2002 Michigan Teacher of the Year
Mr. Linsell teaches Language Arts and Social Studies to the students in grades five and six at Eastern Elementary School in Michigan. Mr. Linsell has twenty-seven years of teaching experience.

What are your beliefs about teaching?
"I have many assumptions, principles, feelings and beliefs that guide my teaching. A few of these are starting and ending with building a strong sense of self in students; building on successes; being a cheerleader – all should know that I am rooting for them. To be most effective, teachers must work in collegial teams, and there is value in being a life-long learner."

How are your beliefs incorporated in your teaching style?
"I plan and communicate clear, reachable classroom goals via assignments, projects and rubrics. I strive to align state, district, school, parent and teacher goals with students' goals and interests. I also combine an established routine of classroom procedures with unexpected instructional activities."

What is your greatest teaching accomplishment?
"I have four teaching accomplishments. The first is that I have sustained excitement about teaching, even at age 50 in my 27th year. The second is that I hold the day-to-day achievements of my students as a primary goal. The third is that I have successfully established integrated technology in my classroom. And lastly, I work closely with my special education co-teacher to customize and accommodate so all students can stay motivated and challenged and do their best work."

What's the most critical issue facing educators today and what do you think can be done to resolve this issue?
"Of the many issues facing public education in the United States today, three seem to dominate. These issues are: 1) the need to recruit and retain quality new teachers; 2) maintaining funding to public schools in competitive environment; and 3) refining curriculum benchmarks to set high academic standards, while at the same time reaching out to the neediest of our students.

Strategies to resolve some of these issues might include initiating a five-year, aggressive public relations campaign funded by the Chambers of Commerce, teachers' associations and the federal Department of Education ('DOE') to promote public-school teaching as a career choice. For a period of 7 – 10 years, the DOE would promote state-funded 'New Teacher Induction Initiatives.' A national consortium of master teachers would act as an advisory group. A coalition of representatives would draft a statement that supports making entry-level teaching salaries/benefits competitive with careers with comparable professional training."

Inspirational thought:
"Each child asks himself, 'Did I learn something important today? Did my teacher help me to do this?' If the answer is, 'Yes', a professionalism is advanced. Pausing in the hubbub of the hall to listen, to use a student's name or to pay a compliment may open the door to later affecting a child's learning. Responding to student misbehavior as a chance to teach a positive lesson, to promote life-long problem-solving skills, and in the process leave a child's dignity intact, elevates the teacher's level of professionalism."