By: Jonathan Juravich
Editor’s Note: During the Ohio Teacher of the Year selection process, outstanding educators from each of the 11 State Board of Education districts are chosen to be District Teachers of the Year. Finalists for the Ohio Teacher of the Year will be selected from these 11 honorees. Ultimately, only one will become the Ohio Teacher of the Year. This person is then in the running to be the National Teacher of the Year.
As the nomination window for the 2020 Ohio Teacher of the Year opens, 2018 Teacher of the Year Jonathan Juravich invited Bre Sambuchino, a 2019 Ohio Teacher of the Year finalist, to help him write this blog. Below, Jonathan and Bre share how their respective recognitions have impacted their careers and lives. They also invite you to nominate an outstanding teacher for this honor.
Jonathan Juravich, 2018 Ohio Teacher of the Year
To be named the 2018 Ohio Teacher of the Year set into motion the most remarkable year and a half of my life. To be honest, I will never be the same again. I have realized that I have become a stronger version of myself. I am confident in sharing my perspective and my experiences in the classroom. I have learned what true leadership can be and how sometimes sitting back and actually listening to someone else can mean so much more than being the loudest voice in the room. I have learned that Ohio Teacher of the Year is so much more than a title, it is an opportunity, a responsibility and full of possibilities.
Right before the announcement was made of my recognition, I was on a conference call with previous honorees. One of them said, “You are going to join the most incredible professional network of people when you meet the other state teachers of the year.” I remember rolling my eyes. Really? Another network of educators? I think I’m okay. And then I met the 54 other state Teachers of the Year and realized this was so much more than a professional network. This group of educators has so many things in common with me — they process the same struggles, challenge me to think bigger, are there when I need someone to listen and have opened my eyes to gratitude. They have become my close friends.
Together, we have had once-in-a-lifetime experiences. We explored Google’s campus, shared our experiences with Secretary of Education Betsy DeVos, toured the White House, attended Space Camp and stood on the field during the national anthem at the National Championship football game. And the adventures continue. Then, there was that day I stood on the TED stage in New York City, telling the stories of my students, my daughter and my grandmother to fellow teachers in the audience.
Throughout these experiences, I was very cognizant that I was representing Ohio and the excellent educators of our state. I knew when I saw something amazing or experienced excellent professional learning, it was my job to share it with the people who needed it. And now, piloting the teacher-in-residence position at the Ohio Department of Education, I have had the opportunity to meet and celebrate some of the most remarkable educators across our state.
This experience has led me to dream big and believe in possibilities — possibilities for my students, for education and for myself.
Bre Sambuchino, 2019 Ohio Teacher of the Year Finalist
I remember the day when my superintendent walked in my class with flowers in hand. I was teaching Education Principles. This is a class for seniors who wish to become teachers, and they are absolutely delightful — a joy, really. She came in and explained she had just submitted my name for Ohio Teacher of the Year. The students in the class were enthralled. They wanted to know everything and asked, “So, what is next?” “When will she know?” “How can we help?” I remember thinking they were being so sweet, but I was pretty sure my road was going to end that day because I knew of all the amazing teachers that were in my building — let alone the state of Ohio.
They asked for a group hug. Yes, a hug. Senior students were hugging it out. I thought, “Maybe I did teach them something.” As the instructor for our school’s Teaching Professions Academy, my motto is to do all things with grace and love.
The Ohio Teacher of the Year process continued and was challenging at times. I was juggling a lot of life changes at the same time as I was preparing for my presentation and writing my essays. However, the process gave me the opportunity to reflect on my life and, for that, I am grateful. When all the essays were written, I realized I like building and creating things. Almost everything I had been recognized for had been for creating something that had not existed previously.
The process gave me confidence, which gave me grace. It gave me the opportunity to say, “What is next?” Since then, I have volunteered with the St. Vincent de Paul Retrofittings Committee, and I recently met with the Leukemia & Lymphoma Society about becoming involved in their work. I love working on teams, building things and creating anew.
In the classroom, the Ohio Teacher of the Year process has solidified the passion I have for my vocation. I know I am meant to be an educator. I love what I do and am grateful for each day. I love modeling grace and love, and I know I am where I am meant to be.
Our challenge is for school administrators, community members, parents, students and fellow educators to nominate an outstanding teacher for the Ohio Teacher of the Year program. Excellent teachers open doors to opportunities for students. In turn, excellent teachers deserve to have doors opened for them.
Jonathan Juravich is the 2018 Ohio Teacher of the Year, was a finalist for National Teacher of the Year and serves as the Ohio Department of Education’s teacher-in-residence.
Bre Sambuchino is the State Board District 4 Teacher of the Year and was a finalist for 2019 Ohio Teacher of the Year. She teaches in Loveland City School District.
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By: Kimberly Monachino
We hear the term student engagement quite a bit, but what does that mean in the classroom and how is it done? Student engagement refers to the degree of attention, curiosity, interest, optimism and passion students show when they are learning or being taught. This extends to their levels of motivation to learn and progress in their education. To create high levels of student engagement, teachers craft lessons that focus on student-driven inquiry and create learning environments that challenge students to actively research, investigate and collaborate. Students have multiple options to demonstrate their mastery of both content and skills. Simply stated: the students are actively participating in their learning, not passive bystanders.
As Benjamin Franklin stated, “Tell me and I forget. Teach me and I remember. Involve me and I learn.” This quote speaks to the power of student engagement. We know that the more students are engaged, the more learning occurs. So, how do we create classrooms with high levels of student engagement?
Here are several ways to increase the amount of time students are engaged.
Kim Monachino is director of the Office for Exceptional Children for the Ohio Department of Education. You can learn more about Kim by clicking here.
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- Make the lesson meaningful and real. Have the students incorporate their experiences, interests and knowledge.
- Give students choice. Empower the students to make choices on their assignments (for example, tic-tac-toe style boards that offer choices of activities).
- Use the 10:2 method. For every 10 minutes of instruction, allow the students two minutes to process and respond to the instruction or reading material. This can be done in various ways: have them write about what they learned or read, have them ask or write down questions they have about what they read or learned, or have students discuss the lesson or reading material with partners.
- Incorporate movement into your lessons. Require students to respond to a question about a reading passage or lesson by moving to a certain spot in the room, writing on whiteboards or standing (or sitting) when they are done thinking about the question.
- Embrace collaborative learning. By teaching students to work together, they learn how to problem-solve, think critically, improve social interactions and develop communication skills.
- Allow students five to seven seconds of ‘think time’ when asking a question about a story or reading passage. At the end of the time, draw a random name to answer the question.
- At the end of a lesson, have students use the 3-2-1 method of summarizing. In this method, students record three things they learned, two interesting things and one question they have about what was taught or read. Allow time for them to share their findings with peers.
- Take a moment to pause. Periodically pause mid-sentence when teaching and require students to fill in the blanks.
- Establish positive teacher-student relationships. Students need to feel safe in their classrooms. They need to know they can take risks and make mistakes in their learning.
- Remember your role as a teacher. Remember that the goal of engagement in the classroom is to change from being a teacher who is the sage on the stage to one who is the guide on the side.