Last fall, we featured one exceptional teacher, Mr. Gissendanner, on our blog, but since we know so many amazing teachers, we want to celebrate as many as we can! Each month, we’ll feature another exceptional teacher in our Teacher of the Month series.
Are you an exceptional teacher? Do you know an exceptional teacher? We want to know! Let us know who they are and we’ll be in touch.
Teachers are amazing!
I recently had the chance to interview Kelly Campbell, our August Teacher of the Month and left the conversation with a huge smile on my face and so much hope for the preschool children she works with.
Tell me a little about yourself and how you got into teaching.
I studied sociology and worked as a family advocate for several years. I was looking for a job and a friend of mine let me know that Head Start was hiring. I interviewed for a family advocate position but as we were talking, I learned that they were also hiring for a teaching position–and it paid more! So I switched. I had a lot of teachers around me who helped me along the way, but I also learned a lot through trial and error. That was in 2006 and I’ve been working at the Acelero Head Start in Camden, NJ, ever since. I have a Master's in Early Childhood Development and just completed my second Master's in Educational Leadership from Montclair State University.
What is your favorite thing about teaching?
When you don’t think children are listening but they recall information from a long time ago. It shows that you’re making an impact.
“Every Kid Needs a Champion”–It’s so important to understand where children are and treat them as special individuals. Kids can do anything! Empower them. Support them and build their confidence. Be their champion! It’s the connection and the relationships and that’s why I like teaching and why I like CLASS.
I tried something from Rita Pierson’s TED talk. There was a “truck-a-thon” at our school and I told the kids that they were champions, that they were special, and we needed to show the school and the other kids how special we were. They would be watching us walk outside. So we brainstormed ways to walk and what kind of behavior would be expected. One kid suggested we walk like The Transformers. So we did and the kids were pros! They walked right to where we needed to go. They felt proud and I was proud.
What is the most difficult thing about teaching?
We have some great coaches. But we also have some coaches who “coach from the door.” It’s hard to really see what’s going on when you don’t come in to the room, and it’s hard for me if you share directives during the activities. Come and sit with us. See what’s going on and how these kids are engaging and learning. As a teacher, I try to engage my director or coach in the activity so they can get a better picture of what’s actually happening in the classroom and have a chance to assess before providing feedback.
How did you learn about CLASS?
Our program introduced CLASS to us as part of the Head Start regulations. We had some in-house trainings and introductions, but I didn’t feel like I was really getting it. I went to our local resource library and checked out the CLASS Dimensions Guides, the CLASS Manual, and the CLASS Video Library. The Video Library was very helpful. It gave me a more concrete understanding of what effective interactions looked like and how to actually apply them in my classroom. I have spent a lot of time independently learning more about CLASS (and other tools) to apply in my classroom and that takes commitment. It’s not easy.
I don’t do what I’m doing for the scores. I do it because it makes my classroom better. I’m happier in my classroom and I can see the impact of these interactions on the children. When you have parents who have kids moving on to kindergarten or 1st grade, and they bring their kids back and say, “Thank you. You’ve made a difference,” it’s pretty rewarding.
How do you use CLASS in your classroom?
I think CLASS is something that’s missing in a lot of classrooms. We have a curriculum in place that tells us what activities to do to teach certain concepts. And that’s important. But it shouldn’t be just about memorizing or “teaching to the test.” It’s about how to do it. How do you dive deeper?
For example, let’s say we want to study leaves. A curriculum might ask you to look at the colors and shapes of leaves. But CLASS gives you tools to take it a step further–developing children into great thinkers. When kids are painting, let them touch the paint, the brushes, and teach them how to use the tools they already have. Converse with your kids. “What happened when you mixed the colors? What are some other ways to use the brush? What did you paint? You painted your mom. Tell me something about your mom. What is your mom wearing?” Bring the thinking deeper. That’s where the learning and relationships happen. You want your children to have the ability to think and develop that language. Teachers often think for the children. CLASS helps you help the children think.
You said that teaching isn’t a checklist, it’s something you have to practice and continue to improve. What are some ways you do that?
Trial and error. And coaching is important. I want to know where I can improve and what I can be doing better. It’s great to have that feedback. It’s good to hear the strengths and growth areas with examples on how to improve. And I need to know that I can trust the observation. It’s really important for observations to be fair and accurate and for teachers to see that. I like having outside observers come in and conduct the observations and provide feedback. But I don’t do what I’m doing for the scores.
As a coach, your approach has to be positive with a teacher. Don’t tear them down. Help them understand that they have strengths as a teacher and be their champion, just like teachers are champions for their kids.
