MAR/APR 2008
Real Men
Teach
Inside
The Value of Debate Preventing
Teen Pregnancy
Virginia
Arts Festival
Letter From the Editor he was recently transferred to triage, Pam’s mother replies, “Oh, is that better than a nurse?” “Not many men in your profession are there, Greg?” is the fathers condescending reaction. Yet Greg is steadfast in his devotion to nursing. Despite acing his MCATs, he chose to forego medical school. “In the end, nursing was a better fit for me,” Greg explains.
Fellow teachers, One of my favorite movies is “Meet the Parents” starring Ben Stiller and Robert DeNiro. Stiller plays Greg Focker, a male nurse who is ready to propose to his girlfriend Pam. However, first he must impress the future in-laws and ask the father (DeNiro) for his daughter’s hand in marriage. Gaining approval from Pam’s parents is not an easy task. Greg’s dilemma begins when both parents frown on his profession. When Greg announces
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I can’t help wondering how many male teachers find themselves in Greg’s shoes. That is, do male teachers end up having to defend their career choice? After all, men who choose to teach face many challenges. It is not easy being a man in a profession dominated by women. Nor is it painless to have to work long hours only to accept an income much lower than your peers in corporate positions. Yet male teachers are essential to the classroom. How else are students going to be prepared for
the “real world” and contribute to society if they do not have the opportunity to learn from both male and female role models? This issue of Tidewater Teacher is dedicated to the male teacher. It is a tribute the men who have broken the mold, ignored the stereotypes, and passed on the opportunity to earn a six figure salary. Thank you for following your hearts and proving to society that real men teach! T
What nobler employment, or more valuable to the state, than that of the man who instructs the rising generation. - Marcus Tullius Cicero
- Editor and Publisher
Table of Contents About The Cover
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Real Men Teach
Preventing Teen Pregnancy
Saving the male teacher from extinction
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What can be done in a culture that glorifies the power of sex?
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22
The Value of Debate
Virginia Arts Festival
Discover the rebirth of public speaking
Teaching in and through the arts
Real Men Teach 8 The number of male teachers nationwide is at a 40 year low. What is Hampton Roads doing to recruit and keep more men in the classroom?
Partners in Education 12 Hoffman Beverage Company: offering a variety of programs to fight underage drinking and alcohol abuse
Teachers’ Health 13 Fueling your body with the right foods for energy and vitality
Lunch Room Topics 14 Planned Parenthood of Southeastern Virginia: partnering with local schools to prevent teen pregnancy
Old School vs. New School 16 Same gender classrooms: another device for the educator’s tool box?
Making the Grade 18 On the value of public address, there is no debate
Financial Wisdom 20 Are you financially prepared for the unexpected?
Plus : 7 Calendar Guide 24 Field Trip Guide 26 Continuing Education Guide
Beyond the Classroom 22 Discover Virginia Arts Festival’s WorldClass® Education programs
Life’s Lessons 27 A marine turned teacher finds a soft spot in his heart for students
Class Reunion 28 Thomas Smigiel, Norview High School, Class of 1996
On the cover: Thomas Smigiel, 2008 Virginia Teacher of the Year
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Contributors
Bud Livers, Ph. D.
Terry Tonkin
Jocelyn Bell Swanson
Bud Livers is the Learning Standards Officer at the Center for Naval Intelligence in Virginia Beach and is adjunct faculty for Cambridge College, Chesapeake Virginia Campus, in the M.Ed., Special Education program. Bud received his Ph.D. in Educational Planning, Policy and Leadership, with emphasis in Special Education Administration from The College of William & Mary, in Williamsburg, Virginia.
A former U.S. Naval Academy graduate, Terry Tonkin spent 22 years as a Marine Corps Naval Aviator, living and traveling around the globe. After retirement, Terry and his family settled in Virginia Beach where he worked in health care management, most recently serving as an AVP at AMERIGROUP Corporation. He earned a Doctorate in Strategic Leadership from Regent University and began work as a teacher. Terry currently teaches teen leadership at Norview High School and is a participant in the Teach Now program, a partnership between Norfolk Public Schools and Regent University. He will also teach mathematics at NHS this fall.
Jocelyn is a freelance writer/editor in Williamsburg. Her work over the past two decades has spanned corporate, educational and government communications, culminating in the formation of her marketing communication company, Write 2 Say. In addition to client work, she enjoys writing fiction and has produced a full-length novel set in Iquitos, Peru. She is currently working on an autobiographical narrative of her early equestrian experiences and a book dedicated to her father’s memory of a young Chinese woman in World War II. A member of the International Association of Business Communicators, you can read her work at www.write2say.net.
Bud’s research interests include stress and burnout in the classroom, and he has presented his “Lighter Side of Teacher Burnout” to state, national and international audiences. Additionally, he authored Using Microsoft Office to Enhance Student Learning, published by Corwin Press in 2007. Bud is a retired Naval Officer who served in Operation Desert Storm. He lives with his wife and three sons in Virginia Beach.
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Publisher and Editor-in-Chief Dory Suttmiller Production and Design Roy Brubaker Client Relations Michael Mann Writers Bud Livers, PhD Joan B. Sechrist, MS, RD Jocelyn Bell Swanson Terry Tonkin Kim Tamburino Bruce WiIliams Erin R. Zabel Printer Jones Printing Service, Inc. Mission Statement The mission of Tidewater Teacher Magazine is to inform and inspire educators in Hampton Roads by providing current and relevant information on career development, educational enrichment and personal growth. Disclaimer The views and opinions of writers and contributors that appear in Tidewater Teacher Magazine do not necessarily reflect the views and opinions of Tidewater Teacher Magazine’s publisher, editor, staff and affiliates. The information in Tidewater Teacher Magazine is provided as a service to the readers of Tidewater Teacher Magazine for information purposes only. Tidewater Teacher Magazine is not responsible for problems arising out of reference to the included material. Information on a commercial product or service does not imply an endorsement by Tidewater Teacher Magazine. Reproduction without permission is prohibited. All photographs are property of and credited to Tidewater Teacher Magazine, unless otherwise noted. Advertise To advertise or to obtain a current rate card contact Michael Mann at 757.282.1359 or via email at MMann@tidewaterteacher.com. Editorial Submission Tidewater Teacher Magazine accepts news releases from credited organizations. Submit material for editorial consideration to editorial@tidewaterteacher.com. Extra Copies For extra copies call 757.620.2631. Tidewater Teacher Magazine 325 Flax Mill Way Chesapeake, Virginia 23322 Phone 757.620.2631 Fax 757.410.0783 Web www.tidewaterteacher.com
Calendar Guide March 17 to June 18
Revolutionary City® Williamsburg Colonial Williamsburg begins the third season of the interactive dramatic presentation, “The Revolutionary City®.” The Revolutionary City connects guests to the emotional and philosophical climate of the period through stories of Williamsburg residents from 1774 to 1781 in daily outdoor dramas that take place in their original locations. Admission fee. General reservation line: 800.447.8649
March 24 to June 13
Cruise the Creek Boat Trips Virginia Aquarium and Marine Science Center A ride aboard The Rudee Explorer, the Aquarium’s pontoon boat, provides a glimpse of Owls Creek Salt Marsh. Aquarium’s educators, during this 35-minute cruise, will introduce you to this special ecosystem and some of its inhabitants. Tours are available to schools and groups by special charter. Admission fee. 757.437.BOAT
April 14 to April 19
Norfolk’s International Azalea Festival: A Salute to NATO Norfolk Each April, when the azaleas are in full bloom, Norfolk rolls out the red carpet to honor the North Atlantic Treaty Organization (NATO) with a week long celebration. Events include The Parade of Nations, Music Festival, Art Exhibits, and The Coronation of Queen Azalea and her Court. This year the festival celebrates Canada. Admission fee. 757.282.2801 or www.azaleafestival.org
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Real Men Teach By: Bud Livers
What do Sidney Poitier, Glenn Ford, Robin Williams, Richard Dreyfus, Pat Morita, and Yoda have in common? Answer: They have all portrayed teachers in some of the most popular films of the last 50 years. And, they are all male. (Alright, so we never really know for sure about Yoda). Now, for extra credit, can you name the teaching movies in which these stars appeared? In fact, if you were to judge based solely on Hollywood fare, you might easily conclude that males make up a significant percentage, if not the overwhelming majority, of teachers in America and throughout the galaxy as well (see Yoda reference above). Whether teaching a student how to defend himself with his hands, as in The Karate Kid, how to wield a light saber in Star Wars, or how to hold your own with an
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acerbic wit in Welcome Back Kotter, male teachers seem to dominate the landscape. But the danger in arriving at this conclusion from the likes of Dead Poets Society is you would also be dead wrong.
Current Stats: The NEA reported in 2007 that the number of male teachers is at a 40 year low throughout the nation. Currently, about 25% of all K-12 teachers are men. The disparity is most striking in the lower grades, where male teachers went from an all-time high of 18% in 1981, to an all-time low of about 9% today. In many schools it is worse and in some cases the only adult male in the entire school might well be the custodian. And the trend toward fewer male teachers in elementary classrooms continues.
Why the problem? There are several possible reasons for this disparity. According to research conducted by MenTeach, these center on one of three principle reasons: low status and pay, the perception that teaching is “women’s work,” and the fear of accusation of child abuse.
Pay One of the most often stated reason men don’t enter the classroom is pay. Though not so in all cases, in many families the man is considered the primary wage-earner in the family. Teacher salaries have declined about 13% during the period 1993 to 2003, compared to workers in the private sector, making teaching something other than the preferred career for many heads of households. Austin Whitehead of J.P. King Middle School in Franklin notes “The average income of males is higher. Guys want higher paying positions. Teaching is not even on the radar since it can’t even compete financially.” Men who teach may acknowledge that while the pay could be better, that is not the main reason they entered the profession. John Torcivia from Oyster Point Academy in Newport News notes that males enter the teaching profession for much the same reasons as females do – they want to make a difference. “I like working with down-and-out kids,” John says. “I find (teaching) rewarding, and a chance to give back to the community. On the rare moments when ‘kid’s eyes light up,’ I feel on top of the world.”
Women’s work? Another prevailing idea is that teaching is perceived by many as being woman’s work. Cory Ryan King, from Deep Creek ReED center notes that teaching is viewed by many as Tidewater Teacher Magazine
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being primarily a woman’s job, and in the same category as flight attendants and nursing. John Torcivia also notes that “Guys don’t teach, because it takes patience. Societally, guys don’t have or value patience.” “Men may tend to compartmentalize their lives, and have little tolerance for kids and the problems they present” says Matt Donovan from Pendleton Child Service Center. “Mothers just naturally tend to be more nurturing.” Austin Whitehead agrees. “Teaching is generally thought of as a female job. I didn’t have many male models when I was growing up, and when I found them, I clung to them.”
Fear of accusations of child abuse A priority of any male teacher entering the classroom is that his conduct be above reproach when dealing with his students. Horror stories abound, more as urban legends than as fact, of male teachers whose careers and lives were ruined by some vindictive comment by a disgruntled student. What was really a congratulatory pat on the back by a teacher acknowledging a young girl’s effort in class can become, upon retelling at home, something much more unsavory. This concern can be very powerful in a society where even the accusation of impropriety by a male teacher is grounds for suspension, with resulting irreparable damage to careers and reputations. But despite admonitions that male teachers should never touch female students, few men can get thru the day without returning at least a few hugs from exuberant children, especially in the primary grades. Of note also is that most of the high visibility news reports of illicit teacher – student liaisons deal almost exclusively with female teachers and male students,
not the other way around. It is interesting how quickly these paradigms of thought can change, given the exigencies of the situation. As a brand new teacher my first day on the job at a school for students with emotional disturbance, I was walking my class down the hall when suddenly, from a room at the far end, emerged a 14-year old girl, followed by a teacher, racing down the corridor in my direction. “Stop her!” called the teacher, out of breath for her effort. Placing myself squarely in the middle of the hall, my hand extended in the universally accepted symbol for “Halt,” I was surprised to see that the young lady, rather than slow down, had actually increased her speed in preparation for an impending collision. Imagine my further surprise when, after nearly flattening me as she slammed past, she returned to finish me off with several well-placed punches to my face and stomach. It was as she was landing her third blow that I realized this student was unaware of the rule that male teachers never touch female students and vice versa. I quickly revised my paradigm of thought to allow for limited contact between male teachers and female students, particularly when the male teacher was getting the stuffing kicked out of him by a female student. I was able to wrestle her to the ground (with the help of four additional staff members) and she was carried out to a waiting police car.
Why solve it? So, what’s the big deal? Does anyone really care that male teachers are in short supply in the classroom? Actually, it does matter. In a study involving students of Hispanic decent, it was determined that Hispanic students actually learn better when taught by Hispanic teachers. Back to the Hollywood
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reference, recall the movie Stand and Deliver, where Jamie Escalante, a teacher from Bolivia, helped Hispanic students from a Los Angeles barrio school take and pass the SAT advanced placement test in Calculus. Some boys may learn better from male teachers as well. The absence of male role models in the classroom can have consequences as well. Franklin’s Austin Whitehead reports he decided to become a teacher in large part due to an influential teacher in his life. “My school has 65% guys, but 95% female teachers, so I was a role model. I stay because my students need me and expect me to.” Cory Ryan King, of SECEP in Deep Creek, reports he decided to go into teaching after being influenced by a male teacher to do so. King reports, “Don’t underestimate the influence of other teachers, particularly male teachers, with their similarities and interests. Kids just naturally relate better to teachers of their own sex. Initially, I wanted to coach and teach some subjects, but lately I learned I like the special education population. They present more of a challenge. I really like getting the ‘light to turn on’, with these kids, more so that when working with the Talented and Gifted Kids, where the lights go on and off at will.” There are other benefits to increasing the number of male teachers as well. The number of people, male and female, interested in pursuing teaching jobs is down nationwide, with projected teacher shortages in the hundreds of thousands in the near future. Previously limited to a select few occupations, women may
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have been attracted to teaching and would fill those positions. But now, where virtually any job imaginable can be performed by individuals of either gender, many women are opting for careers in non-teaching fields. With an overall reduction in applicants, school division Human Resource departments must recruit from all demographic areas to fill these shortages.
According to the NEA, FTA/FEA clubs assist middle and high school students in exploring teaching as a career choice, provide a realistic understanding of teaching, and encourage students from diverse backgrounds to think seriously about entering the teaching profession. Additionally, we should pay teachers salaries commensurate with what they could make in other professions with the same formal education requirements. Most states require at least a bachelor’s degree for teacher licensure, and many are requiring a master’s degree as well. Matt Donovan notes that exposure to male teachers will help predispose more boys to enter the teaching profession. “More men beget more men,” says Donovan. “You need more to get more. Most boys don’t see positive role models in their schools and lives today. More males today can model behavior for more males in the future.” In addition to programs that recruit early, there are successful programs designed to recruit later in life. Career switchers can prove exceptionally adept at facing teaching challenges, and can help fill teaching shortages.
Options? First, we need to increase recruiting efforts targeting male teachers. Recruit more heavily on college campuses in the freshman and sophomore classes, before most colleges require students to declare a major. Additionally, start recruiting earlier, by expanding the Future Teachers of America or Future Educators of America programs, or by offering vocational interest classes in teaching at the high school level.
The military has always been a source of male classroom teachers. In the late 1960s and early 70s, at the height of the Vietnam War, many males entered teaching as an acceptable deferment to the draft, and remained in the profession after the war was over. Now days, programs like “Troops to Teachers” or “Military Career Transition Program” have proven especially adept at attracting high quality, prior military personnel into the teaching profession. These individuals, generally in their mid 40s, have already developed an ethic of public service, and can more
comfortably provide for their families on a teacher’s income, supplemented by a military retirement pay. Career switchers need not come solely from the ranks of ex-military. More and more individuals are trading the challenges and headaches of business life for the rewards of teaching. Mark Pearman is in his 3rd year of teaching at Hickory High School in Chesapeake. Pearman states that he is very purpose-driven. “I changed to teaching from the corporate world. I had no job satisfaction. My passion had always been working with youth, from a mentor standpoint. To give back to the community and our future, is greater than any monetary reward I could have ever received from corporate management.” He notes that teaching today is not based on “...prestige or monetary reward, it must be driven from the heart.” After helping a failing
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Senior pass the Virginia SOL on her third try, Pearman identified that experience as more satisfying than any monetary reward could ever be. In addition to an emphasis on recruitment, there must be incentives for retention as well. Unfortunately, many males see school administration as key to advancement, and leave the classroom for positions in school leadership at the first opportunity. There need to be incentives to remain in the classroom, commensurate with those to abandon classroom teaching in favor of the
more lucrative administrative jobs. Ultimately, successful teachers, male or female, are those who view teaching not only as a profession, but as a calling and are in it for the long haul. James Allen, a teacher at J. F. Kennedy Middle School in Suffolk recalls why he is a teacher “My Grandfather was a farmer. I remember seeing him walk out into the middle of the garden and just stand there, looking out over the rows of vegetables, watching it grow and tending to them. That’s what I need to do as a teacher, learn to tend the garden. It is a slow process, but worth the results when it works.” T
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Partners in Education Responsibility Matters to Hoffman Beverage By Kim Tamburino As area teachers, counselors and parents look for programs and initiatives that bring a message of responsibility and respect for the law to students and community groups, it’s important to remember that your local Anheuser-Busch distributor, Hoffman Beverage Co., is a valuable resource in Hampton Roads. Consider that the company offers a variety of programs to promote responsibility, fight underage drinking and alcohol abuse. Since 1982, Anheuser-Busch and its nationwide network of 600 wholesalers, including Hoffman Beverage, have invested more than $675 million in dozens of communitybased programs and national advertising campaigns to promote responsible drinking and help prevent underage drinking and drunk driving. “No company benefits when its products are misused,” says Kim Tamburino, Consumer Affairs, Hoffman Beverage Co. “Our employees live, work and raise children in the Hampton Roads area, and as concerned citizens and parents, we’d all like to see alcohol abuse issues solved.” That’s why the distributor offers free copies of Family Talk About Drinking, an
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award-winning guidebook and DVD that provides parents with tips on how to talk with their children about underage drinking. Hoffman Beverage also promotes AnheuserBusch’s Prevent. Don’t Provide Alcohol to Minors program, which reminds adults that supplying alcohol at teen parties is illegal and irresponsible. To help prevent alcohol sales to minors, the company provides area retailers with We I.D. materials to assist in properly checking IDs, and supplies drivers license reference books. It also offers server training to promote responsible service and sale of alcohol, called TIPS (Training for Intervention ProcedureS), Tamburino being the leading trainer in Virginia. Hoffman Beverage brings members of the dynamic Anheuser-Busch Speakers Bureau to area middle and high schools to stress the importance of making good choices. Speakers include Michael Chatman, a man who transformed his challenging life and shares the message of self-empowerment and personal responsibility; Bob Anastas, founder of Students Against Driving Drunk (SADD), who talks about building key life skills and making responsible decisions; Linda Dutil, an emergency-room nurse who discusses consequences of making poor choices about alcohol and drugs; Sarah Panzau, (who
presented last month at the Virginia Tidewater Consortium for Higher Education’s alcohol conference) a victim of her own drunk-driving crash resulting in the loss of her arm, who addresses peer pressure, knowing true friends, and rising above disabilities; and the Street Smart team of firefighter/paramedics that uses accident-scene simulations to remind students of the dangers of teen drinking, drunk driving, illegal drug use and not wearing seat belts. In fact, Street Smart will be presenting in Va. Beach in March. Since Tamburino joined Hoffman Beverage in 1987, she has worked with many community groups to promote responsibility. “I am so proud to work for Hoffman Beverage Co.,” she says. “We take immense pride in our commitment to the community, and we will continue to be a leader in encouraging responsible drinking among adults who choose to drink and in fighting underage drinking.” T For more information on these programs or to learn more about bringing a speaker to your school, contact Kim Tamburino at 757-552-8336. Kim Tamburino Consumer Affairs Hoffman Beverage Company
Teachers’ Health Food & Energy If your lunch consists of potato chips out of the snack machine in the teachers’ lounge and the most exercise you get is writing on the dry erase board, it’s time to make some changes. Good nutrition, combined with daily physical activity, is a vital factor in better health and increased energy. In recognition of March as National Nutrition Month, the American Dietetic Association encourages you to take the first step toward making healthful food and physical activity choices. Fueling Up for Energy
This year’s National Nutrition Month campaign focuses on “Nutrition: It’s a Matter of Fact.” ADA experts list these top ten facts about nutrition: • Eating right doesn’t have to be complicated. Use www.mypyramid.gov to develop a personalized plan for lifelong health. • Before making any dietary changes, be sure the information is based on scientific fact. • Get your food and nutrition facts from a registered dietitian who will translate the science of nutrition into reliable advice. • Balancing physical activity with a healthful diet is your best recipe for managing weight and promoting health and fitness. • Most of your food choices should be packed with vitamins, minerals, fiber and other nutrients and have fewer calories. • No one food or meal will make or break a healthful diet. Your total diet is the most important focus for healthful eating. • Prepare, handle and store food properly to protect Tidewater Teacher Magazine
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against food-borne illness. • Don’t fall prey to food myths and misinformation that may harm rather than benefit your health. • Read food labels to get nutrition facts • Find the healthy fats. By choosing polyunsaturated or monounsaturated fats, you can keep your saturated fats, Trans fats and cholesterol low. For help designing a personalized healthy eating plan, go to www.eatright.org to locate a registered dietitian in your area. Caffeine and Sugar Provide Energy?
Energy drinks are all the rage as everyone from middle school students to office workers gulps down the high octane liquids to rev up energy levels according to the Journal of the American Dietetic Association. However, these drinks are mainly composed of caffeine and sugar; with the caffeine content the same as a cup of regular brewed coffee and the sugar content approximately 25 to 30 grams of carbohydrates (100 to 130 calories) per eight ounce serving. Energy drinks can also be counterproductive to physical fitness. If you consume these drinks before or during exercise, the caffeine may make you nervous, light-headed and nauseous. Also, caffeine is a diuretic, making it a poor choice as a fluid replacement. Small Ways to Increase Daily Activity
According to USDA Dietary Guidelines, you should get at least 30 minutes of moderate-intensity activity on most days. Here are some ways to get moving:
• Take a 15-30 minute walk at lunchtime, or grab a colleague and walk at the end of the school day. Remember to keep your walking shoes at school. • Play games, dance or walk with your children. • Take the stairs whenever possible. • Walk the dog 10-15 minutes before and after work, even if you don’t have a dog. • Take a yoga, Pilates or aerobics class several times a week. • Ride your bike or walk to work, or park as far from your school as safely possible. • Go dancing. • Ask others to walk and talk rather than sit for meetings. • Incorporate games and activities into your curriculum. • Teach while walking in the classroom, and refrain from sitting at your desk. • Reduce stress by meditating. Call 1-800-SENTARA to request free copies of a yoga DVD or meditation CD. T References “Finding your way to a Healthier You,” USDA, HHS Publication number: HHS-ODPHP-2005-01-DGA-B, USDA Publication number: Home and Garden Bulletin No. 232-CP
Lunch Room Topics
Preventing
Teen Pregnancy By Erin R. Zabel Two headlines on the respected Siecus (Sexuality Information and Education Council of the United States) Web site tell it all: Bush’s Budget Calls for Huge Increase in Abstinence-OnlyUntil-Marriage and Data Show Teen Birthrate on the Rise (http://www. siecus.org/). After years of progress in reducing both the teen pregnancy and abortion rate, there has been a change in the wrong direction. Teen pregnancy is still a serious and detrimental social problem. Each year, more than 800,000 teens become pregnant in the U.S., by far the largest number of any industrialized nation. Virginia saw 13,704 teen pregnancies in 2006. In 2006, Hampton Roads saw more than 4,000 teens become pregnant.
Why the Increase? There is a “disconnect” in Virginia based on the politics of sex. While polls show most parents want
comprehensive sex education and think it is happening, sex education is left up to individual schools and often doesn’t happen at all. Fear and lack of program funding keep too many teens in the dark as they find themselves in a culture that misrepresents and glorifies the power of sex. Of course parents have the primary responsibility to educate their teens about sexuality and their own moral values and expectations. However, when it is clear too many parents are unprepared or unable to do that, and too many teens are vulnerable to the multi-million dollar “sex sells” campaigns, shouldn’t all teachers share the obligation and support to help teens make responsible decisions?
Offering Support Planned Parenthood of Southeastern Virginia (PPSEV) has offered comprehensive sex education and access to contraception for more than 40 years. The organization uses a proven curriculum that promotes abstinence and offers the age-appropriate, medically-accurate information that teens need to make responsible choices, protect their health and plan their future families. PPSEV tries to fill the holes currently left by unmandated Family Life Education (FLE), ineffective abstinence-only programs and the lack of education at home. Twelve years ago, Planned Parenthood of Southeastern Virginia formed a
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group called Sisters with Style, geared towards the high-risk young women of Newport News. Since then, the program has been going strong, and growing every year. The girls, ages 12-16, are at risk for many social ills, including peer pressure to have sexual relationships and possible teen pregnancy. The goal of Sisters with Style is to combat these risk factors, stressing healthy relationships, abstinence and the importance of birth control. Through the program, the girls are given new and exciting experiences that motivate them to be responsible about their future reproductive decision-making. More than 25 girls regularly attend the weekly meetings, held at the Scott Center in Newport News. There are four main facets of the program: education, community service, fundraising and fun. The girls are taught responsible, comprehensive sex education including the feelings and emotions involved with a healthy sexual relationship and the importance of planning ahead for a healthy family. The girls discuss and plan different community projects and fundraising activities they will accomplish, allowing them to take trips, ride horses, go skiing and anything else they desire and can pay for through their fundraising efforts and in-kind donations. The Scott Center provides transportation so that any young girl wanting to get involved with the program can do so. The program also involves mentors from Hampton University, who teach the girls to utilize their community work on college applications and for various scholarships. Last year, there were no teen pregnancies among the members of the program, a triumph for young women living with so many risk factors. “Sister with Style teaches young women that they can make healthy reproductive decisions and have
the types of experiences that help them with confidence in life,” said Planned Parenthood director of education Nina Brown. “Girls that go through the program then encourage their younger siblings to do the same, continuing the progress of this vital community program.”
What Teachers Can Do Planned Parenthood of Southeastern Virginia knows that teachers often feel they are between a rock and a hard place. There is a growing movement in the country to raise awareness about the need for comprehensive sex education. Locally, teachers can join PPSEV’s action network, www.ppav.org and follow state legislation designed to prevent teen pregnancy. Nationally, teachers can visit www.plannedparenthood.org Issues and Action Center to join the chorus of voices supporting the REAL (Real Education About Life) Act. For addition information and to offer support please contact our volunteer coordinator (Vivian Greentree – vgreen00@gmail. com) and let her know you are a teacher that wants to help. We offer training and networking to Put Prevention First in Virginia. Together we can ensure that teens have the resources and support they need to protect their health and prevent teen pregnancy. T PPSEV is a non-profit organization that provides a wide range of reproductive health and family planning services to the women and men of Hampton Roads. We strive to put prevention first, by providing comprehensive sex education that is medically-accurate and age-appropriate, access to affordable reproductive health services and contraception, and by fighting for responsible reproductive public policy. Tidewater Teacher Magazine
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Old School vs New School Same-Gender Classrooms: Another Device for the Educators Tool Box? by Bud Livers
While doing seatwork in class, Johnny “accidentally” breaks his pencil point. As he walks back to the sharpener, he just happens to drop a note on Karen’s desk, a young lady seated nearby. Two girls start giggling and stare at the new boy in class, while they are supposed to be completing group work on a science project. Young Billy balks at having to work in the same group as Latisha. “But she’s a girl”, he protests! Welcome to a typical classroom in almost any school in America. Children are often distracted by sexual interaction during class time. This distraction can lead to anything from longing glances, passing notes, teasing, physical contact, hurt feelings for unrequited love, or more. While these things in and of themselves may not be problematic in most circumstances, they do little to help, and may actually serve to hinder the learning process designed to occur in the classroom. More importantly, research supports that students may be less likely to fully engage in the learning process if there is a perceived risk of looking foolish - they don’t want to appear either dumb, or too smart – to members of the opposite sex. Now let us peek into another classroom. The students here are busily on-task, one reads quietly at the kidney table at the back of the room. Two
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others are busy piercing Styrofoam balls with wooden doweling as part of a project on the solar system. Actually, the primary difference between these two classes is microscopic in size. All members of the second class have in common both an X and a Y chromosome, to wit: the second class consists entirely of boys. Does this really make a difference in student performance? Can children actually do better in school sans the distraction of members of the opposite sex? Most definitely yes, according to many who have studied the arrangement. In fact, same-gender schools or same-gender classes are among the many initiatives being tried to improve student achievement. Due to the No Child Left Behind law (NCLB) and recent changes to sex discrimination laws, the number of U.S. public schools with singlegender classrooms has grown from four in 1998 to 211 in 2006. Not quite a wildfire, but it is still an alternative to be reckoned with. Opponents of single-sex classrooms say this arrangement is bad because it reinforces gender stereotypes. However, according to the National Association for Single-Sex Public
Education, (NASSPE), there is good evidence that single-sex classrooms can break down gender stereotypes. “Girls in single-sex educational settings are more likely to take classes in math, science, and information technology. Boys in single-sex schools are more likely to pursue interests in art, music, drama, and foreign languages. Both girls and boys have more freedom to explore their own interests and abilities in same-gender classrooms.” Some critics argue that single-sex public schools attract children from more affluent families. These critics suggest that the superior performance of students in single-sex schools may be due to the higher socioeconomic class from which such students are purportedly recruited, rather than the single-sex character of the school itself. This position is refuted, however, by other studies that show students from lower socioeconomic and disadvantaged backgrounds actually fare better in same gender classrooms than do their more affluent peers. While the number of places where an entire school is single-sex numbers only in the hundreds nationwide, there are many more times that number of schools that have adopted
same sex classes within a coed school. Several such schools to have offered single sex classes are right here in Virginia. Woodbridge Middle School in Woodbridge, Virginia, began offering gender-separate classes in the 2007-2008 school year. Teachers there note how they have modified their teaching styles somewhat to accommodate single-sex classrooms. In 2006, after visiting other Virginia single-sex schools – Patrick Henry Elementary in Richmond, and Laburnum Elementary in Henrico County Mechanicsville Elementary School, in Hanover County, launched single-sex classes in their fourth
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grade. After launching single-sex classes at Culpepper Middle School in Culpepper, Virginia in 2006-2007, teachers immediately noticed an increase in student involvement, especially among the girls. Other Virginia schools to implement single-sex classes include Achievable Dreams Academy in Newport News, Williamsburg Middle School in Arlington, and Spratley Middle School in Hampton. T
A three-year study at a university in Florida showed the following results for public school students on statestandardized tests. Boys in coed classes: 37% scored proficient Girls in coed classes: 59% scored proficient Girls in single-sex classes: 75% scored proficient Boys in single-sex classes: 86% scored proficient.
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Making the
Grade On the Value of Public Address, There is No Debate By Jocelyn Swanson The Newport News Warwick High School Speech and Debate program has experienced a rebirth in the last four years. When then firstyear Spanish teacher at Warwick, Deon Garner, was asked to reignite the long-dormant team, he did so as a novice coach with a novice squad. Although formerly trained in
Coach Garner presents junior Meheret Shumet with her Varsity Letter certificate at the team’s end of the year pizza party.
debate, Deon had to pedal quickly to become a speech coach and enter the world of public speaking. But he was committed to reviving what he considers the “bedrock for communication and a base for learning” – public address activities – and if it meant he had to coach public speaking, he would do it. “Speech and debate have been lost in the shuffle of other competitive activities,” he says. “The science of
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public speaking – more technically referred to as ‘forensics’ – and debate – the art of argumentation, persuasion and discourse – are activities that shape, mold and hone skills within students that last them for a lifetime. Being on our team has given many students the opportunity to express themselves through poetry, literature and public speaking, serving as a foundation for personal improvement and positive school representation,” says Deon. “These activities promote national standards for learning and education and prepare students for the world of work. Participants don’t have inhibitions or regrets – only confidence that comes forth when these students dig deep and bring to the surface the intellectual and creative gifts that are so much a part of who they are.” Deon says that Warwick High School serves a largely urban population. “The teams have paired some of the school’s top scholars with academically struggling students to make up a group of talented students who have been willing to learn. Warwick’s inaugural squad represented a hodge-podge of cultures, academic stations and community environments. It erased academic and social divisions among team members. The group has seen International Baccalaureate students, athletes, special education students, cheerleaders and actors come through its ranks.” In November 2004, Deon’s fledgling Warwick team experienced its first taste of victory when junior Chanté Stubbs placed sixth in impromptu speaking at the Tidewater Forensic League monthly tournament. This triumph marked the first of many. In four years, the team has competed in over fifty tournaments, amassed 150 individual awards and honors and brought home 15 team awards – including five district championships and two secondplace and one third-place finishes at three different invitationals.
Beyond Public Address
Deon points out that speech and debate are not just focused on the actual presentation and public address aspects. Preparation through research is a major element. “There is a phenomenal research component
Sophomore Michael Jordan and Senior Jasmine Ellis review their debate cases in between rounds. Jasmine went on to win fifth place at that Tidewater Debate League tournament hosted by Princess Anne High School.
that drives these activities to what they truly are – public speaking with a purpose.” Debaters, for example, must be ready to defend their points, ideas and evidence, he says. “This requires students to understand background and follow-up information as well as the author’s intent. In preparation to contest an opponent’s proposition, the debater is forced to approach research from the opponent’s point of view to prepare a solid line of attack.” He goes on. “However students
Diann Jones, class of 2006, competes at Poquoson High School in the monthly Peninsula Forensics League competition. She presents poetry by and about African American women.
decide to research, their desire to do well, coupled with the nuances of the activities, drive the way students handle and internalize information. In individual speaking events, students must prepare original orations with proof of their assertions and evidence to support their claims. Extemporaneous speakers must be able to quickly read and digest information within their 30-minute time span to produce a solid seven-minute presentation that answers the chosen current events question. Research is the foundation of public address; it ensures that the presentation is reflective of the preparation and the work that was put into it.” A popular form of public address is that of oral interpretation of literature events. “As speakers prepare their selection for competition, they are submerged into a bath of literary genre.” Deon uses as an example a student’s interpretation of contemporary author Jon Sciezska’s
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version of the Three Little Pigs, told from the wolf’s perspective. “I
The 2007 Warwick High School forensics squad wins the district championship for the third consecutive year. The team poses with Coach Garner in the middle. Edward Krohn (class of ’07 – kneeling in the front, center) advanced to the state tournament, being the fourth student in recent history to do so.
had a student who performed that very selection and became district champion in children’s storytelling. Many students would not even have seen the value of such a unique twist
to an old tale. Public speaking gives perspective to literary works and gives students a new taste for literature.” Deon feels strongly that speech and debate activities support classroom teaching by fostering research and information exploration as well as exposing students to literary genre. He boldly states that “public speaking activities are – as a category – the singular most important educational activity in existence. There is no other field of events that prepares students by enhancing critical thinking, reading, listening and writing. From oral interpretation of events to fast-paced policy debate to student congressional debate to the ever unpredictable duo improvisation, public address events provide confidencebuilding skills through research, preparation and presentation.” And Deon and his Warwick teams are determined to keep these activities alive and well. T
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Financial Wisdom
or any other kind of work that exists in the national economy. How can you protect yourself against the unexpected?
Being Prepared for the Unexpected By Bruce Williams
You and your family likely have goals - a new car, a new home, paying for your children or grandchildren’s college education, or saving for retirement. What could keep you from reaching those goals? What are the chances of something unfortunate happening to you? Generally, we don’t like to think about unexpected events. While most people have their lives and possessions protected through life, home, and auto insurance, what about your greatest asset- your ability to work and earn an income? You might be wondering what are the chances of something happening to keep you from earning an income?
• A 30-year-old woman has a 57% chance of becoming disabled and only a 16% chance of dying before age 65. • 5% of mortgages are not being paid because of the disability of the mortgage holder. • Every 2 seconds someone is injured in an accident. • Every 4 seconds someone is injured in an accident at home. • Every 5 seconds someone is injured off the job or in a traffic accident. A disability can keep you out
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of work for months or even years. If you become disabled on the job, you have the benefit of workers’ compensation and your School System disability income plan. However, this is not a fail safe safety solution for you and your family since most disabilities occur away from the job. Such events are not covered by workers’ compensation or an employer’s benefits plan. When you are disabled and unable to work, your health insurance hopefully pays your medical bills, but there’s no income for living expenses. Imagine the bills, the potential loss of a home, the effects on saving for college and vacations, and the general quality of life if you become disabled. A disability can be just that type of life-changing event. What about Social Security?
Unfortunately, the Social Security Administration’s definition of disability is very limiting. You’ll only qualify if you are unable to engage in any substantial gainful activity due to a medical impairment that can be expected to result in death that has lasted or can be expected to last for a continuous period of not less than 12 months. Furthermore, you must not be able to do your previous work
One way is through disability income insurance. It can provide up to about 60% of your gross income. If you pay for the premiums, generally the benefits are tax free. If an employer pays the premiums, generally the benefits are taxable to you. While your health insurance is portable from one company to another, employer sponsored disability income insurance in most cases is not. Who is the most susceptible to a disability?
Middle income workers are likely in the weakest position to financially combat a disability since their saving cushion is usually relatively small. Single parent households are also at risk and the number of them has doubled since 1970. So who should consider disability income insurance? Just about everyone who is dependent on earning an income So take time to see if you’ve protected your greatest asset - your ability to earn an income. Remember, disability income insurance pays the bills when you can’t. T Bruce F. Williams is a financial advisor with Tidewater Financial Group in Virginia Beach. He can be reached at (757)460-2889 or via email at bwilliams@tidewaterfg.com.
Beyond the
Classroom
Teaching In and Through the Arts When is reaching 30,000 Hampton Roads students not enough? When some students get left behind.
that give young musicians, dancers, actors, and playwrights the chance to work with a master in the field.
history, math, and science. The arts make learning leap to life, inspiring students and teachers alike.
That was the riddle that the education staff of the Virginia Arts Festival pondered on the occasion of the Festival’s tenth anniversary in 2006. The Festival’s WorldClass® Education programs had grown annually, both in number of educational programs presented and in the number of students who took part. But the staff was concerned to see that while students from some areas and grade levels were participating, other students were left out year after year.
The programs receive high marks from students and teachers. “On behalf of all our students we want to thank you for providing such a wonderful opportunity,” wrote Ron Boucher, Director of the Eastern Virginia School for the Performing Arts. “Our students enjoyed the presence of the all male ensemble and the levity that they provided which made the class a fun and an informational experience.” Tarrallton Elementary School (Norfolk) Music Teacher Stacey Bright raved about her students’ reaction to their experience at the spectacular Virginia International Tattoo student matinee, where they saw massed military bands and pipe and drum corps from around the world. “The students were amazed and had a fantastic time. Most of them want to be in band now!”
Below is a quick look at the Virginia Arts Festival WorldClass® Education programs available in 2008. To reserve your student group at a performance, or to arrange an in-school performance, demonstration, or master class—or to find out more about the Virginia Arts Festival WorldClass® Education programs, email jgiddens@ vafest.org or call (757) 282-2817.
And so the Festival’s Arts for Everyone Initiative was born. Working in partnership with educators throughout Hampton Roads, Festival staff targets an entire grade level in each district to ensure that over time every child in that district will have at least one chance to experience the Virginia Arts Festival’s award winning arts education programs. Two entire grade levels were reached in 2006, four in 2007, and seven are on the books for 2008. The Festival’s education programs reach out to students in a number of ways, offering matinee performances for students in area theaters and concert halls; in-school programs that bring internationally acclaimed artists into the classroom; and master classes
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The excitement of seeing the performances is just the beginning. Virginia Arts Festival WorldClass® Education programs offer electrifying experiences that directly connect to the Virginia State Standards of Learning. More than that, these performances and master classes offer a glimpse of worlds of learning far beyond the classroom door – and exciting new ways of understanding and using language,
Virginia Arts Festival 2008 WorldClass® Education Programs STUDENT MATINEE PERFORMANCES
Virginia International Tattoo, Thu-Fri, Apr 17-18, 10:30 AM-12:30 PM, Scope Arena, Norfolk Spirit of Uganda, Mon, Apr 21, 10:00-11:00 AM or 11:30 AM-12:30 PM, Ferguson Center for the Arts, Newport News Black Grace, Tue, Apr 22, 10:30 AM-11:30 AM, Tidewater Community College Roper Performing Arts Theater, Norfolk Lost in the Stars, Thu, Apr 24, 10:00 AM-12:30 PM (with intermission), Attucks Theatre, Norfolk Alvin Ailey® American Dance Theater, Fri, May 2, 10:30-11:30 AM, Chrysler Hall, Norfolk
The Peking Acrobats®, Fri, May 9, 10:30 AM-11:30 AM, Sandler Center for the Performing Arts, Virginia Beach Martha Graham Dance Company, Fri, May 23, 10:30 AM-11:30 AM, Phi Beta Kappa Hall, Williamsburg IN-SCHOOL PERFORMANCES: RESIDENCIES/WORKSHOPS/ MASTER CLASSES In-school Performances by cast members of the Virginia International Tattoo
Scotch College Pipes and Drums (Australia) Dutch Royal Marines (Netherlands) South African Defence Force Military Band (South Africa) US Marine Corps Band Quantico (US) OzScot Dancers (Australia)
COMMUNITY EVENTS
John Duffy Composers Institute May 12-25, 2008 Old Dominion University, Norfolk Cry, the Beloved Country to Lost in the Stars: Race Relations and the Arts A symposium for educators Apr 12, 2008 | 9:00 AM – 3:00 PM Attucks Theatre, Norfolk
are $10 per student, In-School Workshops and Master Classes range from $250-$500, and In-School Performances and special workshops range from $500-$1,500. In cases of financial need, the Festival will work with teachers and school administrators to help find funding sources and scholarship options.
These programs are extended to every school system and every child, regardless of financial resources or affiliation. Thanks to the support of the Festival’s corporate sponsors and grant organizations, the programs are provided at prices below the costs of presenting them. Student Matinees
IMPS Youth Motorcycle Display Team (United Kingdom) US Army Silent Drill Team (US) Gagetown Pipes and Drums (Canada) Master Classes with cast members from Lost in the Stars
Miami String Quartet Workshops Alvin Ailey American Dance Theater Master Classes Peking Acrobats Lecture/ Demonstration Noche Flamenca Lecture/ Demonstration Moet Piano Trio Residencies Cantus In-School Performances and Master Classes Martha Graham Dance Company Master Classes Artus Brass Quintet Residencies Tidewater Teacher Magazine
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Also available online: www.tidewaterteacher.com/teacherresources/fieldtripguide Hampton Roads Naval Museum
1 Waterside Drive Suite 248, Norfolk 757.322.2992 www.hrnm.navy.mil Explore 225 years of U.S. History from sea level. The Hampton Roads Naval Museum offers a variety of SOL-based field trips and outreach programs for students of all ages. Best of all, admission and programming are always FREE! Learn about world events through the lens of local history.
Historic Richmond Tours/ Valentine Richmond History Center
Virginia Aquarium & Marine Science Center
From Colonial Richmond through the Civil War and beyond, our student tours of Richmond, led by master guides and aligned with Virginia’s SOLs, will enhance classroom instruction and make history come alive! Call now to schedule.
The Virginia Aquarium is where students can explore 700,000 gallons of aquariums, live animal habitats, hundreds of hands-on exhibits, an outdoor aviary and a nature trail. Seasonal boat trips and 3D IMAX® movies are available as well.
Richmond, VA 804.649.0711, ext. 319 www.richmondhistorycenter.com
717 General Booth Blvd., Virginia Beach 757.385.0300 www.VirginiaAquarium.com
Virginia Sports Hall of Fame & Museum
206 High Street, Portsmouth 757.393.8031 www.vshfm.com The Virginia Sports Hall of Fame & Museum is a unique, interactive, studentfriendly learning environment. SOL aligned core curriculum programs encompass character development, nutrition, physical fitness, math, science, and history. The Hurrah Players
935 Woodrow Ave, Norfolk 757.627.5437 www.hurrahplayers.com The Hurrah Players, Inc. is committed to providing students in Hampton Roads the opportunity to experience full-stage, full-length productions of children’s theatre classics. We offer five different exciting and educational productions during each academic year.
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Share Your Field Trip Opportunities Tidewater Teacher’s Field Trip Guide keeps educators up to speed with the latest information on field trip opportunities in Hampton Roads. When its time to plan that next out of classroom, hands-on experience, be sure teachers know your organization. Start reaching your most important audience, teachers of course, today! For advertising rates contact Tidewater Teacher at advertise@tidewaterteacher.com or 757.620.2631.
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Virginia’s Leading Family Theater Company Hugh Copeland, Artistic Director Proudly Present:
Charlotte’s Web This exciting show brings a new dimension to E.B. White’s beloved classic childhood story. A joyous musical celebrating a unique and beautiful friendship. (Supports SOL guidelines)
Student Matinees March 13th, 14th, 19th, 20th, 21st 10:00am Only $7 per person Advance reservations required
Public Performances March 14th & 21st @ 7:00pm March 15th, 16th, 22nd @ 3:00pm Tickets $10 -$24/ Group Rates Available
TCC Roper Performing Arts Center, Norfolk, 340 Granby St., Norfolk, VA 627-5437 • www. hurrahplayers.com
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Continuing Education Guide Also available online: www.tidewaterteacher.com/teacherresources/continuingeducation
Cambridge College 1403 Greenbrier Parkway, Suite 300 Chesapeake, VA 23320 757.424.0333 www.cambridgecollege.edu/Chesapeake Cambridge College is a regionally accredited, non-profit, private college offering higher education to thousands of working adults. The regional center in Chesapeake, VA offers advanced degree programs in Education and Management as well as Certificate of Advanced Studies programs. The classes are face-to-face with a focus on life experience and all are offered on the weekends for the convenience of working students.
The George Washington University 1 Old Oyster Point Road, Suite 200 Newport News, VA 23602 757.269.4949 www.nearyou.gwu.edu GWU has been serving Hampton Roads for over 40 years. The university offers graduate degrees and certificate programs in Educational Administration (K-12), Engineering & Technology Management, Human Resource Development, Leadership Development, and Systems Engineering. Convenient night and weekend classes are available.
Hampton University College of Virginia Beach 253 Town Center Drive, Suite 1035 Virginia Beach, VA 23462 757.637.2299 www.hamptonu.edu/cofvb Hampton University College of Virginia Beach offers three graduate programs in education. Students can earn the Master of Arts degree, the Master in Teaching degree, or teacher certification in elementary education through a licensure only program. Students interested in the Master of Arts in Educational Leadership must have three years of successful teaching experience. Classes are held in the evening and on weekends. Old Dominion University Darden College of Education Norfolk, VA 23529 757.683.5340 www.odu.edu The Darden College of Education is committed to excellence in teaching, scholarly activities, and service. The College fulfills its mission through its undergraduate and graduate programs in the fields of education, counseling and human services, speech-language disorders, instructional and occupational technology, as well as through its many continuing education activities. The college also offers a doctoral degree in education with 10 different concentrations. Classes are conveniently offered at our Norfolk campus and throughout Hampton Roads at times that fit your schedule. Regent University School of Education 1000 Regent University Drive Virginia Beach, VA 23464 757.226.4479 www.regent.edu/education Regent University is the nation’s premiere Christian graduate school, with campuses in Virginia Beach and Alexandria, VA. Regent’s School of Education is committed to excellence in teaching, research and service to develop classroom and administrative leaders. We offer rigorous graduate and doctoral degree programs, as well as teaching endorsements, licensure, certificates and non-degree options. Virginia Wesleyan College 1584 Wesleyan Drive Norfolk, VA 23502 757.455.3263 www.vwc.edu/admissions/asp/ Professional development courses for teachers with collegiate, provisional or conditional licenses. Alternative Certification for Teachers (ACT) in content areas and Special Education, National Board Certification support courses and degree programs are coordinated through the Adult Studies Program.
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Life’s Lessons
A Father’s Heart By Terry Tonkin
In September 2007, I became a teacher at Norview High School (NHS). The transition began last spring with my participation in “Pilot Produce,” an innovative program that teaches kids the basics of entrepreneurship through growing and selling naturally-grown produce. I worked with the students as they tended the garden, and sold their vegetables at the Five Points Community Farm Market. “Pilot Pride” was contagious. I developed affection for the students, and a deep interest in helping them succeed. I began to sense a purpose that had been absent in my work life since I retired from the Marine Corps. Reflecting on my own experiences, I recalled the central role my high school teachers played in my journey to manhood. I was challenged by the question, “Could I play a similar role in the lives of these young people?” Answering this question led me to switch careers. The paperwork, phone calls, interviews, and myriad details seemed overwhelming, yet when school opened, I was in the classroom as a Teen Leadership teacher at NHS. My initiation as a teacher was abrupt and intense. My doctorate in leadership, and years of experience as a Marine officer and corporate executive would suggest an ability to teach leadership to ninth graders. By November, I wondered if I had made a terrible mistake. I questioned my choice…and my sanity!
My principal and co-teachers counseled and encouraged me during this time, and something special started to happen. Through a variety of assignments, I began to see into the hearts of my students. In one instance, students described a “memorable event.” A number
Terry Tonkin (center) with Regent University SIFE members who helped with NHS’ Pilot Produce.
of them talked about a special time with their fathers, despite the fact that most of these students no longer have any contact with them. We listened quietly; there were tears and sometimes hugs. My heart ached. The topic for the next assignment was “an important relationship in the student’s life.” Many students spoke about mom or a grandmother, the reliable and stable force in their lives. I was struck by the contrast between the two speeches and the recurring theme of the absent father and the self-sacrificing mother. I silently reaffirmed my commitment to these young folks who were no longer students, but “my kids.”
The challenges continue, but there are also extraordinary moments. In the beginning of the school year, one of my students was openly unfriendly. When I greeted her at the door of the classroom, she refused to shake my hand, and if I said hello between classes, she would look away. This persisted until the last speech of the semester. The student shared that she had been very closed in order to protect herself, but her experiences in Teen Leadership taught her to be more open and trusting. Her demeanor was very different, complete with a smile. After finishing her speech, she showed me her class journal and asked me to read one of her entries. The topic was “describe a speech that motivated you.” Her entry recounted a speech by her aunt who told her not to give herself to just anyone, but to someone who would respect and love her. She said this advice motivated her to wait for that someone special and carry herself as a respectable lady. By this time, class had ended and most of the other students had departed the room. I only had a few moments to encourage her regarding the change I had seen and the tremendous insights she had shown through her speech and journal. The conversation was over in an instant and I was off to the next class. But on the way home, my thoughts turned to that brief, but unforgettable moment. With tears in my eyes, I knew that the most important thing I bring to teaching is neither my education nor my experiences, but my father’s heart. T
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Class Reunion By Dory Suttmiller
Thomas Smigiel, Norview High School Teacher 2008 Virginia Teacher of the Year
2008 Nation Teacher of the Year Finalist
At what point did you realize you wanted to become a teacher? Did a particular teacher or teachers inspire you? During my last two years of high school, I was inspired by great teachers and administrators to continue with my goal of becoming a teacher. As a member of Future Educators of America (FEA), I was able to volunteer and get experience tutoring students at an elementary school. I also spent my summers volunteering for a local recreation center youth program and worked with caring adults who inspired me to teach. I also received a teaching scholarship, which helped pay my way through college. All of these experiences helped me see that teaching would help me fulfill my goal of influencing change in others.
How does it feel to be teaching at your alma mater? How have things changed since you were a student at Norview High School? Being able to come back to my alma mater and teach has been a dream come true. I wanted to be a teacher to “pay-it-forward” for my own teachers believing in me. Because I was given the tools to reach success, I found no other way to repay my teachers for what they gave me, except by doing the same for my students. Late last school year, the superintendent came to one of my leadership classes and asked my students what they wanted to do after they graduated from high school. It brought tears to my eyes when two students raised their hands and said that they wanted to motivate students and be a leadership teacher just like me. Most of the changes I have noticed are with instruction. When I was a student, we did not have No Child Left Behind or Virginia Standards of Learning. Since becoming a teacher, I have seen more focus on individual student accountability and testing accountability. Teachers are also more focused on meeting state objectives and have cut the fluff out of teaching. I remember as an Earth Science student we spent two weeks on Hurricanes. Now, because of standards, the topic of Hurricanes has been reduced to a 20 minutes lesson. I also think there are more pressures on students these days, which is affecting their ability to be successful.
What advantages or disadvantage do you experience being the minority gender in the teaching profession? I have never considered being a man in education an advantage or disadvantage. I believe there is a huge need for more men to enter the profession. All students are in need of positive role models; however there is a greater need for our male students to have positive male role models in their lives. I think schools realize this need and some elementary and middle school principals might seek out more male applicants for open positions.
What advice would you give to men considering entering the teaching profession? Don’t be intimidated by the stereotype that teaching is still a woman’s profession. Men can empower, motivate, and make a difference in the life of a child the same way women can. I encourage all teachers to capture the hearts of their students. Laugh with them, cry with them, and understand their struggles. Do your best to empower your students because for many of them you might be the only positive role model they will have in life. Thomas Smigiel is a 1996 graduate of Norview High School. He earned his Bachelors degree from Old Dominion University in 2000 and his Masters in School Administration from Cambridge College in 2005. He currently teaches Teen Leadership to 9th graders at Norview High School. Smigiel was selected as the 2008 Virginia Teacher of the Year and is a finalist for the 2008 National Teacher of the Year. The winner will be introduced at a White House ceremony in late April. T
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