For this first-grade teacher, visiting students at home is part of the job

Valerie Lovato, a first grade teacher at Denver's Eagleton Elementary, poses with her students in front of a military helicopter that landed on the school's soccer field as part of the "Live Drug Free!" initiative.

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.

Valerie Lovato, a first-grade teacher at Denver’s Eagleton Elementary School, spends early August visiting the homes of as many students as she can. She comes empty-handed — no clipboard or paperwork. Her goal is to get to know her new students on their home turf.

Lovato talked to Chalkbeat about why she likes home visits, how she uses classroom technology and what she learned from a set of twins with special needs.

Lovato is one of 20 educators who were selected for the state’s new Commissioner’s Teacher Cabinet. The group provides 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?
I think teaching has always been a part of my personality. Even though I didn’t have any teachers in my family, it felt like a natural profession for me. I enjoyed talking to people. I liked teaching and taking care of my little cousins and brother.

When I was in high school I had an elective course that taught me a little about teaching and I was able to volunteer at my old elementary school. While I was there I worked one-on-one with a girl from Russia and I loved tutoring her and helping her learn English. My senior year I worked with a kindergarten class and I fell in love with teaching little ones. I knew then I wanted to be a teacher, I applied to University of Northern Colorado – a known teaching school and I haven’t looked back!

What does your classroom look like?
My classroom is bright and engaging. I don’t have a teacher’s desk because I don’t want to be tied up behind a desk. I have a large guided reading table and my students are seated in small groups, which I change often. This year is the first year I have chosen to create a classroom theme. I’m planning an insect theme. This is a topic we address in both literacy and science, so I will be able to incorporate project-based learning into the room as well as create a space for creativity and imagination.

Fill in the blank. I couldn’t teach without my __________. Why?
Technology. It has opened so many doors not only for my students’ learning but for my own learning as well. I am always reading a new blog or passage from the experts. I am constantly researching online about lesson planning, engaging projects, and behavior modifications. I also try to bring as much technology to my students as possible. I have received ipods in donations so students can listen to books “on tape.” I also have a computer and an iPad for students to use in the classroom. My school also has a smart board in every classroom. I have my students use the board during centers rotations so they can practice their reading skills in online games and activities. I try to take my students to our computer lab every day so they can take reading quizzes and practice their math and phonics skills. I hope we continue to receive more technology and one day I would love to have my little first-graders do a project-based learning activity on Google Classroom.

What is one of your favorite lessons to teach? How did you come up with the idea?
I love teaching our living creatures science unit. I bring in real animals, such as goldfish, ants, caterpillars/butterflies, ladybugs and pillbugs to enhance our learning. We get to explore so many topics within the unit such as living/non-living, the life-cycle, and characteristics of insects, isopods and animals.

The students are very engaged because they get a hands on experience with the animals and begin to have a greater understanding about how the animals are important to our ecosystems. They also get to observe, question and explore the animals in a protected environment.

How do you respond when a student doesn’t understand your lesson?
I work with my students in small groups throughout the day. It is easy for me to see who has misconceptions and I can usually address them right in the moment. I am going to practice one-on-one conferences in a different way this year and I hope it will help address misunderstandings as well.

During whole group instruction, when a student doesn’t understand a question or has an incorrect response, I never tell them outright they are wrong. I will ask for clarification or explanation from the student and will use open-ended questions for the class as a whole to explore the misconception.

How do you get your class’s attention if students are talking or off task?
I never yell above the distractions. I use a wind chime to grab attention at the end of an activity — it’s not as loud as a timer or other noise-maker. I also like to use a basic hand-raising gesture. I will raise my hand and others will follow until all students have raised their hands and are quiet.

How do you get to know your students and build relationships with them? What questions do you ask or what actions do you take?
I am fortunate enough to have been introduced to an amazing program called the Parent Teacher Home Visit Project, based out of Sacramento, Calif. It is a voluntary program in which teachers are paid to conduct home visits with their students and their families outside of the school day.

I try to do many visits in the beginning of August to get to know students and their families before school starts. I don’t bring any paperwork and I am not evaluating anything or anyone. I talk with students and their families, I meet their pets and see their bedrooms. The kids love to show me around their house and their favorite toys.

Once the school year is rolling, our class has a daily morning meeting. Sometimes we will have a sharing circle, some days I’ll have a lesson for the day for them, or we will talk about social emotional skills we can use in and out of the classroom. I also believe in having small groups as much as possible throughout the day. This helps me get to know the students on an academic and personal basis. I know what skills each student has, and where they can make growth. We also will have a natural discussion on their likes, dislikes and daily life adventures.

If I am not able to have a home visit with a family, I take other opportunities to try to get to know the student and their family. For example, I greet every child before they enter my classroom. I also walk my students out to the playground at the end of the day. A majority of my students are picked up by family members. This helps me get to know them as well.

Tell us about a memorable time — good or bad — when contact with a student’s family changed your perspective or approach.
I remember teaching a set of twin boys that were so adorable and funny, and also had some setbacks. I worked really hard to get to know them and their parents. I went on a home visit and communicated frequently with them. They had individualized education plans that required very specific steps to increase their academic levels. I collaborated with the special education team and their families on a regular basis. This experience was early in my teaching career and I feel because the collaboration was so amazing between the parents and myself that we made great gains. The boys went onto middle school this year and are doing amazing in school!

What are you reading for enjoyment?
On vacation at the beach, I read two books: One about a girl overcoming a drug addiction and the other about a girl who takes a cross-country road trip to discover herself. They were called “White Lines” and “Traveling Light” respectively.

What’s the best advice you ever received?
My mom always told me, “The answer is no until you ask.” I am not afraid to ask for a home visit, or a grant, or some extra materials for my classroom. I am not afraid to search out leadership programs or professional development because unless I ask to apply or attend the class, the answer is already no. I also like to use this phrase with my students. Sometimes, they are very timid in asking for something simple, like a tissue or pencil. It comes down to confidence. If you need something, ask for it.

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.