May 6, 2024 • 22 mins
Our teachers are world-class educators who inspire, engage, and empower all learners to achieve their highest potential! There is no competition...our teachers take the gold!
It's Teacher Appreciation Week, and in this episode, we are joined by our Chesapeake Teacher of the Year, Alyssa May! Alyssa is a second-grade teacher at Butts Road Primary and she shares her incredible story with us. It is one of dedication, heart, and the transformative power of education. Alyssa discusses her personal approach to teaching, creating a classroom atmosphere where kids learn through experience, and why integrating social-emotional learning is key to student development. Join us, in celebrating all of our teachers, who are "Gold Medal Educators!"
Don't forget to give a note to a teacher showing your support and how they have helped shape your child's future, or remind them of a gold medal moment.
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Episode Transcript
Available transcripts are automatically generated. Complete accuracy is not guaranteed.
Speaker 1 (00:00):
What I love about Mrs May is because she is so
positive and she is so kind.
She's one of the most generouspeople I've known, the nicest
person I know.
Everything about her is justgreat.
She's really sweet and she canunderstand if you're telling her
(00:20):
something about your feelingsor something she can understand
and she's really patient.
And she loves Taylor Swift andpeople sing with her too.
She always makes learning funfor us and she's very kind.
She like always makes theselike fun activities for us.
(00:41):
She helps us whenever we needhelp.
When I'm in class, I feelreally happy.
You have a very kind heart andyou're really beautiful.
We love you, Ms May.
Speaker 2 (00:57):
Those were second grade students from Butts Road
Primary who happen to bestudents of our guest on this
episode.
Welcome to Amplified theChesapeake Public Schools
podcast.
Speaker 3 (01:17):
Chesapeake Schools is located in the Hampton Roads
area of southeastern Virginia.
We serve 40,000 students in 45schools and three centers.
This podcast is designed totell the stories behind our
story and to introduce andcelebrate the people and
programs that make us one of thepremier school districts in
Virginia.
Speaker 2 (01:37):
Hey everyone, this is Matt Graham here with Richie
Babb.
Speaker 3 (01:41):
And you know, matt, we are celebrating.
It's May and we're celebratinga lot of things, but one of the
things we're celebrating isTeacher Appreciation.
Speaker 2 (01:48):
That's right.
May 6th through May 10th isTeacher Appreciation Week.
Weren't you a teacher?
I was.
Weren't you a teacher?
I was, I was a teacher, I don'tthink we're being celebrated,
though.
No, it's all about the currentteachers.
Speaker 3 (02:00):
People out there in the field in the classroom boots
on the ground.
Speaker 2 (02:03):
That's right Boots on the ground, no doubt.
So today we brought in anexceptional teacher.
We brought in our district-wideteacher of the year, alyssa May
, and we also want to make sureto give a huge shout out and a
token of appreciation to all ofour teachers.
Speaker 3 (02:25):
Yeah, you know, matt, we really would be great if we
could talk to every singleteacher out there, right, but
that's a long show.
So talking to Alyssa May todayis our way really of celebrating
all of our teachers.
You know, our premise is thestories behind our story, and
every teacher in every classroomhas a story and they are the
stories behind our story.
Stories behind our story.
(02:46):
Well, welcome to Amplify theChesapeake Public Schools
podcast.
I'm Richie Babb here with MattGraham, and we are thrilled to
be here today with the inauguralvery first amplifier Amplifier.
Amplifier who is now what we'recalling our fandom?
Yes, At the suggestion of thisguest.
I was excited about it anyway.
(03:06):
But when this guest came in,the energy that she exudes.
You're going to love thisepisode, so you stick right
there.
Lights up the room Right lightsup the room and that person is
Alyssa May, our 2023-24 Teacherof the Year, overall Teacher of
the Year from Butch Road Primaryand she teaches second grade.
(03:28):
Alyssa, welcome on the program.
Speaker 4 (03:31):
Thank you so much.
I am a longtime listener,first-time caller.
I love the Amplified podcast.
Thank you for having me,absolutely Thank you for being
here, Wow.
Speaker 3 (03:41):
You know, we may have to shut it down after this,
because I'm not sure it's goingto get any better.
You peaked Right.
Yeah, exactly so now.
So let's talk about DistrictTeacher of the Year.
Congratulations, first of all.
Speaker 4 (03:54):
Thank you.
Speaker 3 (03:55):
What was that like?
And also, what's your favoritemoment in being Teacher of the
Year.
What's your favorite thingthat's happened as a result of
that?
Speaker 4 (04:03):
Yeah.
So being there at the ceremony,first of all, they do an
amazing job just making it sospecial for the people who are
nominated and who are there thatI was just in awe the whole
time.
And then you have some timebefore we go out on the stage
and you know, get recognized.
And you know, get recognizedand I got to know the other
(04:24):
people who were there and youkind of get to chat and talk a
little bit about who's from whatschool and get to know them and
just talking to them I'm like,okay, it's been a good run, this
has been fun, but like thesepeople are amazing.
And they've been doing this forso long and they have so much
experience that I totally didnot think I had a shot.
(04:45):
But it was quite shocking forsure to be called, and I just
remember the support of thepeople around me the other
Teacher of the Year nominees andso many people from my school
and my family showed up for methat that definitely was such a
special moment.
I kind of blacked out a littlebit as it was happening, but it
(05:08):
just really it's one of thosemoments that'll live rent-free
in your brain forever.
Rent-free, yeah.
Speaker 3 (05:14):
I love it.
So now give us a littlebackground on yourself, as you
know, being an amplifier we liketo start getting to know our
guests.
So tell us about yourself.
Where are you from, where didyou go to college?
That kind of stuff.
Speaker 4 (05:27):
Yeah, I was born and raised in central New Jersey.
I'm a Jersey girl through andthrough, and then I went to
college, at JMU, and when I wasat JMU I met my now husband and
he's from Texas.
So neither of us are fromVirginia originally.
We kind of adopted the state ofVirginia as our home.
Speaker 3 (05:48):
That's a good move.
Speaker 4 (05:50):
Yeah, you know what it's been treating me pretty
well.
Speaker 1 (05:52):
Yeah, yeah, how do I say Like?
Speaker 4 (05:54):
it so far.
So after college we moved tothe Washington DC area and I
taught in Fairfax County forabout four years.
Speaker 3 (06:02):
Okay.
Speaker 4 (06:02):
Had an amazing experience there, fairfax County
, for about four years, had anamazing experience there and
then we moved to Norfolk inFebruary of 2021.
I was so lucky to get a job atButts Road Primary in the middle
of the year.
I always call it that it waslike fate, because a teacher was
leaving second grade specialeducation inclusion position
(06:25):
because her husband was in themilitary.
That was what I had taught inFairfax, and finding a job in
the middle of the year is socrazy that it was just
serendipitous that it happenedthat way.
Speaker 3 (06:36):
Nice vocabulary too, by the way.
Thank you, Of course.
Speaker 2 (06:40):
Teacher of the year.
Speaker 3 (06:42):
She teaches second graders that's not on their
vocabulary list, Matt.
Speaker 4 (06:46):
Listen, we've got to teach them sometime.
That's true, that's right.
Speaker 2 (06:49):
Exactly.
Word of the week.
Speaker 4 (06:51):
Yes, so I've lived here ever since and I've really
enjoyed it.
Speaker 3 (06:56):
Nice, very nice.
Speaker 2 (06:58):
Yeah.
So, alyssa, you stated yourpassion for teaching was ignited
by the influence of greatteachers during your school days
, so can you tell us a littlebit about that?
Speaker 4 (07:09):
Yeah, I was so lucky growing up.
I feel like I just had the mostamazing teachers and I don't
feel like I was always theeasiest student.
I had a lot of anxiety aroundgoing to school, I had a lot of
nervousness, I was a realperfectionist and it just every
(07:30):
day for me was a struggle to beat school because I just wanted
to do so well and I put so muchpressure on myself.
And it was when my teachersmade learning not feel like a
task or a checklist and made itan experience and fun Right that
I was able to feel like free atschool, free of those chains of
(07:52):
anxiety.
So two of my favorite teachersgrowing up were Miss Orlando,
fifth grade, miss Wildman,second grade, and I just can,
even to this day, recall thosethings that they did that made
me feel like we were in anexperience.
We weren't in school we weredoing something magical, and
that really is what I alwaysstrive to create for my students
(08:15):
.
I always use the word magicbecause it just like lifted
those chains off of me.
Speaker 2 (08:22):
Wow, dr Galford, your principal, who was my actual
fifth grade teacher, did youknow that.
Did you know that she was myfifth grade?
Speaker 4 (08:30):
teacher.
That's why you're so smart.
Speaker 2 (08:32):
Yeah, okay, richie might say something different, I
wouldn't say it.
And we taught together atGreenbrier Middle School for
some time.
Yeah, we did, we did.
Yes, she's awesome.
But she said that you have anatural talent for teaching.
Can you tell us what yourclassroom is like?
You already sort of mentionedit a little bit.
(08:54):
I know you do someproject-based learning.
What's that classroomenvironment like?
Speaker 4 (08:58):
Yeah, I really pride my classroom on kind of two
things.
I try to incorporate a lot ofsocial emotional learning and
project-based learning, and Ithink they really do go hand in
hand.
I think that, you know, on thesocial emotional learning side
and the social skills side, I doteach in an inclusion setting.
So teaching those social skillsto some of my students is just
(09:21):
really foundational for them.
And then for the gen edstudents who are in there, it
also gives them an opportunityto realize how to work with
everybody and that's really whatreal life is.
We work with all different typesof people every day.
So I'm trying to set thosefoundations for them early.
But I also strive to make thelearning experiential for them
(09:42):
and just every day something newand something that they can
take into their real life.
They're not always going toremember exactly every detail
about the Powhatan NativeAmerican tribe, but they might
remember it a little better anda little stronger when they've
had to build something torepresent it or just have that
memory of you know doing thatand working collaboratively and
(10:03):
using those skills.
So we try to really make itmore of an experience than a sit
and do, and it's definitelymore student-centered.
They're leading their ownlearning, that's great, great.
Speaker 3 (10:14):
And you know I don't think about those kinds of
things starting as early assecond grade, but they probably
need it as much or more than anyother age student, right.
Speaker 4 (10:21):
Oh yeah.
Speaker 2 (10:22):
Can you clear up I'm going to deviate a little bit.
Sure, can you clear up maybesome misconceptions out there
about teaching, like what's theworkload like?
Speaker 4 (10:36):
there about teaching.
Like what's the workload?
Like, yeah, so one of thebiggest misconceptions that I
think about teaching is peoplesay you get out at 2 pm and you
have summers off, like this is abreeze and in some ways we are
really lucky with that.
You know, in some ways I lovehaving that.
I do have a lot offlexibilities in the summer.
If I do have a doctor'sappointment at 2.30 pm, I am
lucky enough that I can do that,but a lot of times it really is
(11:01):
more than that.
So a day in my life I get toschool about 30 minutes before
our bell rings.
I get about 40 minutes.
Speaker 3 (11:10):
So what time is that?
Speaker 4 (11:12):
6.30.
Speaker 3 (11:12):
Okay.
Speaker 4 (11:13):
Yeah, that's when I get to school, the students we
have to clock in at 7.10 and thestudents get there at 7.15.
So about 30 to 40 minutes tomyself to find my zen.
And then we get a 40 minuteplanning block a day, which
we're really lucky to have.
But we don't always get thewhole time to plan what people
(11:35):
think we're planning, we'reworking collaboratively, we're
attending meetings, things likethat, and then after school I
work really hard personally tonot take work home with me.
So I'm lucky enough just thepoint I'm in in my life.
I don't have children.
I work for like two to threehours a day after school and
then I leave it.
(11:56):
I very rarely take myChromebook home.
I just leave it plugged in mydesk because it'll be there
tomorrow.
But another beautiful thingabout teaching is you do have
that flexibility.
If you have to leave at 2.30 totake care of your children, you
can take that work home withyou, so then you're in the
building until five or sixo'clock at times.
Speaker 3 (12:14):
Sometimes, yeah, sometimes right yeah.
Speaker 2 (12:16):
Yeah, and you do other things as well, like what
are some of your otherresponsibilities?
Because I know you're not justteaching right, you're like an
MTSS coach.
Speaker 4 (12:23):
Yes, I'm an MTSS coach.
I'm the grade level chair.
I am the environment committeechair.
I'm probably missing some otherthing that I signed up for and
forgot about, just so peopleknow, tell us what an MTSS chair
is.
Yeah, so MTSS stands forMulti-Tiered Systems of Support
(12:44):
and it's basically interventionsand ways to help all students
tiers one, two and three inacademics, behavior and
attendance.
So just helping the teachersand the staff make sure that
we're addressing the needs ofall attendance.
So just helping the teachersand the staff make sure that
we're addressing the needs ofall students.
Speaker 3 (12:56):
So you talk about people say oh, you get summers
off, how do you spend yoursummers?
Speaker 4 (13:01):
Oh yeah, I love summer.
It's my favorite season.
I say definitely a mix of workand play.
I still do work over the summer.
I actually work for thedistrict.
I do curriculum writing for thesocial studies department and
that's definitely something I'mreally passionate about.
I really enjoy doing that.
In the past two summers I havealso taught for the enrichment
program for summer school andI've had a lot of fun with that.
(13:24):
You get a lot of creativitywith the planning with that.
It's really, really rewarding.
I also have attended differentmeetings and conferences for the
district throughout the summer,so you always have work a
little bit on your plate in thesummer, but being a teacher is
really rewarding for the factthat you do get some free time
in the summer.
So I spend a lot of time at thebeach, a lot of reading, I go on
(13:47):
walks and I visit my niece andnephew a lot.
They are super darling.
They are three and five.
Hi Goldie, Hi Redford.
Speaker 2 (13:56):
They're amplifiers too, they are totally amplifiers
.
Speaker 4 (14:00):
But something I always like to point out about
teaching is people say oh, youonly work 10 months out of the
year.
I kind of think that we aredoing a 12-month job in a
10-month period.
Speaker 3 (14:12):
Right, yeah, that's well said.
Yeah, definitely.
So.
You mentioned the wordrewarding and you talked about
having that time in the summer,but I'm quite sure that's not
your primary reason for teachingwhat is rewarding.
I mean, what are other thingsthat are rewarding for you in
your job?
Speaker 4 (14:28):
I would say the most rewarding thing is the social
piece of it.
Especially the age that I teach, I think that they're really
starting to learn how tonavigate themselves and other
people and seeing them formfriendships, understand what
conflict is and how to try towork through it and solve it,
(14:50):
learning those foundationalsocial skills.
Just watching that growth fromthe beginning of the year to the
end of the year, I see so muchchange in them and I feel like I
leave them like little citizensof the world, like they're
ready to really interact withone another.
They have confidence and that,you know, that is a greater
(15:10):
lesson than anything I couldteach them, so being able to
send them off with that.
Speaker 2 (15:14):
Wow.
And on this other side, though,what is maybe the toughest part
of teaching?
Speaker 4 (15:20):
That is a good question.
I would say two things.
Definitely the personal piece,like there are some students who
you really personally worryabout and carry with you.
Right eating dinner.
Like are they?
(15:40):
Are their basic needs being met?
And I?
That keeps me up at night, forsure.
And and the other piece is alittle on a smaller scale there
are so many decisions teachersmake in a day I think I read
somewhere it's like 1500 in aday and they're little things
like yes, you can go to thebathroom.
No, you're not getting waterright now.
(16:01):
Actually, we're going to dothis side of the sheet instead
of that sheet, things like that,that I wake up often in the
middle of the night like Itotally forgot to tell that
student they could go to thenurse or something like that so
little things fall through thecracks.
Speaker 2 (16:19):
Yeah, right.
What would you say to someonethat's interested in education?
Right, they're thinking, hey,is this the career path I want
to go?
What would you tell them?
Speaker 4 (16:27):
Yeah, I think I would tell them, obviously do it.
Speaker 2 (16:33):
Just do it, like just go, just do it.
Speaker 4 (16:35):
Yeah.
Speaker 3 (16:37):
Well, maybe not in every case.
Speaker 4 (16:38):
There may be some people you would say oh, maybe I
would vet them first, maybe not.
Maybe not some people you wouldsay, oh, maybe I would vet them
first, maybe not, maybe not.
I would say, do it, but only ifyou really love it.
Right, it is really what youmake of it.
If it's a job that you want tobe just your job, where you work
a nine to five and you go in,go out, work your contract hours
and clock out, you couldrealistically do that.
(17:00):
But it probably wouldn't bereally fun for you, it probably
wouldn't be really fulfillingfor the kid.
So, if it's something you wantto do, absolutely do it, but you
have to be committed to doingit right and giving it your all.
Speaker 2 (17:13):
And that's true for like any job, right?
I mean seriously, that's justgood advice all around.
Speaker 3 (17:18):
Yeah, so you know, I was an English teacher and I
love stories.
Do you have any stories thatreflect what teaching's like or
how it's rewarding?
Speaker 4 (17:28):
Yeah, Great, Of course.
Well, a day in the life, I mean, it really is probably what
people expect.
The things that come out of mymouth as a second grade teacher
are just things that I'm like.
I never thought that collectionof words would go together such
as don't do karate in thebathroom.
(17:49):
That's one of my favorite lines.
Speaker 3 (17:54):
But a very good that's very good advice.
Speaker 4 (17:57):
But useful across aspects of life.
Speaker 2 (18:00):
in case you needed that reminder, that's something
that I know is going to happenwith my son.
Speaker 3 (18:05):
No doubt, no doubt, right yes.
Speaker 4 (18:08):
But her Taekwondo instructor did tell her she
needed to practice more, so Iwas up against a battle there.
So, yes, I have things likethat every day, just in the
middle of me teaching, raisingtheir hand.
Did you know Chick-fil-A makesreally good mac and cheese?
Yes, I did know.
Speaker 2 (18:27):
Thank you so much.
Speaker 4 (18:28):
Yeah, yes, thank you for letting me know, is my
favorite line.
Speaker 3 (18:34):
Thank you for letting me know.
Yes, I'm going to use that.
Yes, I think there's a lot ofinstances where I could use that
yes.
Speaker 4 (18:40):
My elbow hurts.
Thank Distances where I coulduse that.
Yeah, my elbow hurts.
Thank you so much for lettingme know.
Yeah, yeah, right, but.
I really think somethingmagical about second graders is
they are so super thoughtful,like they hang on to things that
you have told them once 10months ago and will bring that
back up and make you feel sospecial and as we grow up I
(19:03):
think that might be a quality welose a little bit.
I, at the beginning of the year, mentioned I'm a Swifty huge,
swifty big Taylor.
Speaker 2 (19:12):
Swift fan Taylor, if you're listening, so you watch
the Super Bowl for Swifty.
I watch the.
Speaker 4 (19:18):
Super Bowl for everyone to have fun.
I hope everyone have fun, butI'm so glad that Travis Kelsey
won and I hope that him andTaylor Swift get married.
Speaker 1 (19:27):
And live a happy, beautiful life together.
Speaker 2 (19:29):
I'm sorry.
Speaker 3 (19:31):
That is such a nice wish for you.
Yeah, that's nice.
Speaker 4 (19:35):
Thank you for letting me know, yeah.
Speaker 2 (19:40):
That's what you're thinking.
Speaker 3 (19:41):
I know.
Speaker 4 (19:43):
But I mentioned that I like Taylor Swift at the
beginning of the year and I'llbring her up once in a while in
a lesson and, you know, give anexample of something.
And for Christmas this year,one of my kids drew me the most
detailed picture of me andTaylor Swift, sweet, and it's me
.
Hi, I'm the teacher, it's me.
They're so creative, they're socreative, they're so thoughtful
(20:06):
and those little things thatyou tell them they bring back up
.
So I love how they listen andmake you feel so special.
Speaker 3 (20:13):
That's awesome.
Now you said you were inFairfax for four years.
How long have you been inChesapeake?
Speaker 4 (20:19):
About three and a half.
Speaker 3 (20:20):
Okay, all right.
So where do you see yourself in10 years from now?
Speaker 4 (20:24):
I don't ever see myself leaving education.
I really just think this is mypassion and where I belong.
Speaker 2 (20:34):
Good for us.
Thank you, yeah, please don'tleave.
Speaker 4 (20:38):
But I would like to maybe one day shift into more of
a curriculum development role.
I've done work, as I said, withthe social studies department
in curriculum writing and I'vejust loved that.
I love making learningexperiential for students and in
my curriculum writing I'vegotten to share that with other
(20:59):
educators and I feel like that'swhere I've made so much impact.
Now, not just my 23 studentsare getting to do that hands-on
learning, now all the studentsin second grade in Chesapeake
are getting to do that learning,and that, to me, is just so
cool.
So, something along those linesis kind of where I see my future
.
Yeah.
Speaker 2 (21:20):
Wow.
Speaker 3 (21:20):
Well, I got to tell you it has been an absolute
pleasure to talk to you.
Your energy, your optimism iseffective and I feel like I've
caught it actually.
But thank you so much and wewish you the best and your
second grade.
I hope your second grade kidsand their families realize how
lucky they are Absolutely Thankyou.
Speaker 4 (21:40):
Thank you Go Amplified.
What I love about Mrs May is because she is so
positive and she is so kind.
She's one of the most generouspeople I've known, the nicest
person I know.
Everything about her is justgreat.
She's really sweet and she canunderstand if you're telling her
(00:20):
something about your feelingsor something she can understand
and she's really patient.
And she loves Taylor Swift andpeople sing with her too.
She always makes learning funfor us and she's very kind.
She like always makes theselike fun activities for us.
(00:41):
She helps us whenever we needhelp.
When I'm in class, I feelreally happy.
You have a very kind heart andyou're really beautiful.
We love you, Ms May.
Speaker 2 (00:57):
Those were second grade students from Butts Road
Primary who happen to bestudents of our guest on this
episode.
Welcome to Amplified theChesapeake Public Schools
podcast.
Speaker 3 (01:17):
Chesapeake Schools is located in the Hampton Roads
area of southeastern Virginia.
We serve 40,000 students in 45schools and three centers.
This podcast is designed totell the stories behind our
story and to introduce andcelebrate the people and
programs that make us one of thepremier school districts in
Virginia.
Speaker 2 (01:37):
Hey everyone, this is Matt Graham here with Richie
Babb.
Speaker 3 (01:41):
And you know, matt, we are celebrating.
It's May and we're celebratinga lot of things, but one of the
things we're celebrating isTeacher Appreciation.
Speaker 2 (01:48):
That's right.
May 6th through May 10th isTeacher Appreciation Week.
Weren't you a teacher?
I was.
Weren't you a teacher?
I was, I was a teacher, I don'tthink we're being celebrated,
though.
No, it's all about the currentteachers.
Speaker 3 (02:00):
People out there in the field in the classroom boots
on the ground.
Speaker 2 (02:03):
That's right Boots on the ground, no doubt.
So today we brought in anexceptional teacher.
We brought in our district-wideteacher of the year, alyssa May
, and we also want to make sureto give a huge shout out and a
token of appreciation to all ofour teachers.
Speaker 3 (02:25):
Yeah, you know, matt, we really would be great if we
could talk to every singleteacher out there, right, but
that's a long show.
So talking to Alyssa May todayis our way really of celebrating
all of our teachers.
You know, our premise is thestories behind our story, and
every teacher in every classroomhas a story and they are the
stories behind our story.
Stories behind our story.
(02:46):
Well, welcome to Amplify theChesapeake Public Schools
podcast.
I'm Richie Babb here with MattGraham, and we are thrilled to
be here today with the inauguralvery first amplifier Amplifier.
Amplifier who is now what we'recalling our fandom?
Yes, At the suggestion of thisguest.
I was excited about it anyway.
(03:06):
But when this guest came in,the energy that she exudes.
You're going to love thisepisode, so you stick right
there.
Lights up the room Right lightsup the room and that person is
Alyssa May, our 2023-24 Teacherof the Year, overall Teacher of
the Year from Butch Road Primaryand she teaches second grade.
(03:28):
Alyssa, welcome on the program.
Speaker 4 (03:31):
Thank you so much.
I am a longtime listener,first-time caller.
I love the Amplified podcast.
Thank you for having me,absolutely Thank you for being
here, Wow.
Speaker 3 (03:41):
You know, we may have to shut it down after this,
because I'm not sure it's goingto get any better.
You peaked Right.
Yeah, exactly so now.
So let's talk about DistrictTeacher of the Year.
Congratulations, first of all.
Speaker 4 (03:54):
Thank you.
Speaker 3 (03:55):
What was that like?
And also, what's your favoritemoment in being Teacher of the
Year.
What's your favorite thingthat's happened as a result of
that?
Speaker 4 (04:03):
Yeah.
So being there at the ceremony,first of all, they do an
amazing job just making it sospecial for the people who are
nominated and who are there thatI was just in awe the whole
time.
And then you have some timebefore we go out on the stage
and you know, get recognized.
And you know, get recognizedand I got to know the other
(04:24):
people who were there and youkind of get to chat and talk a
little bit about who's from whatschool and get to know them and
just talking to them I'm like,okay, it's been a good run, this
has been fun, but like thesepeople are amazing.
And they've been doing this forso long and they have so much
experience that I totally didnot think I had a shot.
(04:45):
But it was quite shocking forsure to be called, and I just
remember the support of thepeople around me the other
Teacher of the Year nominees andso many people from my school
and my family showed up for methat that definitely was such a
special moment.
I kind of blacked out a littlebit as it was happening, but it
(05:08):
just really it's one of thosemoments that'll live rent-free
in your brain forever.
Rent-free, yeah.
Speaker 3 (05:14):
I love it.
So now give us a littlebackground on yourself, as you
know, being an amplifier we liketo start getting to know our
guests.
So tell us about yourself.
Where are you from, where didyou go to college?
That kind of stuff.
Speaker 4 (05:27):
Yeah, I was born and raised in central New Jersey.
I'm a Jersey girl through andthrough, and then I went to
college, at JMU, and when I wasat JMU I met my now husband and
he's from Texas.
So neither of us are fromVirginia originally.
We kind of adopted the state ofVirginia as our home.
Speaker 3 (05:48):
That's a good move.
Speaker 4 (05:50):
Yeah, you know what it's been treating me pretty
well.
Speaker 1 (05:52):
Yeah, yeah, how do I say Like?
Speaker 4 (05:54):
it so far.
So after college we moved tothe Washington DC area and I
taught in Fairfax County forabout four years.
Speaker 3 (06:02):
Okay.
Speaker 4 (06:02):
Had an amazing experience there, fairfax County
, for about four years, had anamazing experience there and
then we moved to Norfolk inFebruary of 2021.
I was so lucky to get a job atButts Road Primary in the middle
of the year.
I always call it that it waslike fate, because a teacher was
leaving second grade specialeducation inclusion position
(06:25):
because her husband was in themilitary.
That was what I had taught inFairfax, and finding a job in
the middle of the year is socrazy that it was just
serendipitous that it happenedthat way.
Speaker 3 (06:36):
Nice vocabulary too, by the way.
Thank you, Of course.
Speaker 2 (06:40):
Teacher of the year.
Speaker 3 (06:42):
She teaches second graders that's not on their
vocabulary list, Matt.
Speaker 4 (06:46):
Listen, we've got to teach them sometime.
That's true, that's right.
Speaker 2 (06:49):
Exactly.
Word of the week.
Speaker 4 (06:51):
Yes, so I've lived here ever since and I've really
enjoyed it.
Speaker 3 (06:56):
Nice, very nice.
Speaker 2 (06:58):
Yeah.
So, alyssa, you stated yourpassion for teaching was ignited
by the influence of greatteachers during your school days
, so can you tell us a littlebit about that?
Speaker 4 (07:09):
Yeah, I was so lucky growing up.
I feel like I just had the mostamazing teachers and I don't
feel like I was always theeasiest student.
I had a lot of anxiety aroundgoing to school, I had a lot of
nervousness, I was a realperfectionist and it just every
(07:30):
day for me was a struggle to beat school because I just wanted
to do so well and I put so muchpressure on myself.
And it was when my teachersmade learning not feel like a
task or a checklist and made itan experience and fun Right that
I was able to feel like free atschool, free of those chains of
(07:52):
anxiety.
So two of my favorite teachersgrowing up were Miss Orlando,
fifth grade, miss Wildman,second grade, and I just can,
even to this day, recall thosethings that they did that made
me feel like we were in anexperience.
We weren't in school we weredoing something magical, and
that really is what I alwaysstrive to create for my students
(08:15):
.
I always use the word magicbecause it just like lifted
those chains off of me.
Speaker 2 (08:22):
Wow, dr Galford, your principal, who was my actual
fifth grade teacher, did youknow that.
Did you know that she was myfifth grade?
Speaker 4 (08:30):
teacher.
That's why you're so smart.
Speaker 2 (08:32):
Yeah, okay, richie might say something different, I
wouldn't say it.
And we taught together atGreenbrier Middle School for
some time.
Yeah, we did, we did.
Yes, she's awesome.
But she said that you have anatural talent for teaching.
Can you tell us what yourclassroom is like?
You already sort of mentionedit a little bit.
(08:54):
I know you do someproject-based learning.
What's that classroomenvironment like?
Speaker 4 (08:58):
Yeah, I really pride my classroom on kind of two
things.
I try to incorporate a lot ofsocial emotional learning and
project-based learning, and Ithink they really do go hand in
hand.
I think that, you know, on thesocial emotional learning side
and the social skills side, I doteach in an inclusion setting.
So teaching those social skillsto some of my students is just
(09:21):
really foundational for them.
And then for the gen edstudents who are in there, it
also gives them an opportunityto realize how to work with
everybody and that's really whatreal life is.
We work with all different typesof people every day.
So I'm trying to set thosefoundations for them early.
But I also strive to make thelearning experiential for them
(09:42):
and just every day something newand something that they can
take into their real life.
They're not always going toremember exactly every detail
about the Powhatan NativeAmerican tribe, but they might
remember it a little better anda little stronger when they've
had to build something torepresent it or just have that
memory of you know doing thatand working collaboratively and
(10:03):
using those skills.
So we try to really make itmore of an experience than a sit
and do, and it's definitelymore student-centered.
They're leading their ownlearning, that's great, great.
Speaker 3 (10:14):
And you know I don't think about those kinds of
things starting as early assecond grade, but they probably
need it as much or more than anyother age student, right.
Speaker 4 (10:21):
Oh yeah.
Speaker 2 (10:22):
Can you clear up I'm going to deviate a little bit.
Sure, can you clear up maybesome misconceptions out there
about teaching, like what's theworkload like?
Speaker 4 (10:36):
there about teaching.
Like what's the workload?
Like, yeah, so one of thebiggest misconceptions that I
think about teaching is peoplesay you get out at 2 pm and you
have summers off, like this is abreeze and in some ways we are
really lucky with that.
You know, in some ways I lovehaving that.
I do have a lot offlexibilities in the summer.
If I do have a doctor'sappointment at 2.30 pm, I am
lucky enough that I can do that,but a lot of times it really is
(11:01):
more than that.
So a day in my life I get toschool about 30 minutes before
our bell rings.
I get about 40 minutes.
Speaker 3 (11:10):
So what time is that?
Speaker 4 (11:12):
6.30.
Speaker 3 (11:12):
Okay.
Speaker 4 (11:13):
Yeah, that's when I get to school, the students we
have to clock in at 7.10 and thestudents get there at 7.15.
So about 30 to 40 minutes tomyself to find my zen.
And then we get a 40 minuteplanning block a day, which
we're really lucky to have.
But we don't always get thewhole time to plan what people
(11:35):
think we're planning, we'reworking collaboratively, we're
attending meetings, things likethat, and then after school I
work really hard personally tonot take work home with me.
So I'm lucky enough just thepoint I'm in in my life.
I don't have children.
I work for like two to threehours a day after school and
then I leave it.
(11:56):
I very rarely take myChromebook home.
I just leave it plugged in mydesk because it'll be there
tomorrow.
But another beautiful thingabout teaching is you do have
that flexibility.
If you have to leave at 2.30 totake care of your children, you
can take that work home withyou, so then you're in the
building until five or sixo'clock at times.
Speaker 3 (12:14):
Sometimes, yeah, sometimes right yeah.
Speaker 2 (12:16):
Yeah, and you do other things as well, like what
are some of your otherresponsibilities?
Because I know you're not justteaching right, you're like an
MTSS coach.
Speaker 4 (12:23):
Yes, I'm an MTSS coach.
I'm the grade level chair.
I am the environment committeechair.
I'm probably missing some otherthing that I signed up for and
forgot about, just so peopleknow, tell us what an MTSS chair
is.
Yeah, so MTSS stands forMulti-Tiered Systems of Support
(12:44):
and it's basically interventionsand ways to help all students
tiers one, two and three inacademics, behavior and
attendance.
So just helping the teachersand the staff make sure that
we're addressing the needs ofall attendance.
So just helping the teachersand the staff make sure that
we're addressing the needs ofall students.
Speaker 3 (12:56):
So you talk about people say oh, you get summers
off, how do you spend yoursummers?
Speaker 4 (13:01):
Oh yeah, I love summer.
It's my favorite season.
I say definitely a mix of workand play.
I still do work over the summer.
I actually work for thedistrict.
I do curriculum writing for thesocial studies department and
that's definitely something I'mreally passionate about.
I really enjoy doing that.
In the past two summers I havealso taught for the enrichment
program for summer school andI've had a lot of fun with that.
(13:24):
You get a lot of creativitywith the planning with that.
It's really, really rewarding.
I also have attended differentmeetings and conferences for the
district throughout the summer,so you always have work a
little bit on your plate in thesummer, but being a teacher is
really rewarding for the factthat you do get some free time
in the summer.
So I spend a lot of time at thebeach, a lot of reading, I go on
(13:47):
walks and I visit my niece andnephew a lot.
They are super darling.
They are three and five.
Hi Goldie, Hi Redford.
Speaker 2 (13:56):
They're amplifiers too, they are totally amplifiers
.
Speaker 4 (14:00):
But something I always like to point out about
teaching is people say oh, youonly work 10 months out of the
year.
I kind of think that we aredoing a 12-month job in a
10-month period.
Speaker 3 (14:12):
Right, yeah, that's well said.
Yeah, definitely.
So.
You mentioned the wordrewarding and you talked about
having that time in the summer,but I'm quite sure that's not
your primary reason for teachingwhat is rewarding.
I mean, what are other thingsthat are rewarding for you in
your job?
Speaker 4 (14:28):
I would say the most rewarding thing is the social
piece of it.
Especially the age that I teach, I think that they're really
starting to learn how tonavigate themselves and other
people and seeing them formfriendships, understand what
conflict is and how to try towork through it and solve it,
(14:50):
learning those foundationalsocial skills.
Just watching that growth fromthe beginning of the year to the
end of the year, I see so muchchange in them and I feel like I
leave them like little citizensof the world, like they're
ready to really interact withone another.
They have confidence and that,you know, that is a greater
(15:10):
lesson than anything I couldteach them, so being able to
send them off with that.
Speaker 2 (15:14):
Wow.
And on this other side, though,what is maybe the toughest part
of teaching?
Speaker 4 (15:20):
That is a good question.
I would say two things.
Definitely the personal piece,like there are some students who
you really personally worryabout and carry with you.
Right eating dinner.
Like are they?
(15:40):
Are their basic needs being met?
And I?
That keeps me up at night, forsure.
And and the other piece is alittle on a smaller scale there
are so many decisions teachersmake in a day I think I read
somewhere it's like 1500 in aday and they're little things
like yes, you can go to thebathroom.
No, you're not getting waterright now.
(16:01):
Actually, we're going to dothis side of the sheet instead
of that sheet, things like that,that I wake up often in the
middle of the night like Itotally forgot to tell that
student they could go to thenurse or something like that so
little things fall through thecracks.
Speaker 2 (16:19):
Yeah, right.
What would you say to someonethat's interested in education?
Right, they're thinking, hey,is this the career path I want
to go?
What would you tell them?
Speaker 4 (16:27):
Yeah, I think I would tell them, obviously do it.
Speaker 2 (16:33):
Just do it, like just go, just do it.
Speaker 4 (16:35):
Yeah.
Speaker 3 (16:37):
Well, maybe not in every case.
Speaker 4 (16:38):
There may be some people you would say oh, maybe I
would vet them first, maybe not.
Maybe not some people you wouldsay, oh, maybe I would vet them
first, maybe not, maybe not.
I would say, do it, but only ifyou really love it.
Right, it is really what youmake of it.
If it's a job that you want tobe just your job, where you work
a nine to five and you go in,go out, work your contract hours
and clock out, you couldrealistically do that.
(17:00):
But it probably wouldn't bereally fun for you, it probably
wouldn't be really fulfillingfor the kid.
So, if it's something you wantto do, absolutely do it, but you
have to be committed to doingit right and giving it your all.
Speaker 2 (17:13):
And that's true for like any job, right?
I mean seriously, that's justgood advice all around.
Speaker 3 (17:18):
Yeah, so you know, I was an English teacher and I
love stories.
Do you have any stories thatreflect what teaching's like or
how it's rewarding?
Speaker 4 (17:28):
Yeah, Great, Of course.
Well, a day in the life, I mean, it really is probably what
people expect.
The things that come out of mymouth as a second grade teacher
are just things that I'm like.
I never thought that collectionof words would go together such
as don't do karate in thebathroom.
(17:49):
That's one of my favorite lines.
Speaker 3 (17:54):
But a very good that's very good advice.
Speaker 4 (17:57):
But useful across aspects of life.
Speaker 2 (18:00):
in case you needed that reminder, that's something
that I know is going to happenwith my son.
Speaker 3 (18:05):
No doubt, no doubt, right yes.
Speaker 4 (18:08):
But her Taekwondo instructor did tell her she
needed to practice more, so Iwas up against a battle there.
So, yes, I have things likethat every day, just in the
middle of me teaching, raisingtheir hand.
Did you know Chick-fil-A makesreally good mac and cheese?
Yes, I did know.
Speaker 2 (18:27):
Thank you so much.
Speaker 4 (18:28):
Yeah, yes, thank you for letting me know, is my
favorite line.
Speaker 3 (18:34):
Thank you for letting me know.
Yes, I'm going to use that.
Yes, I think there's a lot ofinstances where I could use that
yes.
Speaker 4 (18:40):
My elbow hurts.
Thank Distances where I coulduse that.
Yeah, my elbow hurts.
Thank you so much for lettingme know.
Yeah, yeah, right, but.
I really think somethingmagical about second graders is
they are so super thoughtful,like they hang on to things that
you have told them once 10months ago and will bring that
back up and make you feel sospecial and as we grow up I
(19:03):
think that might be a quality welose a little bit.
I, at the beginning of the year, mentioned I'm a Swifty huge,
swifty big Taylor.
Speaker 2 (19:12):
Swift fan Taylor, if you're listening, so you watch
the Super Bowl for Swifty.
I watch the.
Speaker 4 (19:18):
Super Bowl for everyone to have fun.
I hope everyone have fun, butI'm so glad that Travis Kelsey
won and I hope that him andTaylor Swift get married.
Speaker 1 (19:27):
And live a happy, beautiful life together.
Speaker 2 (19:29):
I'm sorry.
Speaker 3 (19:31):
That is such a nice wish for you.
Yeah, that's nice.
Speaker 4 (19:35):
Thank you for letting me know, yeah.
Speaker 2 (19:40):
That's what you're thinking.
Speaker 3 (19:41):
I know.
Speaker 4 (19:43):
But I mentioned that I like Taylor Swift at the
beginning of the year and I'llbring her up once in a while in
a lesson and, you know, give anexample of something.
And for Christmas this year,one of my kids drew me the most
detailed picture of me andTaylor Swift, sweet, and it's me
.
Hi, I'm the teacher, it's me.
They're so creative, they're socreative, they're so thoughtful
(20:06):
and those little things thatyou tell them they bring back up
.
So I love how they listen andmake you feel so special.
Speaker 3 (20:13):
That's awesome.
Now you said you were inFairfax for four years.
How long have you been inChesapeake?
Speaker 4 (20:19):
About three and a half.
Speaker 3 (20:20):
Okay, all right.
So where do you see yourself in10 years from now?
Speaker 4 (20:24):
I don't ever see myself leaving education.
I really just think this is mypassion and where I belong.
Speaker 2 (20:34):
Good for us.
Thank you, yeah, please don'tleave.
Speaker 4 (20:38):
But I would like to maybe one day shift into more of
a curriculum development role.
I've done work, as I said, withthe social studies department
in curriculum writing and I'vejust loved that.
I love making learningexperiential for students and in
my curriculum writing I'vegotten to share that with other
(20:59):
educators and I feel like that'swhere I've made so much impact.
Now, not just my 23 studentsare getting to do that hands-on
learning, now all the studentsin second grade in Chesapeake
are getting to do that learning,and that, to me, is just so
cool.
So, something along those linesis kind of where I see my future
.
Yeah.
Speaker 2 (21:20):
Wow.
Speaker 3 (21:20):
Well, I got to tell you it has been an absolute
pleasure to talk to you.
Your energy, your optimism iseffective and I feel like I've
caught it actually.
But thank you so much and wewish you the best and your
second grade.
I hope your second grade kidsand their families realize how
lucky they are Absolutely Thankyou.
Speaker 4 (21:40):
Thank you Go Amplified.
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