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nancy berrylogansport, in | YEARS TAUGHT: 1974 - PresentNancy has authored several educational materials and calls herself a “child advocate.” One of her guiding principles is that “behavior is like a shirt; it can be changed.” Berry instills good character lessons into her Coded Discipline, an innovative management program that promotes dignity, imagination, self-discipline, and responsibility. “It stresses that we are in charge of our learning and behavior,” she explained. “It teaches and cultivates manners and values as being honest and living by the ‘Golden Rule.'”
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susan haascorona, ca | YEARS TAUGHT: 1975 - PresentSusan says her “philosophical beliefs concerning how children make sense of the world around them are the foundation of the instructional program I have created for my students. I believe all children deserve to be taught in an environment that will promote, value, and nurture their natural desire to learn.” Her home reading program, called Lap-Reading, educates parents in early literacy strategies by offering monthly ideas that increase reading at home. The Lap-Reading program is used by hundreds of other educators and parents across the nation.
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debbie barrett-hayestallahassee, fl | Years Taught: 1970 - PresentDebbie says she feels “less like a teacher and more like a ‘traveling companion’ on what I hope will be a pleasant and exciting journey.” Hayes and a colleague, science teacher Karl Hook, developed the P.L.U.N.G.E. (Practical Learning Utilizing New Gadgets for Education) Project and Integrated A.R.T.S. (Art, Research, Technology, and Science) Summer program to help students use technology in a more meaningful way and the MagLab Alpha project where students work along side researchers, scientists, and engineers in the summer at the National High Magnetic Field Laboratory. She also worked with the Florida State Fine Arts Museum on the Judy Chicago Project, which focused on the feminist artist, and helped develop the Artisan project which focused on promoting teaching as a profession and the demonstration of how the arts relate to careers and work place skills.
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leslie revisbeaufort, sc | Years Taught: 1973 - PresentLeslie says she meets her students with L.O.V.E.: “listen to their immediate needs (bathroom, nurse, etc.), observe their mood and energy as they enter my class, value their presence by genuinely exchanging greetings, and enjoy that they have come to my class today.” She describes her classroom management as H.E.A.R.T. “As my students and I journey through a unit, we use Humor to get us through the ‘but I sound so funny’ language moments, while not compromising excellence. Personal Excellence flourishes in a room of Acceptance. I teach my students that Responsible acceptance means working with both our gifts and limitations to understand how to achieve. My students must know at all times that we are in this Together!” S.O.U.L. is the final component of her teaching philosophy: “My students and their parents can count on my Support. Every year I place 450 phone calls or more to students and parents. These connections are intended to Outline my program and its goals. Communication, either by phone or during a conference, serves to Uplift and support parent and student’s needs. By thoughtfully exchanging ideas, educational needs, implementation of techniques, and professional resources, a teacher becomes a powerful and valued link, insuring the grounds for Love, Heart, and Soul to take root in support of a student’s success.”
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sandra worshammilledgeville, ga | Years Taught: 1969 - 1999Sandra is a published writer who currently gives seminars and workshops in the teaching of writing. With a community service grant from Milken, Worsham led students of all ability levels, grades nine through twelve, in a story-gathering project that resulted in a published book entitled Everybody Has a Story to Tell: Stories from Flannery O’Connor’s Milledgeville. Proceeds are divided evenly between the local Boys and Girls Club and Big Brothers, Big Sisters. Worsham started Rain Dance Review, a literary magazine supported by community patrons and publishes the writing of all ability levels of children, including special education students and advanced placement students. She also developed “Helping Circles” where students help one another learn to write better. She presents this teaching concept at seminars across the nation.
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