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Glenda
Smith, Elementary Teacher of the Year
 Professional
Biography
Teaching
Philosophy
Community
Involvement
Educational/Professional
Background
Training and Committees
Awards
and Honors
Professional
Biography
From excitement to disappointment
on the first day of school! Who could have imagined that anyone
as excited as I was about first grade could possibly have been
disappointed? There were only two first grade teachers at my
elementary school. One was young and pretty and just beginning
her teaching career. I so wanted to be in her class. The other
teacher, Mrs. Vera Cook, seemed ancient, and I had heard from
neighbors that she was very strict. When I was assigned to her
class, I was devastated. But, when I discovered that Mrs. Cook
was a magician, all disappointment vanished. She taught me the
names of the letters in the alphabet, the sounds the letters
made, and how to blend the sounds to make words. When I got
a chalkboard for Christmas, I announced that I was going to
teach first grade just like Mrs. Cook. I thought she was the
smartest lady I had ever met. She taught our whole class to
read!
After
Mrs. Cook worked her magic, I began teaching
my younger sister everything I learned at school.
She was as excited as I was about those magical
letters and the sounds they made. The first six
years of my life, my parents and grandparents
had read to me, but now I was a reader. For hours
each day, I read my little books aloud to the
newest members of my family, twin sisters, born
one month before I started first grade.
Mrs.
Cook’s reputation for strictness was well deserved.
She was strict, but she was also kind. I knew
that she genuinely cared for me even when she
sent me to the hall for talking. I can remember
how patiently she explained that I could talk
at recess but not during class. After I began
teaching, I recalled my trips to the hall. I
developed new appreciation for the patience teaching
requires. Throughout elementary school, I visited
Mrs. Cook’s classroom. When I was in fourth and
fifth grades, she allowed me to grade papers.
She told me what she expected of the students
in her classroom. I knew that I wanted to be
a first grade teacher just like Mrs. Cook. I
wanted to create the same magical learning environment
for my students that she had created for me.
My quest
to become a teacher culminated with student teaching
in my senior year of college. I was placed in
a first grade classroom with a master teacher,
Mrs. Bernice Johnson. Like Mrs. Cook, she was
extremely strict and had high expectations for
her students. I learned as much or more from
her than I learned in all of the education classes
I took in college. She was so much more than
a textbook example of the perfect teacher in
the perfect classroom. She was a real teacher
who inspired her students to achieve and who
allowed me to hone my teaching skills in a real
classroom.
After
graduating from college, I was hired to teach
a class of 29 first and second graders in a small
rural school district. Realizing that I would
be challenged to meet the needs of students with
a wide range of abilities, Mrs. Johnson graciously
offered to be my mentor. Even though we taught
in different towns, her assistance was invaluable.
When I became an experienced teacher, memories
of Mrs. Johnson inspired me to offer support
and encouragement to new teachers. I credit Mrs.
Cook and Mrs. Johnson, remarkable teachers at
the beginning and end of my formal educational
journey, with molding me into the teacher I am
today.
After
31 years in the classroom, the joy I feel when
students begin associating letters and sounds
to create words they can read and write has not
diminished. Teaching ESL students has taken that
joy to a new dimension. Seeing the lights in
the eyes of my students when they are learning
to speak, read and write in English, and knowing
that I have helped them communicate in a new
language is one of the greatest rewards I could
ever receive as a teacher. My students know that
I value them and expect them to value themselves
and their peers. They know that respect, courtesy,
and tolerance will be daily lessons in our classroom.
Modeling love and respect for my students is
the most effective lesson I teach, and it thrilled
me to overhear a conversation among a small group
of students in my classroom. The question, “Who
do you think Mrs. Smith likes best?” was asked.
A student in the group replied, “That’s silly.
She loves us all the same!”
I would
hope that my colleagues, former students, and
parents would say that my greatest contribution
to education is my passion for inspiring my students
to have fun, learn, and always do their best
work. I have seen evidence of this passion in
several of my former first and second grade students
who have become teachers. I have even had the
pleasure of teaching on a team with one of my
former second graders. Two of the seniors I taught
through PISD’s Early Childhood Program returned
to my classroom to do their student teaching,
and I had the pleasure of supervising a student
who became a teammate for over ten years and
went on to win many teaching awards. Another
teacher I supervised is an elementary principal
in Plano. I believe that my passion for teaching
was one factor that inspired my former students
to pursue teaching careers.
I am
proud to teach in an environment where I can
learn from the experience and wisdom of my colleagues.
Their willingness to collaborate and their encouragement
motivate me to create a magical learning environment
for my students everyday – an environment that
values and respects their efforts to learn a
new language and function successfully in their
new homes.
American
educator Virginia Crocheron Gildersleeve made
a profound statement when she said “… a vision
of the future, the skill to do useful service,
an urge to fit that service into the well-being
of the community – these are the most vital things
in education …” Classroom experiences inspired
me to use my talents to support and guide parents
who asked for my advice each year. As I worked
with my students’ families, I found myself reaching
out to involve bilingual parents in their children’s
educations. I wanted those parents to feel comfortable
volunteering at school and working with their
children on assignments at home. Rewarding experiences
with bilingual parents and students led to my
certification as a teacher of English as a Second
Language in 2001. In the fall of that year, I
began teaching ESL at Beverly Elementary.
When
the new school year started, I shared my desire
to help new immigrants learn American ways with
the mother of one of my students. She passed
this information on to several of her friends,
and my desire became a reality. I began teaching
seven adults in my home on Monday evenings. Discussions
ranged from language, cooking, and shopping to
filling out papers for jobs, reading newsletters
from schools, and understanding what to do in
puzzling social situations. Success with this
group of parents, which continues to grow in
number, sparked another exciting idea. I decided
to begin an after school club for families – parents,
students, and siblings - to give parents an opportunity
to practice speaking English.
The ELMS
Club, Everyday Language Made Simple, began meeting
twice a month in the fall of 2002. Money from
grants awarded by the Plano Futures Foundation
for the past two years has enabled me to purchase
language development games and activities for
families to play during club meetings. After
the meetings, games can be checked out and used
at home to reinforce language concepts. My love
of teaching and compassion for students and families,
especially those who face the challenges of living,
working, and attending school in a new country,
has inspired my vision of the future and my desire
to use my skills to enhance the well-being of
my community.
Teaching
Philosophy
A love
of learning is the ultimate gift a teacher can
give her students. I try to create magical learning
experiences for my students that evoke memories
they will cherish. My students sing, read, cook,
and write as they learn English. By allowing
them to see, touch, smell, feel, and even taste
new things, I hope to provide learning experiences
that are both exciting and memorable.
I believe
that teaching PISD’s character and citizenship
traits along with the curriculum enhances a student’s
ability to master academic skills. Respect for
others must be an expectation when teaching students
of any age. I model respect by treating students
with the same consideration that I expect them
to have for others. Students need to know that
when they are speaking, they have the attention
of everyone in the room. They need to know that
they can ask their questions and receive answers
without fear of ridicule. There is always a lot
of laughter in my classroom, but it is never
at the expense of a student.
Tolerance
is a trait that is closely related to respect.
Every class I teach is diverse in numerous ways.
In every class, there are multi-levels of abilities.
I model patience and consideration as I work
with the students, and I expect them to be patient
and considerate of each other. When my students
return to their regular classrooms, they must
cooperate and function with their English-speaking
peers. ESL students need time to process information
and formulate their comments and answers. When
their English-speaking classmates wait patiently
for them to respond, they have the opportunity
to practice tolerance and respect, skills they
will need throughout their lives.
Active
listening is a trait that I value and teach.
I listen attentively to my students when they
talk to me, and I expect them to listen when
I am talking. Good listeners acquire important
information that enhances the learning process.
The parents
of my students have chosen to live in America.
They are hungry for information about citizenship,
and are proud to live in a country where they
can enjoy the rights and privileges that democracy
affords. Their enthusiasm, as they study to become
citizens, ignites my patriotic spirit. I want
my students to begin building the foundation
for loyalty to their families, friends, schools,
and country while they are in my classroom. The
concept of loyalty they develop as they learn
and grow will help them understand the significance
of patriotism. I strive to be a loyal friend
and mentor to my students and their families.
I am honored to be part of their American experience.
Community
Involvement
My message
for teachers, parents, and the community is:
Get involved.
Volunteer
your time and energy to improve and enhance the
quality of our educational system. Read the newsletters
from your children’s schools to find out +how
your time, talent, and special interests can
positively support the learning environment and
the efforts of the staff. When you become involved,
call others in your community and invite them
to join you. Let them know how their unique abilities
can fill the needs in your school.
All three
of my children graduated from high school in
PISD. Through the years, my husband and I had
many opportunities to help with and support musical
activities, sporting events, cheerleading, student
council, student congress, and honor societies.
We read the newsletters from our children’s schools,
but it was phone calls from involved parents
or teachers asking for help that got our attention.
Volunteering brought us closer to our children
and allowed us to become more involved in their
educational experiences. Parents, let people
know how volunteering can make a positive difference
in our schools, and invite them to join you.
It is
amazing how a teacher can volunteer a small amount
of personal time and make a huge difference in
the life of a child. By focusing on the academic
or social needs of one student in your classroom
for five minutes a day over a period of several
weeks, you can make that child feel valued and
important. When invited, attend a soccer game,
a musical event, or a play in which your students
are participating. Work with students in after
school clubs that allow them to pursue special
interests and develop their talents. They will
never forget that special attention, and they
will never forget you.
Last
year, I volunteered to plan a birthday party
for one of my first grade students who moved
to Plano from Korea three months before his seventh
birthday. His parents were not familiar with
American birthday parties, so I helped them send
the invitations, order the cake, make the reservations
at Chuck E. Cheese, and welcome the children
who came to celebrate. It was heart-warming to
see the parents of the children attending the
party welcome the Korean parents to the community.
Sharing this time with a new family enabled me
to build a meaningful connection with the parents
and students I serve in ESL.
Every
year, I invite my ESL students and their families
to a Thanksgiving celebration. I bake turkeys
and prepare a traditional Thanksgiving feast
for their enjoyment. Parents prepare and share
a special recipe from their countries. One year,
our custodian, a marvelous chef, prepared fruit
and vegetable sculptures for everyone to enjoy.
Students dress to represent their cultures and
perform for the guests. Some of the teachers
in my school help decorate the cafeteria and
join the celebration. The number of families
attending each year continues to grow. They are
excited t o have the opportunity to celebrate
a American tradition.
As I
think about the opportunities we all have to
volunteer, I am reminded that time is a priceless
tool that we must value and use wisely. All of
the people who live in a community have unique
talents and abilities that make them valuable
resources for our schools. Reach out to your
neighbors, friends, and to the members of your
community. Invite them to put their abilities
to good use by volunteering in our schools. By
working together, we can make school a wonderful
place for our children to learn and succeed
Educational
/ Professional Background
- M.S.
Behavioral Studies - 1974
Southeastern
Oklahoma State University
- B.S.
Elementary Education - 1971
Southeastern
Oklahoma State University
- Certificates
held:
Elementary
Education
English
as a Second Language
- Plano
ISD
ESOL Elementary
Teacher - 2001 to Present
Team leader - 1988 to 1998 and 2000
to 2001
1st/2nd grade teacher - 1977 to
1981 and 1983 to 2001
2nd grade teacher - 1977 to 1981
- Colbert ISD (Oklahoma) - 1st
grade teacher - 1972 to 1977
- Yuba ISD (Oklahoma) - 1st/2nd
grade teacher - 1971 to 1972
Staff
Development / Training Future Teachers
- Supervising
Teacher for Student Teachers:
Southeastern
State College - 1974 to 1977
- University
of North Texas - 1987 to 2000
Abilene
Christian University
Texas
A & M at Commerce
- Mentor/Supervising
Teacher
PSHS Child
Development Center - 1978 to 1981 and 1985 to 2000
Professional
Memberships/Conferences
- Association
of Teachers and Professional Educators - 1977
to present
- Parent
Teacher Association - 1971 to present
- PTA
Life Membership awarded - 1988
- Alpha
Delta Kappa National Honorary Teacher Sorority
- 1986 to present
- Texas
Teachers of Speakers of Other Languages 2001
to present
- Texas
Education Agency First Grade Reading Academy
- 2002
- Texas
Education Agency Second Grade Reading Academy
- 2001
- Plano
ISD PAR training 1st, 2nd and 3rd grades -
2001 to 2003
Awards/Recognition
- Shepard
Elementary Teacher of the Year - 1988
- Perot
Award for Excellence in Teaching - 1988
- Plano
ISD Education Foundation Grant Winner - 2002,
2003
- Nominated
for Plano Volunteer of Year for Education -
2003
- Nominated
for Plano Diversity Award - 2004
- Beverly
Elementary Teacher of the Year - 2004
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