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Patt Henry, Secondary Teacher of the Year
Philosophy of Teaching
As I reflect on my twelve years as a substitute and twenty years as
a classroom teacher, I realize that my feelings about
students and education as well as the best way to
impart specific knowledge have
evolved, as have the different educational theories.
As I visualize my past classrooms, I realize that
their structure reflects my educational
journey. I have taught with students sitting in straight
rows, students sitting at tables and students sitting
at desks in groups of two, three,
or four. I have encouraged my students to participate
in choosing the setting most comfortable and conducive
to them for learning. They have
chosen to stand in my class, sit on the floor, write
on the desks and use colored pens, colored paper,
paper with lines and paper with
no lines. Giving them the freedom to choose definitely
had a positive impact on their willingness and
ability to put forth their best effort.
 I've studied the educational theories of multiple
intelligences, classroom management, classroom
discipline, constructivism, integration of curricula,
student achievement, alternative assessment and
differentiation. The list is endless as is my passion
to help students achieve. Although I have attended
countless conferences, workshops,
and seminars on how
students learn, seeking to understand, validate,
and accept each child who enters my classroom
is the key to student
success. Learning all
the educational theory that exists cannot take
the place of learning about every student who enters
my classroom.
While I believe that a teacher's obligation is to
stay current with the many methodologies of teaching,
understanding these methodologies is only a means
to an end. Good teaching, while being enhanced by
knowledge of different theories, must allow for the
unknown differences each child brings to the classroom.
In contemplating my teaching career, I believe the
one constant always present in each of my classrooms
is the belief that all kids have value, therefore
are worth and deserve my time, energy and respect.
I have never met a student I didn't like. I don't
always like or agree with the choices they make,
but all my kids know that I care about and recognize
each of them as unique and valuable human beings.
Since
my students know that I care about each of them
as individuals, together we have been able to
work wonders. Although it is impossible to know
all the history and problems each student brings
to the
classroom, it is possible to make all of them feel
accepted, respected and valuable during our time
together. Though teaching the intricacies of algebra
does not allow much time for individual interaction
during each class period, I make it a point to
acknowledge each child on a daily basis. Every day
I welcome
them at the door, pat them on the back during class,
seek their input or at least say good-bye to them
as they leave. I believe that by acknowledging
their presence I give them a sense of self and feeling
of importance. I make myself available to them
every
morning and afternoon for whatever they need, be
it tutoring, casual conversation, or just a place
to stay until they feel safe enough to move on.
I embrace the missionary concept that you must feed them before you can convert them. Once the students understand that I care, accept and respect each of them, they allow and accept my role in teaching them. Although most people don't realize or believe that they use algebra in everyday life, they are surrounded by situations that depend on their understanding of algebraic concepts. First and foremost, algebra teaches the process of logical thinking. I expect my students to use their brains before their pencil, to be able to think logically, to look at an answer and decide if it is reasonable, then try another method if it is not. As I watch them struggle and finally succeed, I realize that all my learned knowledge means little in comparison to what my students teach me about how they learn each day.
Educational
/ Professional Background
University Degrees
- B.A. - Elementary Education from Northeastern
Illinois University
- M.A. - Secondary Education
from University of North Texas
- Teaching Certificates - Illinois, Iowa, Tennessee
and Texas Teaching Certificate
Teaching Experience
- 1983 - 7th and 8th grade mathematics, Freyser High
School, Memphis, Tennessee
- 1984-1989 - 7th and
8th grade mathematics, Campbell Jr. High, Houston,
Texas
- 1989-1990 - 8th grade mathematics and
Algebra 1, Hendrick Middle School, Plano, Texas
- 1990
- 2001 - 8th grade mathematics and Algebra 1,
Armstrong Middle School, Plano, Texas
- Math department
chair
- 8th grade team leader
- 8th grade facilitator
- PAL sponsor
- Armstrong Teacher of the Year
1995-1996
- Armstrong Teacher of the Year 1999-2000
- Who's
Who Among America's Teachers 1994, 1996,
2000, 2002
- 2000-Present - eSchool Algebra 1 and Geometry
- 2001-2004 - Plano's middle school mathematics
mentor teacher
- Algebra curriculum team
- Trained Oklahoma teachers
in The Connected Math Project
- 2004-Present - 9th grade Algebra 1 and Honors
Algebra 1 Teacher, Algebra 1 Team leader
- Curriculum
writer for eSchool Algebra 1
School Principal Recommendation
Williams High School is proud to nominate Patt Henry
as our Experienced Teacher of the Year. When I think
about the criteria that it takes to become a Plano
Teacher of the Year I think of a person, like Patt,
who makes an impact both at the campus and district
level. Prior to coming to Williams, Patt taught middle
school math at Armstrong Middle School (achieving
the highest TAKS scores in the district using the
Connected Math Program). Because of her success as
a teacher, Patt was chosen to be the middle school
math mentor for three years. During this time, Patt
became a role model and curriculum "expert" for
teachers throughout Plano ISD. Four years ago, Patt
re-entered the classroom and chose to resume her
teaching career at Williams High School as Algebra
1 teacher and team leader. That was a great day for
the math department at Williams High School!
At a campus-level, Patt teaches a wide range of
students. It is always said that your best teachers
should teach the neediest students. As team leader,
Patt has chosen to do exactly that. Patt's schedule
includes teaching special education students Algebra
1 in a team-taught setting as well as teaching Honors
Algebra 1. By teaching all students, Patt has the
ability to lead her team of teachers in all aspects
of curriculum development and revision, implementation
of best practices in the classroom and serves as
a role model by showing that it is the responsibility
of a teacher to meet the needs of all students. I
think some of the most powerful descriptions of Patt
as a teacher and leader come from those she has worked
with over the years. I have shared some of those
words below:
Kay Casey-Math Teacher, states, "There
is a saying that there are no stop signs on the extra
mile. There is no doubt that Patt Henry goes the
extra mile for her students. Her commitment to students
is the first thing on her mind and it is evident
in her approachability and understanding of her students'
needs. Patt also shares her knowledge of math, teaching
strategies and knowledge of the school system with
me-it's no wonder we all call her `Mama Patt.' I
cannot think of a more deserving teacher than Patt
Henry."
Tommy Guynes-Special Education Team Teacher, states, "As
a teacher, I recognize that a teacher like Patt Henry
cannot be replaced. I believe that teachers like
Patt Henry conduct their daily lives in total obscurity
one day at a time without realizing the impact that
she ripples throughout each moment. Patt has been
a mentor to me and has changed my attitude toward
Algebra. I have used her methodology when teaching
special education life skills students and when writing
curriculum. Patt sets a positive example for her
fellow teachers to follow each day. Teachers of this
magnitude cannot be replaced. They are developed
subtly over time to become giants in their land."
Dawn Brinker-Special Education Teacher, states, "I
team-taught with Patt for two years and found her
honesty and patience with students to be remarkable.
Students are always treated with respect and care
in her classroom. She adapted her teaching to the
students' learning styles and was always willing
to try a new method when the material she was teaching
was not getting through. Patt always went above and
beyond to help. Her tutoring schedule was unlike
anyone else in the building. She was available both
mornings and afternoons to all students, not just
her own. I found Patt to be refreshing and inspiring
for both students and teachers."
Renae Rudd-Former Student/Current Math Teacher
at Armstrong Middle School, states, "I had Mrs.
Henry as my 8th grade Algebra teacher at Armstrong
Middle
School.
She was my inspiration to be a teacher, and look
at me now. I am the 8th grade Algebra teacher at
Armstrong!
I remember her treating us with responsibility, perseverance
and ownership of our academics. She taught us what
a HARD math class was really like and how to power
through the tough stuff. She is an awesome teacher!"
As Patt's principal, I feel that the entire campus
and district has benefited from her experience, dedication
to students and staff, and her positive attitude
toward teaching and learning. Patt is a role model
for teachers and leaders. She handles everything
she does with care, compassion and a great sense
of humor. It is a joy to nominate Patt Henry, as
I feel she typifies everything that is best about
teaching.
Sincerely,
Sara M. Bonser
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