Julie Flint,
Excellence in Teaching Awardee
Philosophy of Teaching
I teach math. I tend to find math in all situations. My philosophy of teaching can be related to the formula for volume: V= L x W x H.
Volume (V) is the amount of space an object or substance occupies. My students' education is that space. I have the ability and desire to increase each student's volume.
Length (L) is how long an object or substance is. To what lengths will I go to ensure success? I want my students to know that I care about them, and that I want the best for them. I want my students to know that I have high expectations, not only for each of them, but for myself. All students can succeed. Failure is not an option. My goal is to meet a child where he is academically. This may include reteaching, extending, or enriching. This could mean pulling small groups while others are working on a variety of enrichment activities. It could mean teaching a whole group lesson. It could mean group work, partner work, or even independent work. I have an expectation that students will work toward becoming self-directed. My response to questions is usually another question: "What have you tried on your own?"
Width (W) is the measurement of an object or substance from side to side. My classroom is wide enough to allow mistakes. It is a safe place. Sometimes the wrong answer is right-the right opportunity for learning. I will often get a problem wrong. When the students catch a mistake of mine, they love it. Students can broaden their experiences by being exposed to a variety of solution strategies. I truly value the different methods my students use to solve a problem-an algorithm, a picture, a table or chart. I expose my students to other students' strategies, giving them the opportunity to decide which is most efficient and comfortable for them. This provides a sense of acceptance in my classroom where each child can share his ideas and thoughts confidently.
Height, how tall an object is, can also be represented by depth. It is my job to know the students more than just superficially. When students arrive in my classroom, I need to meet them emotionally and socially as well. Getting to know my students and establishing relationships is the first step. It is important to know a little bit about them on a deeper level. Who plays sports? Who likes to draw? Who likes music? What feelings are easy or difficult for them to express? How do they handle success, disappointment, anger? Knowing these personal things helps me know how to approach students. Knowing my students allows me to enjoy them more as individuals. (Most are often funnier and more honest than adults.)
I use this knowledge in teaching. Word problems that include familiar
things about themselves and their lives make learning personal and
real. Students become more involved; in the decision-making process
of my classroom. They create some of the questions and problems giving
them ownership and a sense of pride. Establishing a relationship with
a student means asking questions, treating a student with respect,
and giving specific praise.
As with any algebraic formula, variables can change. Things change everyday in my classroom. I have had to redefine the word "normal." Something will always come up that changes my approach and my teaching. To be a successful teacher I need to be flexible. Planning and preparation are required, but in the exciting classroom, things change rapidly and I must adjust. Maximum volume of education can be achieved by multiplying teaching by acceptance by caring.
EMax =T x A x C
Educational
/ Professional Background
University Degrees
- Bachelor of Science in Education - Baylor University
(Certified Grades 1-8)
Teaching Experience
- August 2002 to Present - Beverly Elementary School
School
Principal Recommendation
It is my pleasure to recommend Julie Flint as a
candidate for the 2007 Plano ISD Teacher of the Year.
She began her teaching career at Beverly in August,
2000. She was an exceptional beginning teacher and
in that short time, she has become an outstanding
experienced teacher. She has also become an educational
leader, both in the building and in the district.
Julie is completing her third year as fifth grade
team leader and camp director and campus and district
math vertical team co-chairperson. She also regularly
writes math curriculum for Julia Haun.
Julie is the
grade level PACE teacher and she is a gifted individual
of superior intelligence, creativity, expert interpersonal
skills, and an innovative risk taker. Since Julie
has been fifth grade team leader, her team TAKS
scores and commended percentages are consistently
in the
top 2 or 3 schools in the district. Julie does
not accept that any student will fail. She puts these
expectations on herself, her team members, and
all
of the fifth grade students. Julie went through
PISD schools and knows the expectations of the district.
Julie Flint is an expert teacher. Each lesson is introduced in a meaningful manner and she teaches and reteaches until every student understands the concepts and can relate the learning to a real life situation. If a student does not understand, Julie will find a way to demonstrate or reteach until the child is successful. She challenges her PACE students and at the same time she is able to reach the student who struggles the most with academics. She differentiates her instruction so that every child can be successful. She approaches the students at risk for failure with patience, flexibility, and determination. She will not give up on any child. Julie works closely with the special education team so that they are informed and current on student progress and challenges. She shares materials and helps train teaching assistants so that they can give appropriate academic support to the students who need their help. Julie is truly a collaborative teacher and she is a model to show that effective teaching is not done in isolation, but through the combined efforts of the grade level and campus teams. The students are the fortunate beneficiaries of Julie's philosophy of teaching.
Julie always makes time for students. She will schedule tutoring when the child can come-before or after school. She works closely to involve parents in the educational team. She is an excellent communicator and demonstrates exceptional public relations skills with parents and members of the community. She has a positive and calm manner when approaching any problem. This approach immediately calms down parents, students, or team members when Julie is speaking to them. She not only devotes her energy to the students, but to colleagues as well. She wants everyone to be successful and she will sit down with new team members or teachers in other grade levels and answer questions and share ideas whenever this is needed. Students who have struggled for years with behavior and/or academic problems go into Julie Flint's class and come out successful students who are confident self managers ready to go to middle school. All fifth grade students and teachers feel her positive influence. The fifth grade year for all Beverly students is a positive, successful year full of academic growth. Julie Flint would make an inspiring role model for all district teachers as the PISD Teacher of the Year.
Elizabeth Kirby
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