Lois Rebich
Pennsylvania Teacher of the Year
Ross Elementary, Pittsburgh
Grades K-6, Instructional Support Teacher

My teaching philosophy
Having worked many years in corporate America before entering the field of education, it was my privilege to be employed by Fortune 500 firms who were recognized as outstanding in their sectors. Without exception, the overall success of those companies originated from the skill, knowledge, enthusiasm, and innovation of its employees. When I moved from the boardroom to the classroom, my goals and philosophy were clear: to instill in my students the qualities and zeal necessary to promote personal growth, a thirst for knowledge, and to take on the responsibility and the opportunity to compete in our global society. To that end, I challenge my students to be lifelong learners, aim high, be inquisitive, and always do their best.

My philosophy in action
In my current position as Instructional Support Teacher, students are referred to me due to academic, behavior, or organization issues. It is my job to support both the student and the teacher by offering interventions to improve and ensure academic success. That support may be individual assistance in the classroom, alternate site testing, focusing techniques, behavior modification plans or academic adaptations.

My philosophy argues that for many of these students, the typical 9:00 a.m. to 3:30 p.m. school day is not enough. To address that need, I coordinate two tutoring programs. In our Kids Helping Kids program, I partner 6th grade students with primary and younger intermediate students for thirty minutes each day during recess time.

Over the last six years, hundreds of students have benefited from that extra chance to review math facts or vocabulary, study for tests, or ask questions about a lesson that did not quite click. They learn, but have fun as well. The students love the one on one attention from the “big kids”, while math bingo and Dolch word crossword puzzles make lesson review painless. It is rewarding to see volunteer students, who themselves received help from this program, desire to give back by tutoring others.

For those youngsters in need of more extended instruction, I offer an after school tutoring program. In addition to my services, I solicit our high school honor students to volunteer their time and talents for our elementary children who require assistance in all academic areas. This program not only benefits those students being tutored, but also their parents and families whose lives are disrupted with children unwilling or unable to do their assignments. My next project includes a “generations together” tutor/mentor program. With the advent of a new assisted-living facility being built near our school, my intent is to establish an alliance that will allow senior citizens the opportunity to assist our students with basic skills, while our youngsters reciprocate with companionship and enthusiasm.

My greatest teaching accomplishment
Beyond personal accomplishments, events that impact the lives of my students more accurately characterize the highlights of my career. By way of illustration, several years ago I taught a student afflicted by Tourette’s Syndrome. He was shunned by his sixth grade peers who were put off by his facial tics and verbal outbursts. So, throughout the year we worked diligently on appropriate verbal and social responses. We stressed his strengths, which included computer expertise and his sense of humor. It was not an easy journey, but by spring, there was a glimmer of acceptance by his classmates when he excelled in the discus throw at a school-sponsored track-and-field event. But more significant was an overnight field trip to Toronto where he socially connected with his classmates. He did not become anyone’s best friend, but a level of respect and tolerance ensued. Twenty-three children opened their arms to one young man and it made a positive difference in all of their lives. The learning that took place that year, for all of us, exceeded any measure of AYP, yet it could not be assessed with paper and pencil or quantified by a grade.

Moreover, among the moments that never fail to make an imprint on my heart include those children who, after suffering academic defeat after academic defeat, finally triumph with a great test score or an improved report card. Or the joy of a student when we identify a process, or tap into a modality that allows him to feel the glow of success. When a timid student musters the courage to take the microphone and deliver the morning announcements. Watching the “light bulb” turn on as a concept reveals itself to a struggling student. These hard-fought victories, waged on a daily basis, are authentic accomplishments that give delight to my teaching career.

The most critical issues facing educators today
Current major public education issues today include inadequate funding for educational programs at both the state and federal levels, closing the achievement gap that continues to exist between Hispanic and black students and their white counterparts, early intervention/preschool programs for low-income children, violence/bullying in schools (including cyber bullying), new teachers leaving the profession early, causing shortages and lack of highly-qualified teachers, educational technology and the overemphasis on the No Child Left Behind initiative.

Ways to resolve these issues
Looking more closely at the issue of bullying in our schools we can investigate possible causes, short and long term effects, as well as what can be done in terms of resolutions.

Bullying has been a common occurrence in schools for decades, yet with the increase of school violence and shootings, it has become a topic widely addressed by parents, educators, and the media. The attitudes and opinions of all involved conclude that bullying is no longer being accepted as a normal part of growing up. As educators we recognize that bullying in schools can have a negative effect on school climate and rob students of the right to learn in a safe and non-threatening environment. Bullying can take the form of physical attacks such as fighting or hitting or more subtle psychological approaches such as intentional exclusion, intimidation, threats, teasing, and gossip.

With the advent of technological advancements such as multiple computers in the home, DSL connection, digital cameras, cell phones and instant, voicemail and text messages, bullying has moved into the realm of the Internet. The attraction of internet or cyber bullying is the perceived anonymity of the perpetrator. Bullies can send their hurtful messages, inappropriate photos or threats quickly and effortlessly with little chance of being caught.

Both the bully and their victims suffer significant effects from bullying. The studies of Dan Olweus indicate that bullies continue anti-social behaviors into their adult lives. For example, 60% of bullies in grades 6-9 had a criminal conviction by age 24. Additionally, students who bully are more likely to become adults who abuse their spouses, and/or children. Moreover, bullying is linked to other societal crimes, such as substance abuse, vandalism, and theft.

Children who are bullied have higher rates of absenteeism, suffer depression, suicidal thoughts, and low self-esteem. Anxiety attributed to the bullied student causes lack of focus, difficulty with schoolwork and poor grades. They grow socially insecure and isolate themselves from others. The NEA reports that over 150,000 children stay home from school each day for fear of being intimidated by bullies. Some victims who see no way out turn to violence themselves, take weapons to school and exact deadly force as a form of revenge. Bystanders who are witness to bullying fear retaliation if they report the situation and shy away from involvement.

Schools must take a zero tolerance approach to bullying. District-wide bully prevention programs must be adopted where all personnel are trained to model respectful behaviors that are expected from the students. The most successful programs are those that employ the entire school community, including school administration, teachers, parents and students so that children are receiving the same message at school and at home. Students should not be left to their own devices to settle bullying issues. Children must be confidant that consistent and swift action will occur when bullying is reported to any trusted adult. All reports must be taken seriously, and appropriate non-violent and non-threatening consequences administered.

Both prevention and intervention are the keys to addressing bullying. In my district, I work with students at the classroom level to role play situations and possible strategies to use in refusing or reporting the bully. I encourage and train students in assertive behavior techniques as well as conflict resolution and peer mediation skills. Victims are assisted by friendship groups to help with social skills and self-esteem. Bullies receive sanctions, but also counseling to reeducate them in terms of appropriate responses and making better choices. Bystanders also receive training on refusal techniques, and education on the difference between responsible reporting versus tattling.

Prevention is a shared responsibility, but teachers are most often the first line of defense. Reducing bullying and violence in our schools begins with teachers who are trained and committed to a bully free classroom that ensures all students can learn, grow, and thrive in a fear-free environment.

One thought to inspire teachers to succeed
I often refer to “the possible dream.” I argue that all children can learn and be successful. They may not acquire skills in the same way, or in the same length of time, but it is our job to guide them to their full potential. That journey is arduous for many, but possible for all. Those of us who have devoted our lives to making this journey with children savor the road, be it long or short, narrow or wide, bumpy or smooth. As educators, our intent is to unearth the treasures hidden within all children. Our lifelong allegiance to this goal is unwavering. We want to unlock the secrets of tomorrow that dwell in the children of today.

One lesson every student should learn
Every student should learn to exercise and promote respect, tolerance, and diversity in their schools, homes and communities. These are principles that will open up their way of thinking and serve them well beyond the classroom, in all aspects of their lives. America's strength, creativity, and energy are driven by the diversity of its people and their ideas.

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