How I Teach

Why this Colorado kindergarten teacher embraces student questions she can’t answer

PHOTO: Nick Hagen

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.

Allison Sampish’s kindergarteners read books and watched videos about lions, but still they had questions. To get those questions answered, she tracked down a researcher who studied lions and set up a video call so her students could hear from a true expert.

The kids got their questions about lion manes and hunting habits answered, but more importantly they learned to follow their curiosity and passion, she said.

Sampish, a teacher at Fall River Elementary in the St. Vrain Valley district, talked to Chalkbeat about her switch from accounting to teaching, what she does when kids are off task and how she helped parents figure out how to talk to their kids about school.

Sampish is one of 20 educators selected for the state’s new Commissioners Teacher Cabinet. The group, which met for the first time Tuesday, will provide input to officials at the Colorado Department of Education on the impact of education policies in the classroom.

This interview has been condensed and lightly edited.

Why did you become a teacher?

My mom would tell you I was a teacher at a very young age, always walking backwards in front of my line of younger cousins and teaching my stuffed animals with chalk on the sidewalk. After working as a public accountant for five years, I realized I was ready to pursue my childhood dream and become a kindergarten teacher. I knew I wanted to facilitate wonder-filled and discovery-based learning experiences for my students every day. I strive to create interdisciplinary tasks that allow my young students to collaborate, enhance their critical thinking skills and communicate their learning.

What does your classroom look like?

We work very hard every year to create a fun, collaborative environment where everyone can learn. Supplies are found at a kindergartner’s eye/hand level and there is frequently a “buzz” coming from our room as they work together to research, build or solve a problem. Dr. Seuss books and characters are also found throughout the classroom. Each year we set the goal that together when they leave me as readers they will be able to read “Green Eggs and Ham” or “Cat in the Hat” all by themselves!

Fill in the blank. I couldn’t teach without my __________. Why?
I couldn’t teach without my students’ sense of curiosity. Every day during readers’ workshop kindergartners run across the room to share new knowledge about an animal or nonfiction topic. I love in math when they become so curious about shapes and all year look for them around us. Or, in social studies, when they truly discover what it means to be part of a community.

What is one of your favorite lessons to teach? How did you come up with the idea?
This year my kindergartners and I were reading a National Geographic magazine article about lions. They began asking many questions that we added to our “Wonder Wall.” Over the next few days we borrowed books from the library and watched various videos to try and answer our questions. While we answered many of our questions there were still some “big wonders” unanswered. I wanted to model that even as adults we often seek the knowledge of an expert, so I found a lion expert from Virginia Polytechnic Institute to call via Skype. She shared pictures of lions she studied in Africa, helped us act out how female lions hunt, and helped us truly understand the purpose of a male lion’s mane.

The point of lessons like this is not just to teach more about lions, but to encourage them to follow their passion and genuine sense of curiosity and wonder. This type of lesson is always my favorite year after year because they are student-led based on that group of kindergartners’ passions and curiosity. Past inquiry topics have included: blue whales, volcanoes, water cycle, penguins, zebras, narwhals, Africa and Legos.

How do you respond when a student doesn’t understand your lesson?
If a student doesn’t understand a lesson or concept I quickly ask myself: Do they not understand because they don’t have the skills or background knowledge to understand this concept? Or are they not understanding because of the way I explained the concept or lesson? Based on this reflection I then will either step back and teach them the background knowledge or skill they need or try to explain it a different way.

Oftentimes the student just needs a little more time and practice so I find/create a new game or activity to give all of us a chance to really understand the lesson. For example, in math we often need more practice with addition and subtraction so I will make sure all our math centers are addition and subtraction games with dice, cards, manipulatives, board games or word problems we wrote as class.

How do you get your class’s attention if students are talking or off task?
I have a small wind chime at the front of the classroom that the kindergartners are allowed to ring at any time. They quickly figure out that if their peers are too loud they can ring the chime and ask their friends to please “write with their pencils not their mouths” or to “please turn down their volume.”

I use a lot of proximity to get individual students’ attention or hand them a rain stick that is their “pass” to take a rain stick walk around the hallways to refocus. If several students are off task, then I take it as a sign that we all need a movement break, so we stand up and dance to a favorite nursery rhyme or song.

How do you get to know your students and build relationships with them? What questions do you ask or what actions do you take?
At the beginning of the year we do several activities to really get to know each other. We roll a question cube (i.e. favorite color/book/food/activity/animal). The kindergartners love making connections among their new friends. We also make class books once a month that include our writing and pictures or drawings. These class books become favorite books to reread on their own.

Each day during snack time we have “question of the day,” where one student reads the question and then everyone answers the question at their table. Each of these activities allows me the chance to intentionally listen and connect with my students. We can laugh over our similar favorite foods or how we could teach each other our favorite hobbies. Lastly, I check in with each student throughout the day; for example, I may help work on a puzzle, or sit beside two partners doing a math game, or listen in while a student is reading a new book. It is the conversations we have at these moments that help me connect with the students individually.

Tell us about a memorable time — good or bad — when contact with a student’s family changed your perspective or approach.
Parents frequently tell me that at the end of the day their kindergartner is so tired that when asked, “How was school?” the response is simply, “Fine.” Students struggle to remember what we specifically were working on each day. My teammates and I send home newsletters every other week with a description of current learning but this was not helping parents and kindergartners have authentic conversations.

As a result of this feedback, I created “Kindergarten Conversation Cards.” These are just small cards that we now send home once a week that describe what we are working on and ask questions to help deepen conversations between parents and their students. (Example: We got our chick eggs this week. We are learning chicks need a long time to grow. Have you ever had to wait for something to grow? If so, what helped you be patient?) Parents have really appreciated this resource to help begin their conversations with their kindergartners.

What are you reading for enjoyment?
My nieces love to help me find new great read-aloud chapter books. It is so fun to read the same books they are and get their feedback as to if they think the kindergartners would enjoy the book. We are just about to start the book “The Wild Robot” by Peter Brown. I also always have a few other books going either for fun or professional development, current titles on my nightstand are “The Nest,” and “Purposeful Play: A Teacher’s Guide to Igniting Deep and Joyful Learning Across the Day.

What’s the best advice you ever received?
My mentor, Dr. Brian Sevier, always tells me to “Trust the kids.” I try to think about this all the time in my kindergarten classroom and find he is always right. When I trust the kids, we spend the time to truly research the narwhal that has us all curious about their horn, or to take the math unit outside to really understand how best to measure water, or to just sit and listen to each other during a class meeting.

How I Teach

This Memphis teacher went viral for holding ‘class’ on Facebook Live during a snow day

PHOTO: Caroline Bauman
Candous Brown teaches one of her 12th-grade English classes at Raleigh-Egypt High School. Brown has been teaching in Memphis for 10 years.

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.

When a week of snow days brought Candous Brown’s 12th-grade English class to a wintry halt, her students convinced her to take her lesson live on Facebook.

So wearing pajamas and with occasional photobombs by her 10-year-old son, Brown sat down at her laptop and convened an impromptu class with about 40 students from Raleigh-Egypt High School in Memphis. Some participants were actually previous students who decided to drop in.

“I’m so proud of y’all for actually wanting to do this,” she said at the outset, complimenting her students for their resourcefulness, ingenuity, and good use of technology.

The 33-year-old teacher has a knack for engaging her students where they are. That means frequently tapping into their love of music to grow their passion for literature.

“Why wouldn’t we focus on that?” she asks rhetorically.

During Black History Month, for instance, Brown pairs excerpts of Martin Luther King Jr.’s 1964 book “Why We Can’t Wait” with freedom songs from the documentary “Soundtrack for a Revolution.”

“I want them to know how music was utilized during the civil rights movement,” she said. “ In many instances, it was the thing that kept people motivated and unified.”

Chalkbeat spoke recently with Brown about teaching on Facebook Live and how she builds relationships with her students every day. (Her answers have been lightly edited for clarity.).

Why did you become a teacher?

I have always enjoyed literature and reading so it fit that I would be an English teacher.  As a student, my teachers would use me as a peer tutor.  I assisted classmates with their assignments and they would tell me I’d make a great teacher.  Of course, I would reject the idea; but looking back on it, they were leading me in the right direction.

What is one of your favorite lessons to teach? How did you come up with the idea?

I love teaching anything Shakespeare. But more recently, my favorite lesson has been to teach “The Hero’s Journey.” We were reading Beowulf and I wanted the students to trace Beowulf’s journey into the hero that we know him to be in today’s culture. When I first start the unit, I have them think of heros within their own lives. Or times when they felt like they were the hero in a situation. I want them to be able to connect this hero’s journey to themselves.  We read the text, participated in class discussion, did an analytical comparison of the movie and the text.  The students loved it.

Recently, you received national attention for holding class via Facebook Live during a snow day. Why was it important to make instructional time happen during that long break? How do you instill excitement for learning in your students?

That was actually my very first time going live. I was so nervous. I didn’t want to say something foolish and have the entire virtual world see my flub. I got up that morning, planned for some anticipated misconceptions, and went for it.

My students were the ones who set everything up. They asked if I’d be willing to do the lesson and, of course, I couldn’t say no when they were willing to do the work. I told them about my apprehensions and then one student used a phrase that I tell them when they are afraid to try something new: “First time for everything.” At that moment, I knew I had to do it. It was important to make it happen because they wanted it to happen. I always tell them that they cannot wait to be within the confines of a school to learn.

It pleased my soul that they were still attempting to do the work without me and that they trusted me enough to reach out. I think when they see me get excited or passionate about certain topics, it resonates with them.

How do you respond when a student doesn’t understand your lesson?

Students tend to shut down when they don’t understand a lesson. Then, they state the infamous sentence: “I don’t get it.” I force them to think about the lesson and target the source of confusion. They have to be able to explain the problem to me before I help them. More often than not, their own explanation of the misconception helps them figure out the issue on their own. Also, they know that I am a last resort.  They will ask a peer or neighbor before they ask me because they know I will make them explain everything they know before I will help. It forces them to explore their own understanding of the concept.

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

I usually don’t have to say or do much. My facial expressions do the talking for me.  Once the kids see my face, they tell each other to get it together before I start fussing.  Apparently, the last thing they want to hear from me is fussing.

PHOTO: Caroline Bauman
Brown says her facial expressions can do the talking for her when her students get off track.

How do you get to know your students and build relationships with them? What questions do you ask or what actions do you take?

At the beginning of the school term, my students complete an “Interest Survey.” I participate with them and allow them to ask me questions. I figure if I’m asking them questions about their lives outside of the classroom, they should be allowed to ask the same of me, within reason. When the surveys are done, I file them. No one will see their answers but me. When appropriate, I incorporate things I learn about them into the lessons to make them more relatable. In that way, they know that I am paying attention and it opens the floor to them so that they know I am trustworthy and truly have their best interest at heart. I never demean them for the things they reveal and I don’t shy away from tough conversations. My door stays open to them unless I’m grading or planning.

What’s the best advice you ever received as a teacher?

To remember why I’m in the classroom. Sometimes, the classroom can be daunting and overwhelming. I have my students, I’m the single mother of a 10-year-old son and, on top of that, I’m working toward a master’s degree. I could easily get discouraged. But if I remember why I’m there, it becomes manageable. I am there to serve my students. I am there to lead my students. Those two things are never lost upon me.

How I Teach

Lessons from the school store: How this special education teacher sets up students for an independent future

Wendi Sussman, a teacher at STRIVE Prep - Federal in Denver, with an eighth-grade student during a field trip to the Air Force Academy.

How do teachers captivate their students? 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 this series here.

Fridays are a big day for the middle school students in Wendi Sussman’s class at STRIVE Prep – Federal in Denver. That’s when they operate the school store — an endeavor they start planning as soon as the school year starts.

For Sussman, a special education teacher, the store is a chance for students to practice all kinds of life skills, from making change to talking with customers.

Sussman, who was a finalist for the 2018 Colorado Teacher of the Year award, talked to Chalkbeat about how her students decide what to sell at the store, what fueled her interest in special education, and why there’s no stigma when lessons are repeated in her classroom.

This interview has been condensed and lightly edited.

Why did you become a teacher?
I grew up with a sister who has cerebral palsy, so my passion to work with individuals with disabilities has been developing since I was young. I saw firsthand how the school system let down families with children who have disabilities. I spent time in high school and college working and volunteering with this population, and started understanding the value they bring to our society. I began teaching as a way to work with people with disabilities in the early stages of their lives.

After college, I joined Teach for America as a special education teacher and was placed at a college prep charter school. Working at this type of school showed me the importance of giving all students options in their lives after completing their K-12 education, especially those with high needs. I continue teaching so that I can ensure my students have the options they deserve. This is my fifth year teaching in a multi-intensive center program, which serves students with intellectual disabilities as well as other impairments. I could not be happier.

What does your classroom look like?
I want to say that my classroom is clean, neat, and organized and that all staff and students know where everything is and where it belongs. While this is true to some extent, my classroom looks less than perfect due to the joint ownership between staff and students. We set up together, we clean together, and we organize together, which means everything has a place and it’s not always perfect.

Fill in the blank. I couldn’t teach without my __________. Why?
I couldn’t teach without my co-teacher and educational assistants. Running a successful center program takes a team. In a classroom of 14 students with individualized and intensive needs, it is not possible to provide the instruction to all students all the time. While I set the vision and do half of the instructional planning, it is the staff I work alongside who ensure the implementation is successful on a daily basis.

What is one of your favorite lessons to teach? 
Teaching life skills requires skills to transfer from the school setting to the real world. Our student-run school store allows for these connections to be made all year long. Starting in August, students brainstorm ways that we can make money for community trips and life skills lessons throughout the year.

My number one goal for the students in my classroom is to give them authentic practice that sets them up with the skills they need to have options in their lives and to have an independent future. For one student who is visually impaired and does not read or write, this store provides time to practice counting money, interact with customers, and organize merchandise. Another group of students working on social skills and appropriate interactions with adults are able to recruit customers around the school and let them know the store is open. Students with more advanced money skills work on giving correct change to customers and use calculator skills that allow them to run the store with minimal adult support.

While the actual store only happens once a week, the students are invested in the process throughout the year to ensure our Fridays are successful. Preparation includes selecting merchandise, setting prices, and advertising for the store. This year, the class created a survey and graphed the results to determine what would be most popular. Using survey results, students chose to add potato chips to the store’s inventory. The class went to a local store to determine the price of chips in bulk and then set a price for the chips at the classroom store. To raise school-wide excitement, the students prepared announcements and made posters to put around the school. Each Monday, we count our money using both mental math and calculator skills and set aside money to fund upcoming life skills lessons.

How do you respond when a student doesn’t understand your lesson?
For students with intellectual disabilities, it can take a large amount of repetition before they are able to complete a skill on their own. When teaching and reviewing students work, I look for progress towards a complete understanding of a topic and continue to teach the content until this mastery has been reached. I believe and want my students to believe that anyone can learn anything. With this message in my classroom, there is no stigma to repetitive teaching and learning.

How do you get your class’s attention if students are talking or off task?
My students want to learn. More often than not, if a student is talking or off task, it is because the work I have provided for the student is not meeting their needs. In the moment when a student is off task, I take a look at their work and see what accommodations it is lacking and make immediate changes. If I notice a pattern in off-task behavior, I think about how I can invest the student in their own goals. I ensure that the work they are provided is scaffolded appropriately to help them reach their goal. When a student feels confident about what they can do, there is very little wasted time in the classroom.

How do you get to know your students and build relationships with them? What questions do you ask or what actions do you take?
With our center program model, I teach students for three years, and they are in my class for large parts of the day. This is very different than a typical middle school teacher and something I love about my job. I eat breakfast and lunch alongside my students and make time outside of instruction each day to get to know them. I open up about my family, my hobbies, and what I cook for dinner each night. Students take interest in who I am outside of work, and they begin to open up about themselves as well.

Tell us about a memorable time — good or bad — when contact with a student’s family changed your perspective or approach.
I recently attended a meeting led by my co-teacher focusing on updating a behavior plan for one of our students. During this meeting, the student’s parents helped structure the student’s day to keep him focused during times they knew he would have trouble being alert and gave input on ways to help enforce the updated behavior plan. This was one of the first times I saw both the family and the school creating a plan together. I reflect on this meeting often, because it is exactly what I want my meetings with parents to look like.

Rather than coming to this meeting with a behavior plan already made, she came with ideas, trends, and questions to initiate partnership, rather than bringing a plan for parents to review and approve. This meeting reminds me what is possible with home and school collaboration and gives me a goal to work towards to create team work in future meetings.

What are you reading for enjoyment?
Any thriller … “Everything You Want Me To Be” by Mindy Mejia, “Behind Her Eyes” by Sarah Pinborough.

What’s the best advice you ever received?
Focus on teacher actions. In my first years of teaching, I would catch myself complaining about a hard day too often, almost always putting the blame on students and their “terrible behavior.” My perspective changed when a co-worker reminded me that while I can’t force a child to make good choices, I can control my own actions. I continue to have hard days, but I now can reflect on situations in my classroom and ask myself what teacher actions caused a student to react this way and what can be done differently next time. Venting to coworkers or friends is important and needs to happen at times, but it doesn’t change the frustrating situations that can happen every day.