When the class is off-task, this fourth-grade teacher knows it’s probably time for Justin Timberlake

PHOTO: Cynthia Rimmer
Cynthia Rimmer, a fourth grade teacher at Fraser Valley Elementary School in the East Grand School District, works with students.

How do teachers captivate their students? Here, in a feature we call How I Teach, we ask great educators how they approach their jobs. You can see other pieces in this series here.

For Cynthia Rimmer, a fourth-grade teacher at Fraser Valley Elementary in Granby, building relationships with students is one of the best parts of the job. She eats lunch with them, reads to them, asks about their hobbies and attends their out-of-school events when possible.

Rimmer is one of 24 teachers selected for the 2016-17 Colorado Educator Voice Fellowship, an initiative of the national nonprofit America Achieves. The program, which also includes principals, aims to involve educators in policy conversations and decisions.

This interview has been condensed and lightly edited.

Why did you become a teacher?
I became a teacher because I love helping kids: to learn, to reach their goals, to realize their dreams, to help them to develop into the people they are capable of becoming.

I had several teachers growing up that made a big impact on my life, but none was more influential than my third grade teacher, Ms. Deanna Masciantonio. She not only taught me about space and fractions, but more importantly, she taught me how to communicate and resolve conflict, and how treat friends. She made us feel special and valued. I still carry her lessons with me today.

What does your classroom look like?
My classroom is a warm and organized space where everyone can feel comfortable learning and working together. Student writing and artwork is displayed on the walls and there are a variety of seating options where students can go to work independently or collaboratively in partners or in groups.

Fill in the blank. I couldn’t teach without my __________. Why?
Sense of humor. Teaching children can be overwhelming at times. It is important to be able to take a step back, remember what is important, and enjoy the moments we have with these incredible young students.

What is one of your favorite lessons to teach? How did you come up with the idea?
Last year, my teaching partner and I worked with our physical education teacher to create a project where students researched topics related to the Coordinated School Health Standards. While the students created their projects, I was able to address a variety of English Language Arts standards, as well as working on the students’ technology and presentation skills.

How do you respond when a student doesn’t understand your lesson?
I have tried to create an environment where students are encouraged to take academic risks and mistakes are celebrated. When someone doesn’t grasp a concept, we work together to understand things in new and different ways, making sure to address the student’s variety of learning styles.

How do you get your class’s attention if students are talking or off task?
When individual students are talking or off task, often times they simply need a quick pat on the shoulder or a friendly reminder to refocus. Some students may need a quick brain break or a few laps on the exercise bike to get back on track.

When the entire class is off task, I stop and reflect on what is happening. Often times the directions were unclear, or the students were being pushed too hard, and we all need to make time for a brain boost. But sometimes, we just need to stop and dance. Our favorite class dance break this year is Justin Timberlake’s, “Can’t Stop the Feeling.” After a few minutes of singing and dancing, the students are ready to tackle the most challenging math problems.

How do you get to know your students and build relationships with them? What questions do you ask or what actions do you take?
Building relationships with students is one of the most important and one of my favorite parts of being a teacher. Talking to the students, having lunch together, telling them about myself, reading to them, getting to know about their interests and hobbies, and letting them see that I am a real person all help build healthy relationships. I also try to attend the students’ outside events whenever possible, which I’ve found goes a long way in creating a trusting and long-lasting relationship.

Tell us about a memorable time — good or bad — when contact with a student’s family changed your perspective or approach.
In one memorable meeting, a parent requested that I move her son into a more challenging reading group. Although test scores and classroom observations didn’t dictate this switch, the parent shared some struggles that the family had recently dealt with that she felt were holding her son back from doing his best.

After I changed her child’s grouping on a trial basis, the student began to flourish. He developed more confidence and began to work harder, quickly becoming a role model and a positive leader. Parents love their children and want what’s best for them. When we take the time to partner with parents and understand where they are coming from, great things can happen.

What are you reading for enjoyment?
I just finished Fish in a Tree by Lynda Mullay Hunt. I enjoy reading the books my students are reading so that we can discuss our excitement for the stories together. I recently started My Grandmother Asked Me To Tell You She’s Sorry by Fredrik Backman. I enjoyed his book A Man Called Ove and I hope this book will just as charming.

What’s the best advice you ever received?
About 20 years ago I was considering pursuing another career. A trusted friend and mentor advised me to re-enter the teaching profession. I can’t thank her enough for that wise counsel.

Chalkbeat’s newest newsletter is made for teachers. Sign up here.

PHOTO: Helen H. Richardson/The Denver Post
Josue Bonilla, 13, left, gets a high five from his teacher Wendi Sussman, right, after completing a hard reading lesson in his multi-intensive special education class at STRIVE Prep charter school in Denver in 2016.

We’re about to launch another newsletter over here at Chalkbeat, and this one is especially for teachers.

The newsletter is a spinoff of our interview series How I Teach. Over the past year, our reporters have already introduced you to a Memphis teacher who uses Facebook Live on snow days, a government teacher in East Harlem tackling debates about race and the presidency, a Colorado Springs teacher who helps students navigate parents’ deployments, and dozens of other educators from across the country.

Our goal is to share realistic snapshots of what life looks like in classrooms today, and make sure you don’t miss the tips and tricks those teachers have passed along to us. (Our goal is definitely not to provide any more professional development or pat answers about successful teaching.)

In the newsletter, we’ll also include stories we think might be especially useful to teachers, including our take on new research and thoughtful pieces written by educators themselves. And we’ll use this newsletter as another chance to bring you into our reporting — letting you know what we’re working on and how you can help by sharing your own experiences.

Ann Schimke, the Colorado-based reporter behind some of our award-winning coverage of early childhood issues and many How I Teach features, will be your guide.

Interested? Sign up below. And for those of you keeping track, we now have local newsletters for each of our bureaus — Chicago (where coverage is launching soon), Colorado, Detroit, Indiana, Newark, New York City, and Tennessee — plus a national newsletter and a Spanish-language newsletter out of Colorado.

‘Mathonopoly’ and basketball: How this Memphis teacher uses games to teach math

PHOTO: Caroline Bauman
Yomyko Clark, in her first year of teaching at Aspire Hanley Middle School, says she has taught several game-based math lessons throughout the year.

Here, in a feature we call How I Teach, we ask educators who’ve been recognized for their work how they approach their jobs. You can see other pieces in the series here.

In a classroom in Memphis, sixth-graders are hard at work creating their own version of Monopoly.

Dubbed “Mathonopoly,” students are prompted to design a board game that incorporates 15 math problems. After several class periods of strategizing, the students take turns playing each other’s games.

PHOTO: Caroline Bauman
Clark helps her students design their game of “Mathonopoly.”

Yomyko Clark, in her first year of teaching at Aspire Hanley Middle School, says this lesson is one of several game-based math lessons she teaches throughout the year.

“Our students pay attention when they are having fun,” Clark said. “Do many of my kids associate ‘fun’ with math? No, but my goal is to help them see how math is a part of everyday games that they love.”

Clark, 25, grew up in Memphis, graduated from East High School, and went on to study social work at the University of Memphis.  She found her way to the classroom through a teacher training program with Aspire Public Schools, the national charter operator that runs Hanley as part of Tennessee’s state-run school district.

This interview has been condensed and lightly edited.

Why did you become a teacher?

My inspiration to teach derives from working with children for several years throughout my college career. I started in social work, but I realized that I wanted to work more closely with kids. I wanted to be in a classroom. I chose to teach because I want to be an example to children that they can succeed and accomplish anything that they dream. My goal is to encourage children to feel self-sufficient in their own learning skills.

How does your own education experience impact you as a teacher?

I graduated from East High School, and I had one teacher there who really changed my life. She taught English, and she was so hands-on in her classroom. She showed me how engaging education could be. And she had this mother’s love. If you were failing her course, you better believe she was going to talk to your family. But she also wasn’t going to give up on anyone.

Now, I try to tell my kids, “I’m your mom. You’re my babies, and I’m going to fuss over you, but you’re going to learn.

What is one of your favorite lessons to teach?

One of my favorite lessons to teach is ratios with percent. I love this lesson because it deals with comparing different quantities.

Most of my students love to throw balled up paper in the trash like they are playing basketball. So, to teach this lesson, I incorporated a paper basketball tournament where students played “basketball” with the trashcan and balled-up paper. As a class, we kept a record of how many shots students attempted versus how many shots made. We’re able to create different percentage ratios from this.

What’s makes this lesson work — like the Monopoly game — is that it’s fun. Students are engaged the whole time; they’re cheering on their classmates as they shoot baskets. But they’re also shouting out the ratios we calculate. They’re learning, and they don’t even know it.

How do you get your class’s attention if students are talking or off task?

Aspire Hanley, math, classroom, students
PHOTO: Caroline Bauman
Clark teaches 6th-grade math at the middle school run by Aspire Public Schools.

To get the class attention when students are talking I use a call and response. For example, If you can hear my voice, say “Oh Yeah!,” and the students will respond “Oh Yeah” and get silent.

We also have an incentives system at our school — where we can give students “bonuses” and rewards. If I student is modeling great behavior, I point it out to the class and mention that they’ve earned a bonus.This really works well because students have really bought into receiving bonuses and earning incentives.

Tell us about a memorable time — good or bad — when contact with a student’s family changed your perspective or approach.

One day after work, I saw a student walking in the hallway around 4:45 p.m., which was after dismissal. The student informed me that she missed the bus and didn’t have a phone to contact her parents. With no hesitation, I gave her the phone. The student could not remember the number so I called a number in her file. I was able to speak with the grandmother and the grandmother did nothing but refer to the student as dumb and stupid because he/she missed the bus. Saddened for the student, I was able to understand why he/she was soft spoken and very sensitive when given a behavioral redirection. This situation opened my eyes greatly and made me more vulnerable to the student’s feelings. It changed the way I interacted with her in the future.