Q: What’s your favorite project or activity you’ve done with students?

My students always remember the simulations from my class. I’ve had students who are in college tell me how they remember the Mesopotamian courtroom from 6th grade. 

I have an affinity for the Egyptian research paper the students write in 6th grade. I break the process down step by step, and am inspired every year when students are successful in producing a 6 paragraph essay complete with introduction, body paragraphs, conclusion, and bibliography. 

I’m also very attached to my Civil War and Reconstruction units, our bilingual utopia/dystopia unit, and our Holocaust study. I guess I’m pretty attached to all of my units, which have been honed over the years.

Q: What’s a memorable moment you’ve had with your students in the classroom?

As part of our U.S. government unit, the 7th graders took part in a Supreme Court simulation a few weeks ago. They had already learned how the Supreme Court operates and now they would experience it. I gave them all their roles and literally sat back and watched. Nine students embodied the Justices. The fictional case was about a high school student who did not want to be forced to take her high school health class, saying it violated her First Amendment right. One student represented her, and another represented the state of New Jersey. They presented their oral arguments, and the Justices asked questions. There was a vote, and they wrote their Opinions, which they delivered before a final vote. It was amazing to hear their thoughtful ideas and opinions. Every student in the class participated and was 100% engaged.

Q: How do you approach bilingual learning in your Humanities classroom?

I love our bilingual units which have developed over many years. With each new co-teacher, we have adapted them and made them stronger. All of our units have a reading or writing basis, and are project based around different themes. We are able to support students in both languages in varying areas. For example: in a 6th grade unit we look at fairy tales and children’s picture books to learn about the elements of a story. As part of the unit, students must write their own ending to a story. This is where we teach the differences between French and English dialogue rules, punctuation, and more. Each grade has their own unique bilingual units.

Q: How do you encourage curiosity and creativity through your lessons?

As part of my studies at Columbia Teacher’s College, I had to develop a philosophy of teaching. Even before I set foot in a classroom, I knew my approach to teaching was to make the study of history fun, engaging, and tangible for the students. I try my best to incorporate a hands-on component into every lesson, where the students are engaged in solving or experiencing history and historical challenges themselves. I often utilize games, activities, group work, and simulations to bring history alive for the students. I incorporate many creative opportunities and lessons that involve music, art, and media to reach visual learners. I constantly mix things up, to reach all learners.

Q: What do you enjoy most about being part of the French American Academy community?

I love that I get to see the growth of the students from 6th to 8th grade. We have an amazing group of dedicated teachers in the middle school, and I feel honored to be among them all.

Q: If you weren’t a teacher, what do you think you’d be doing?

If I weren’t a teacher, I would most likely be a dancer, a librarian, or work in a book shop. Dance has been a part of my life since I was 3 years old. I studied dance at Butler University and at Alvin Ailey, before deciding to return to College to earn my History Bachelor’s and then my teaching Masters. I still take ballet, jazz, and contemporary classes and perform periodically. I’ve always loved books and reading and feel that could be my retirement passion project.

Q: What’s one lesson you hope every student walks away with after taking your class or remembers most about your class?

I hope students come away with knowledge, first and foremost–knowledge gained from the content of my history lessons, the literature we’ve read and discussed, and writing they’ve engaged in. I also hope they leave better critical thinkers and problem solvers. Incoming 6th graders tend to want to please the teacher and get the right answer. I encourage them to trust their own ideas and opinions and give them many opportunities to reflect and share their ideas. It’s amazing to see the growth in their critical thinking skills by the time they reach 8th grade.