Karen Wagner is a third-grade teacher at Denver’s Polaris at Ebert Elementary, a magnet school for highly gifted students. She likes to immerse students in lessons by bringing related artifacts into her classroom — say, an Indonesian kite or a Japanese curtain.
Wagner is one of 15 teachers who were selected for the inaugural Colorado Teaching Policy Fellowship operated by the national nonprofit Teach Plus. The nine-month program aims to involve teacher leaders in state-level education policy discussions, including how the state responds to the Every Student Succeeds Act, the new federal education law.
This interview has been condensed and lightly edited.
What’s your morning routine like when you first arrive at school?
My morning prep time is essential! I turn on my computer and skim through my emails, replying to ones that need an immediate response. Next, I write our schedule for the day on the whiteboard so that my students know what to expect when they arrive. After a glance at my plan book, I mentally rehearse how I’m going to structure my morning lessons and take care of any last-minute preparation of materials. I update my notebook where I delegate tasks for my paraprofessional. Finally, I work on any grading or administrative tasks. I try to make every minute count in the morning.
What does your classroom look like?
I believe that children learn best through integrated thematic units, so my classroom is always filled with artifacts that reflect our current unit of study. For our Asia unit, I have a collection of items from my experience teaching in Japan and traveling abroad. Some of my favorites include a handmade dragon kite from Bali, a Japanese doorway curtain adorned with calligraphy, and a stuffed animal of the Japanese anime character Domo-kun, who is our de-facto class mascot. I want the children to feel immersed in our thematic unit.
What apps/software/tools can’t you teach without? Why?
I really believe that my greatest tools are the relationships I have with each individual student, and the learning community that we have created together. Those relationships help me motivate my students, work with them through challenges, and make them feel truly valued for their own uniqueness. That being said, my Promethean Board is a fantastic tool. I create flipcharts that the children can interact with, show videos, and do impromptu research during class discussions. When used in the right way, it can make a lesson truly come alive.
How do you plan your lessons?
For long-term planning, I plan with the other third-grade teacher and the specialists at our school to integrate lessons into art, music and library for a richer learning experience. For daily lesson planning, first and foremost, I review the work from the previous day to determine if the children have any misconceptions that need to be addressed.
I try to think of an interesting question or task that will engage children right away—either one that connects to a prior lesson or related to their current interests. For example, for a recent math lesson, our previous day’s work had been to estimate and measure objects in the classroom using meters and centimeters. To launch a lesson on metric conversion from centimeters to meters, I asked my children two questions to respond to on their whiteboards: 1. What would you estimate my height is in centimeters? (173 cm) 2. I’ve memorized this number. Why do you think that is? (I lived in Japan and was particularly tall, so I was often asked how tall I was and my friends didn’t understand feet/inches). I also plan my lessons to make sure the children are as actively engaged as possible, through “turn and talks,” class discussions and working on their whiteboards.
What qualities make an ideal lesson?
An ideal lesson is fun and joyful. When children are having a great time learning, they will remember the experience so much more deeply if there are positive emotions associated with it.
How do you respond when a student doesn’t understand your lesson?
If a student doesn’t understand a lesson, I have the child first explain their thinking to me so I can gain some insights as to where his or her misconceptions may be. Then, I present the information in a different way and give the child the chance to try out the skill that we’re working on. Most importantly, I find a way for the child to achieve some immediate success as we work together. This helps motivate the child and change his or her trajectory.
What is your go-to trick to re-engage a student who has lost focus?
I may move that child to a separate area to work to minimize distractions, or I may give that child a specific goal to achieve within a certain period of time. Many third-graders still crave their teacher’s approval, so I make a big deal of it when the child meets the goal to make them feel successful. Other times, I may partner a child with a classmate who is very engaged. Motivation can be contagious.
How do you maintain communication with parents?
I write weekly newsletters to update parents on what we have been learning in class, as well as upcoming events. Email is also a great tool. If there is a specific concern, I set up a meeting with the child’s parents.
What hacks or tricks do you use to grade papers?
For third-graders, I find that timely feedback is the most effective. I try to provide as much real-time feedback as I can within the structure of a lesson, so that students will be able to process and learn from the feedback they are getting. I choose carefully which assignments will be graded, because I know that if too much time passes between the assignment and when the child receives the feedback, it won’t have much meaning for the child any longer.
What are you reading for enjoyment?
Half of a Yellow Sun by Chimamanda Ngozi Adichie. It’s a historical fiction piece that takes place in Nigeria in the late 1960s during the country’s civil war. I love learning about the history of countries that were never covered in any of my high school or college classes. A few years ago I watched Adichie’s TED Talk, The Danger of a Single Story, and was so fascinated by her wisdom and unique perspective that I decided to read her books, too. I have not been disappointed.
What’s the best advice you ever received?
“Remember to enjoy your students. It’s why you became a teacher in the first place.” I’ve heard this mentioned to me from various colleagues throughout my teaching career. Teaching is incredibly challenging (and rewarding) work. If I’m feeling overwhelmed, I try to take a deep breath, look around at my students, and smile. They make everything worth it.