Allison Ormond
Missouri Teacher of the Year
Sperreng Middle School, St. Louis, MO
Grade 8, English

My teaching philosophy
Not only is every child capable of learning, but every child also deserves a quality education. This is my philosophy of teaching and learning. As simple as it sounds, the task of providing every child with an appropriate, qualitative education that will lead to success later in life is anything but simple. Each year I face new challenges and obstacles in reaching this goal. My mission as a teacher is to help students access their skills, talents and abilities, in order for them to be lifetime achievers. It is imperative that I know my students both academically and personally if I am to achieve my mission. Educating the whole student and giving students the right tools to succeed in school are necessary if students are to be successful adults who contribute greatly to society. These visions for my students shape my teaching practice and who I am as a teacher.

My philosophy in action
In my classroom, I strive to establish a personal connection between my students and what it is I am teaching. Students take more responsibility for their learning when they see its relevance to their world. In literature, for example, I engage my students in active learning experiences that will help them to connect to the story or concept. Because of the various backgrounds and needs of my students, it is important that I level the playing ground as much as possible during the course of a lesson. I help students to tap their prior knowledge and experiences so they are able to participate fully in the learning process. I feel the instructional methods I use in the classroom are what help to make me a successful teacher. I always try to incorporate opportunities for students to participate in active learning tasks and real world and hands-on activities, as well as cooperative learning strategies. I adapt instruction to meet the needs of all students in my classroom. I teach both academically gifted and special needs students. I make every effort to make modifications and accommodations so all of my students experience success. This is a very difficult and challenging task. It requires me to appeal to all learners – those that learn visually, orally, kinesthetically and independently. I have learned over the years that teaching and learning are not one-size-fits-all practices. This philosophy requires me to continually assess the strengths and weaknesses of my students. I must then prescribe learning practices that come in all sizes; anything short of that would be a disservice to my students and school community.

As a teacher, I also create a caring, inviting, respectful learning environment. I want my students to feel comfortable taking risks. In teaching and discussing literature, everyone, including myself, must feel comfortable tossing out their own ideas and conclusions. Literature is a place where students can find escape from their problems, learn to laugh aloud, demonstrate sympathy toward characters and perhaps shed a tear. In my classroom, students are encouraged to participate freely and take comfort in knowing their participation will by respected by all.

My greatest teaching accomplishment
Earning National Board certification, AIG certification and becoming the NC Teacher of the Year are among my greatest accomplishments. Although they allowed me to grow professionally, and, as proud as I am of these achievements, they pale in comparison to what I consider my proudest accomplishment.

Henry Brooks Adams, American historian, once stated, “A teacher affects eternity; he can never tell where his influence stops.” I would like to think that my accomplishments in education are reflected in the numerous students I have taught over the years. A former student named Ben would definitely reflect my proudest accomplishment. At least once in their career, every teacher has that one student they go out on a limb for – the one student for whom they are willing to risk almost anything in order to save. For me, that student was Ben. During the time I had him, from the eighth grade until he graduated, Ben and I established a very strong bond. I made certain he attended school every day. I helped tutor him in his subjects, counseled him through some very rough times in his life and even opened my home to him. His years in high school were not easy, but I had made a promise I would never give up on him. I know deep in my heart that I made the difference in that child, despite the hardships he experienced at home. In June 2001, with tears flowing down my cheeks, I watched Ben earn his high school diploma – something most thought he would never accomplish. To this point, I had become one of the few people that cared about him and his education. Afterwards, while taking pictures, he gave me the tassel from his cap and said, “Mrs. Ormond, this is for you. This is just as much yours as it is mine. You have always been someone I could trust – more of a friend than a teacher. If it weren’t for you, I would definitely not be here, and I can never thank you enough for believing in me.”

I keep his tassel in my classroom as a constant reminder of my importance and value as a teacher. It took me a long time to realize the impact and lasting effect I could have on my students. However, all that changed the year Ben walked into my classroom. You see, Ben taught me many valuable lessons. He taught me to never give up on a student, especially when that student has given up on himself. He taught me to look beyond the tough exterior of an adolescent male unwilling to accept responsibility for his actions, to see a boy eager for love and guidance. He taught me how to spark the mind of a young man, one who had not yet realized his full potential. Most of all, he taught me the value of being a teacher and that there is no greater reward than having made a difference in someone’s life. Ben is the reason I continue to teach today.

The most critical issue facing educators today
The federal No Child Left Behind (NCLB) act has placed an indelible mark on education, as we know it today. In particular, I am concerned about the act and its implications for exceptional children’s programs, teachers and students. There is no doubt that more focus should be given to special education and the children it serves. Traditionally, special needs students have performed much lower on state and national assessments than non-special-needs students. As school systems strive to meet the demands of NCLB, it will be necessary to reexamine how these special-needs students learn and how best to teach them. Long before the federal act, I made it a practice to never leave a child behind. This, coupled with the philosophy that all children possess the ability to learn, is what led me to inclusive teaching. I recognize that special-needs students can learn from grade-level curriculum through modifications, accommodations and teachers who are skilled in tailoring instruction. I also understand there will be some students, especially those with severe disabilities, who will never be proficient, as defined by state testing standards. Meeting Adequate Yearly Progress (AYP) will certainly challenge schools in ways that are necessary, but undue pressure will be placed on special-needs students to perform proficiently when, even under the best of circumstances, they could never measure up academically to others. I fear, in our quest to raise the test scores of exceptional children, we will resort to futile attempts to “fix” them by applying a one-size-fits-all method to their learning and only offer resource classes and small pullout groups as a remedy. This solution would not meet the academic goals for all special-needs students and would only serve to decrease the value and importance of inclusive classrooms.

Ways to resolve this issue
Inclusive classrooms do work for children with special needs and other students benefit as well. We must continue to utilize inclusive classrooms. Regularly, educators must strive to seek more knowledge about special needs students. Teachers must be provided with quality professional development in order for them to teach exceptional children.

One thought to inspire other teachers to succeed
Undoubtedly, teachers do some of the most important work in the world. Teaching is truly a gift and reserved for those of us that are willing to open our hearts to children, who have a true intellectual passion for learning and who have a strong desire to make a difference in a child’s life. These characteristics are what make us heroes every time we step inside our classrooms.

One lesson every student should learn
Never give up on your dreams. Don't be so quick to throw your future away. Realize that you have great potential and you can achieve great things. A good education will be your key to a successful future.

Back to the 2004 Teacher Profiles home page