effort to raise the level of commitment toward our newest educators, schools will continue to lose new teachers prematurely. It is difficult enough to attract exemplary students into the field of education. Therefore, it would serve all stakeholders well to invest in keeping these new teachers on board.

One thought to inspire teachers to succeed
Never underestimate the power of an energetic and caring teacher.

One lesson every student should learn
Straight from my kindergarten class ... if the flowers you draw don't look like the person’s sitting next to you, that's a good thing!

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