Portrait of a Teacher: Melanie Davis

In a new series for PolyNews, we are sitting down with transformative teachers shaping our school. Our first interview is with Third Grade Teacher Melanie Davis.

 

 

I hope my students grow into who they are, build confidence in themselves, and recognize the unique strengths they bring to the world.

I want them to know they can achieve anything, even if it takes work and time. A parent said it to me last night at Back to School Night: I want them to feel happy, supported and safe. I would like for the students to feel these things also.   My hope is that students leave my classroom with the resilience to face challenges, learn from mistakes, and keep going even when things feel difficult.

I give them work that's above their level because I know they can do it, and I want them to know it, too. I also make mistakes on purpose. I'll spell something wrong or do a math problem wrong on the board. Then I say, "Oh, thank you! I didn't catch that." That way they see that we learn from mistakes.

Third graders are still willing to try things and be silly in front of everyone. I'm silly too. I'll make up a grammar song on the spot. At first they look at me like, "What is this?" Then they start singing along.

 

 

I can see it on their faces. They're happy, excited and they  participate in the lesson.One of the most rewarding moments is seeing a child who rarely volunteers gain the confidence to raise their hand and read aloud in class.

I only teach for about 10 to 15 minutes at a time. I want students to spend less time listening to me and more time actively learning. Most of my lessons taught turn into hands-on work or board work, so they're never sitting for long. When they're engaged, they keep trying the work even when it's hard. They help each other on the spot and push themselves. My role is to give them the tools they need and then step back so they can take ownership of their learning.

 

 

They're starting to become independent, and they want to know everything, including why things are the way they are. I don't always have the answers. Often I'll say, "That's a great question. Let's figure it out together."

They're still young, though. They still care about what their teacher thinks, and they bring so much imagination and curiosity into the classroom.

When I read their creative writing, I think, "I would never have thought of that as an adult."

Sometimes we go off topic, and the kids think they've distracted me. Really, I'm letting them explore what interests them. Some of those side conversations have turned into projects that occur during the year. . I've taught second and fourth grade, and third is the perfect middle. They're still young, they're gaining
independence, and they express themselves freely without worrying too much about what others around them think.

 

 

Every group teaches me something different, but mostly they teach me to be more patient. In my room, kids work on the floor or at the back table, wherever they can get their work done. They remind me to slow down, enjoy the little moments, and find joy in the everyday things that happen in our classroom.

They've made me a better listener, even with adults. I've improved my time management so that every child gets one-on-one time with me each week.

They also teach me resilience. If a lesson flops, they're very understanding: "It's okay, we didn't get that one." So I will try again in a different way. I like structure, but each group is different, and they've taught me to let some of it go.

 

 

You can't have one lesson for everyone. I've always adapted, but I've done it more and more over the last 10 years. Now I might have five different ways to teach one skill. If the first way doesn't click, we try another. I'll even tell the kids, "This method doesn't work for me, so if it doesn't work for you, I understand." How I plan each day and week depends on what the kids need at that moment.

I've also changed how I think about homework. Early in my career, if a child didn't get something, it went home for the parents to work on. Now I spend that extra 10 minutes with the child during group work. Having a fellow this year, Jennilyn Santos, for half the day means I can reach kids at every level and make sure every child feels important.

 

 

I want them to remember everything they achieved, even when it was hard. Former students still keep in touch with me. Some have now graduated from college, and one of them was Julia Zapata. I want every child to leave knowing they can succeed at anything they put their minds and hearts to, and that they're amazing people.

When a child says "I'm bad," I tell them, "No, you're not bad. You didn't make a good choice. How can we make a better one next time?" I also make a big deal about being who you are and about how we all learn differently. 

 

 

How much they'll learn. One girl told me recently, "I thought you were mean, but you're not!" Students and parents are often amazed to see how writing that begins with strong sentences can grow into well-developed, organized paragraphs.

I keep their work from the start of the year so they can see that growth.

They also don't expect it to be fun, even in math and grammar. I recently used a balloon to teach rounding. A girl who hates math called it "the best math lesson in the world." To her it didn't feel like math, but she learned the skill. Besides being fun, students don’t expect that I can be silly. There is plenty of serious learning, but there is also room to be goofy and enjoy being together. I also like that I don't have to teach the same curriculum every year. I can try new approaches with each group.