How I Teach

This Colorado teacher keeps parents in the loop — even when they’re stationed overseas

Wendy Murphy, a teacher at Woodmen Hills Elementary in the Falcon 49 school district, is a finalist for Colorado's 2018 Teacher of the Year award.

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.

Wendy Murphy, a longtime second grade teacher and now an instructional coach at Woodmen Hills Elementary near Colorado Springs, believes in keeping parents involved.

That’s true even when they’re serving military deployments overseas.

To keep faraway moms and dads connected to the classroom and their kids, Murphy has done video conferences via Facebook, included them in holiday story recordings and played host to surprise reunions in her classroom.

Murphy talked to Chalkbeat about why parent deployments hit her hard, how she helps students learn about their names and why she’s not afraid to ask for help. She’s one of seven finalists for Colorado’s 2018 Teacher of the Year award, which will be announced Nov. 1.

This interview has been condensed and lightly edited.

Why did you become a teacher?
I absolutely loved my first grade teacher, Mrs. Ann Lane. She gave out the best hugs in the entire world and I wanted to do that, too. One of my favorite memories was looking forward to the end of each day because I knew I would receive that hug from Mrs. Lane no matter what.

Completing classwork was really hard for me and I was always getting into trouble and often off task. Learning to read was a struggle for me that often resulted in tears during daily reading groups. Mrs. Lane believed in me, encouraged me and always taught with a smile. I decided that I wanted to be a teacher when I grew up so I could be just like her.

What does your classroom look like?
My signature color is orange as I am a loyal and true alumnae from Oklahoma State University. Within my orange and black classroom you see a respectful, safe, encouraging and collaborative learning environment. You know mistakes are OK and kindness counts. You hear laughter and a sense of enjoyment and pride in my classroom.

Fill in the blank. I couldn’t teach without my __________. Why?
I couldn’t teach without my heart. I once learned through a training that if you can capture a kid’s heart, you can capture their mind. Incorporating social-emotional learning across all content areas enhances students’ abilities with academic achievement, careers and life. I teach my students self-management and social awareness, build positive relationships and foster responsible decision-making.

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

One of my favorite beginning-of-the-year activities is an author study about Kevin Henkes. We have been reading his books to kick off second grade for over two decades. One memorable activity is completed after we read the book “Chrysanthemum.” The main character is a little mouse named Chrysanthemum and her parents named her after a flower because they feel that it is an absolutely perfect name.

Students write letters to their own parents asking them how they got their name and parents write letters in return. It is so special for students to share the origin of their name with the class. There are a lot of family names, names formed using letters from Mom and Dad’s names as well as Biblical names, too.

Some of the more humorous ones include being named after video game characters and picking the first letter of a name from the middle of the alphabet because they were the middle child. My son is currently in second grade and my husband and I had the opportunity to respond to the letter he wrote to us about his name just a few weeks ago. It truly touched our hearts and his, too.

How do you respond when a student doesn’t understand your lesson?
I try very hard to create a nurturing and safe learning environment where mistakes are part of the process. Students understand that the struggle is where the learning takes place. It is very important for students to review their work and be reflective when something doesn’t quite click in their learning. Together, we adapt, adjust, try again and give it our best shot.

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

I have taught second grade for 17 years. Early in my career, a parent bought me a rainstick during a field trip to the Manitou Cliff Dwellings. It is the coolest thing! Students immediately focus their energy on me when they hear the soft waterfall sound of the rainstick.

How do you get to know your students and build relationships with them? What questions do you ask or what actions do you take?
Fostering positive relationships is definitely a priority in my classroom. I love greeting children with a smile and a handshake each morning at the classroom door. I also look forward to our end of the day dismissal where each person shares a personal connection to a topic or a question asked.

Tell us about a memorable time — good or bad — when contact with a student’s family changed your perspective or approach.
Our school is very proud to serve a large number of military families. Many parents and family members are deployed during the school year. Deployments hit me hard, especially when it is the mamas leaving their babies. Last year, one mother, an E-5 Sargent truly appreciated all of the pictures, newsletters and correspondence I sent through a classroom app. Grandpa even helped us do a Facebook phone conference early in the year. Then, part of our second grade Christmas music performance was a recorded video of different adults reading sections of the story, “Twas the Night Before Christmas.” Our overseas military mama had read the last part of the book on the video-—which was a surprise for her children. It was a truly memorable time for everyone at the performance. (The mother) surprised us again when she ran into the classroom in March — finally home from deployment.

What are you reading for enjoyment?
My name Wendy became popular after the 1904 play Peter Pan. I still love reading the novel “Peter and Wendy” by J. M. Barrie. Some of my other favorites include the Harry Potter series, The Hunger Games series, books by John Grisham and James Patterson, and who can resist the Stephanie Plum novels by Janet Evanovich? I love reading! Growing up, I would rather have been reading than doing my chores, homework or practicing the piano. My mother used to punish me by taking away my Babysitter’s Club, Choose Your Own Adventure or Nancy Drew books.

What’s the best advice you ever received?
Never be afraid to ask for help. The many demands of teaching can be so intense and stressful. Having a supportive and collaborative team, staff and administration is so important. Be an advocate for yourself, surround yourself with positive people and great things can happen… All you have to do is ask.

How I Teach

How this Colorado drama teacher gets to know her students with a 20-second exercise

One of Kelly Jo Smith's students with her project on theater design.

How do teachers captivate their students? Here, in a feature we call How I Teach, we ask educators who’ve been recognized for their work how they approach their jobs. You can see other pieces in this series here.

Kelly Jo Smith, an English, speech, and drama teacher at La Junta Junior/Senior High School in southeastern Colorado, got her start in the arts with a directing gig in fifth grade.

Today, she hopes to spark her students’ creativity the way her own teachers did when she was in school.

Smith talked to Chalkbeat about why she loves teaching her gifted and talented theater class, what she’s learned from watching colleagues teach, and how one mother’s words stayed with her.

Smith is one of 20 educators who were selected to serve on the state’s Commissioner’s Teacher Cabinet. The group provides input to officials at the Colorado Department of Education on the impact of education policies in the classroom.

This interview has been condensed and lightly edited.

Why did you become a teacher?

I grew up playing school, helping others with projects, and directing shows, so I think it was instinctual. I was allowed to write and direct my first play in fifth grade, so my love of theater has been lifelong.

I attended Truman State University in Kirksville, Missouri, and received my bachelor’s degree in theater and communication with a minor in English. But I really think it was my high school teachers that had the biggest effect on my life. In everything from drama to band, I thrived and got to test and hone my creative side.

What does your classroom look like?
I decided a long time ago that if I was going to spend so much time at school (and what teacher doesn’t) I wanted my classroom to be cheerful and comfortable. My classroom has posters, student work, pictures — almost every inch of it is covered. I have a portfolio section where students keep their written work to show during conferences and “Student Center” where students can turn in work and pick up makeup work. The carpeted floor makes it easy to move groups to the floor as a way to meet several learning needs.

What is one of your favorite lessons to teach?
One of my favorite classes to teach — or I should say mentor — is the gifted and talented theater course. I designed this when I was getting my master’s degree from Adams State University. Students can begin with an examination of theater history, or an acting or directing project. I have had students create Greek masks, one-man shows, film projects, and currently have one student studying theater design. Students start with the standards, design their project, read articles and text, and blog and journal. Finally, they have a public showing or juried presentation. I love working with students who are fired up and inspired to test their own creative ideas. Teaching kids to explore and how to shape that exploration is key.

How do you respond when a student doesn’t understand your lesson?
Presenting oral and written instructions are important. That way, students can listen in the moment, but have clarification to refer to at home. I encourage students to ask for clarification and that may come in conferences, emails or thumbs up or down, pairing off and explaining the lesson to their peer. I also have a class Facebook page, where I post updates and assignment links so that parents can get the information as well.

How do you get your class’s attention if students are talking or off task?
I like using the “catch and release” strategy from Penny Kittle’s book, “The Greatest Catch: A Life in Teaching.” It comes from her experience fishing with her dad. In the classroom, we provide directions and then release students to work, but sometimes we need to catch them again to explain a detail or celebrate an accomplishment. Other times just walking by and making my presence known is all that is needed. I like to have several tricks because no one class is the same.

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 like to learn about my students’ history. I share my story: “How did I get to where I am?” My first assignment in my speech class is called the “20/20 Speech.” Twenty slides in 20 seconds — students will include pictures of themselves at different ages, pictures of family, activities, schools they want to attend, future plans, books, movies and music. They begin and end with a quote that represents their essence. It is a great way to learn about students.

I watched a teacher (going to visit other classrooms is the best way to perfect your craft) start the class by opening it up to anything that happened since they last met that needed to be discussed. I like doing that because it gives students a voice in the classroom and then clears the way for focus on lessons.

Fill in the blank. I couldn’t teach without my _________. Why?
My creativity. Kids are kids! If you teach long enough you see cycles come and go and you have probably heard it all. If you approach the class with creativity, a good attitude, and a sense of humor … failures are not the end, just opportunity for a different approach.

Tell us about a memorable time — good or bad — when contact with a student’s family changed your perspective or approach.
I had a great mom of a student and each time we would leave for a (field) trip, she would tell me, “Drive careful. You have precious cargo.” All our students are precious cargo and the journey we take them on can change their lives.

What are you reading for enjoyment?
“The Handmaid’s Tale” by Margaret Atwood.

What’s the best advice you ever received?
I had a principal once tell me, “Kelly, make sure they treat you like a professional.” Teaching is a profession. It is not easy and not for the faint of heart. It is personal and hard, time-consuming and, much of the time, thankless. I am a professional and not all of my attempts in the classroom have been successful, but they have been learning experiences. When I see the light of creativity spark in a student, I know that I am making a difference.

How I Teach

This Memphis teacher went viral for holding ‘class’ on Facebook Live during a snow day

PHOTO: Caroline Bauman
Candous Brown teaches one of her 12th-grade English classes at Raleigh-Egypt High School. Brown has been teaching in Memphis for 10 years.

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 a week of snow days brought Candous Brown’s 12th-grade English class to a wintry halt, her students convinced her to take her lesson live on Facebook.

So wearing pajamas and with occasional photobombs by her 10-year-old son, Brown sat down at her laptop and convened an impromptu class with about 40 students from Raleigh-Egypt High School in Memphis. Some participants were actually previous students who decided to drop in.

“I’m so proud of y’all for actually wanting to do this,” she said at the outset, complimenting her students for their resourcefulness, ingenuity, and good use of technology.

The 33-year-old teacher has a knack for engaging her students where they are. That means frequently tapping into their love of music to grow their passion for literature.

“Why wouldn’t we focus on that?” she asks rhetorically.

During Black History Month, for instance, Brown pairs excerpts of Martin Luther King Jr.’s 1964 book “Why We Can’t Wait” with freedom songs from the documentary “Soundtrack for a Revolution.”

“I want them to know how music was utilized during the civil rights movement,” she said. “ In many instances, it was the thing that kept people motivated and unified.”

Chalkbeat spoke recently with Brown about teaching on Facebook Live and how she builds relationships with her students every day. (Her answers have been lightly edited for clarity.).

Why did you become a teacher?

I have always enjoyed literature and reading so it fit that I would be an English teacher.  As a student, my teachers would use me as a peer tutor.  I assisted classmates with their assignments and they would tell me I’d make a great teacher.  Of course, I would reject the idea; but looking back on it, they were leading me in the right direction.

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

I love teaching anything Shakespeare. But more recently, my favorite lesson has been to teach “The Hero’s Journey.” We were reading Beowulf and I wanted the students to trace Beowulf’s journey into the hero that we know him to be in today’s culture. When I first start the unit, I have them think of heros within their own lives. Or times when they felt like they were the hero in a situation. I want them to be able to connect this hero’s journey to themselves.  We read the text, participated in class discussion, did an analytical comparison of the movie and the text.  The students loved it.

Recently, you received national attention for holding class via Facebook Live during a snow day. Why was it important to make instructional time happen during that long break? How do you instill excitement for learning in your students?

That was actually my very first time going live. I was so nervous. I didn’t want to say something foolish and have the entire virtual world see my flub. I got up that morning, planned for some anticipated misconceptions, and went for it.

My students were the ones who set everything up. They asked if I’d be willing to do the lesson and, of course, I couldn’t say no when they were willing to do the work. I told them about my apprehensions and then one student used a phrase that I tell them when they are afraid to try something new: “First time for everything.” At that moment, I knew I had to do it. It was important to make it happen because they wanted it to happen. I always tell them that they cannot wait to be within the confines of a school to learn.

It pleased my soul that they were still attempting to do the work without me and that they trusted me enough to reach out. I think when they see me get excited or passionate about certain topics, it resonates with them.

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

Students tend to shut down when they don’t understand a lesson. Then, they state the infamous sentence: “I don’t get it.” I force them to think about the lesson and target the source of confusion. They have to be able to explain the problem to me before I help them. More often than not, their own explanation of the misconception helps them figure out the issue on their own. Also, they know that I am a last resort.  They will ask a peer or neighbor before they ask me because they know I will make them explain everything they know before I will help. It forces them to explore their own understanding of the concept.

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

I usually don’t have to say or do much. My facial expressions do the talking for me.  Once the kids see my face, they tell each other to get it together before I start fussing.  Apparently, the last thing they want to hear from me is fussing.

PHOTO: Caroline Bauman
Brown says her facial expressions can do the talking for her when her students get off track.

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

At the beginning of the school term, my students complete an “Interest Survey.” I participate with them and allow them to ask me questions. I figure if I’m asking them questions about their lives outside of the classroom, they should be allowed to ask the same of me, within reason. When the surveys are done, I file them. No one will see their answers but me. When appropriate, I incorporate things I learn about them into the lessons to make them more relatable. In that way, they know that I am paying attention and it opens the floor to them so that they know I am trustworthy and truly have their best interest at heart. I never demean them for the things they reveal and I don’t shy away from tough conversations. My door stays open to them unless I’m grading or planning.

What’s the best advice you ever received as a teacher?

To remember why I’m in the classroom. Sometimes, the classroom can be daunting and overwhelming. I have my students, I’m the single mother of a 10-year-old son and, on top of that, I’m working toward a master’s degree. I could easily get discouraged. But if I remember why I’m there, it becomes manageable. I am there to serve my students. I am there to lead my students. Those two things are never lost upon me.