Patricia Ann Laney
North Carolina Teacher of the Year
Murray Elementary School, Fort Bragg
Grade 4

My teaching philosophy
My personal feelings and beliefs about teaching and learning are the culmination of many years of personal professional growth, teaching young children, and my own experiences as a parent and an American. My education gave me the foundation of theory and practice necessary for me to develop my own system of beliefs about young children and how they learn. My work with children over the years has given me the practical experience necessary to shape my theory into relevant practices that do make a difference academically, socially, and emotionally.

I firmly believe that it is my responsibility to work with the whole child. I feel it is my duty to prepare my students not just academically, but to instill in them the knowledge that they are competent, capable people who can learn. It is important for them to become risk takers with their learning and to be curious about the world around them. My job is to channel that curiosity and facilitate their learning. I recognize that children have different strengths, or as Gardiner would say—different intelligences, and different learning styles. It is important for me to present engaging lessons that try to tap into the different learning modalities and to give children the opportunity to showcase their strengths. At the same time, it is necessary to show them ways that they may increase their understanding of how they learn and ways to compensate in areas that are difficult for them. If I am able to get children to invest in their learning and think reflectively about it, then I have given them a skill for life-long learning.

The greatest reward in teaching is the children and the growth I see in them over time. When I see the light come on for a student, my heart fills with pride and accomplishment. In addition, the students and families who return years later to share with me how they are doing, or to thank me, lets me know that I am making a difference, and that is a powerful reward. As a professional in the building each day, I am rewarded by colleagues who ask for my assistance or professional opinion. When I am tapped to act as a mentor for a new teacher, I am honored that someone thinks I have the skills and knowledge to be a resource for a fledging teacher. These rewards are not huge cash bonuses or job advancement – however, they are strong and real for me.

My philosophy in action
Good teaching and high achievement are directly affected by the personal relationship that I develop with my students, and that impacts my teaching style. Much like the differentiated instruction that we do with our children, I think that I do differentiated teaching with my students. Some of them need more teacher- directed interventions, while others need to interact with peers and have an adult coach to facilitate their learning. I try to look critically at each child to determine what will best meet his or her needs. Taking their learning styles and behaviors into account, I map out an instructional program that hopefully allows them to work from their strengths.

I think I am a bit of a Jerome Brunner fan in that I need to set up learning situations that pique curiosity and engage students in learning. I am always looking for those “hooks” that will keep students excited about school and learning. We have a lot of external competition for children’s time and attention, and it is necessary for us to make school a place that students want to be. I also think that, like Vigotsky, we learn from each other, and there is a zone of time when we can best tap into that learning. It is an awesome task; it is an urgent task. Our future depends upon it.

My greatest teaching accomplishment
My greatest accomplishment is embodied by the many students I’ve taught during the last 23 years. My mission is to touch the lives of each of my students, and each of them and their families has enriched me in return. I often hear from former students who wish to share their accomplishments with me. They also always speak to me about what they remember from our year together in fourth-grade and how influenced they have been by our friendship and me. Some even call or visit with a request for me to re-inspire them or seek advice. As I listen, I swell with pride, for them as well as my small contribution to their accomplishments.

The most critical issues facing educators today
Major public education issues today center around the quality of education for all students, accountability for learning, funding, poor leadership, achievement, poor working conditions, lack of respect by the public for the profession of teaching, increasing demands, and inadequate teacher education programs. As a result, the state of the profession is one of frustration and stress - frustration by teachers who want to do the right thing for children but are impeded by the regulations and oversights that are in place. Teachers feel the stress of trying to meet the infinite needs of an increasingly diverse group of learners, address the demands of the various stakeholders, and manage the paperwork that seems overwhelming at times.

The result of any of these issues is low retention of new teachers. The research indicates that a third of teachers quit within the first three years, while almost half of them drop out with the first five years. This loss of teachers creates huge demands on the school systems, in terms of trying to keep qualified staff who can offer stability and professional growth over time. For example, in Charlotte, North Carolina, it was reported that it costs the school system $11,500 to recruit a new teacher and replace a departing teacher. Teacher retention is a huge issue that needs to be addressed.

New teachers leave college thinking that they are prepared, but the day-to-day reality of working in a classroom with a group of twenty to thirty students with diverse academic and emotional needs quite often hits them square in the face. They have the theory but the practical strategies for managing and maximizing the learning potential of each student is daunting. They quite often do not have a true understanding of their students’ needs and how they can plan meaningful lessons that will tap into the various learning styles. These new teachers need to be prepared to understand the students as individuals - their home lives, their cultures, their skills, and interests. Immersion into the life of a school is not taught in a college classroom. For those new teachers lucky enough to have an outstanding mentor or supervising teacher, they are educated with support and care. In addition, new teachers need to know the standards and how they will go about teaching those standards. Experienced educators and mentors are necessary models and coaches to help new teachers blend the affective needs of students with their academic needs. This can be accomplished through a systematic system of support that is supported by the school leadership.

Ways to resolve these issues
As educators, we need to ask ourselves, “What can I do to help keep good teachers in the profession?” and “How can I help new teachers help new teacher become excellent teachers?” Some things are beyond my control. However, I know that on a personal level I can be a support to new teachers. I can be an inspiration. I can be the one who may help a young teacher learn that this is the greatest profession in the world. I will continue to work with student teachers whenever possible. Teacher education institutions should form a partnership with the surrounding school systems. Teacher candidates need more real teaching experiences before they are thrust into this wonderful vocation with such an awesome responsibility as the education of our future leaders.

One thought to inspire teachers to succeed
We truly are building the future, one child at a time. What we pass on to them academically and how we teach them to care about each other and the world will form our own future. Can they take what they’ve learned and apply it to their life? That’s a question to which we must be able to answer “yes”.

One lesson every student should learn
Life is a learning experience that will never end. Every day, every situation is an opportunity to learn and to grow, whether academically or socially. Get excited about what you’re learning and help to make it happen.

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