Voices from the Classroom: The State Teachers of the Year Podcast

In an effort to explore this shift in education and highlight how teachers are rising to the challenge, CCSSO is launching Voices from the Classroom: The State Teacher of the Year Podcast. Through the first series, My First Lesson of the Year, we hear directly from the 2020 State Teachers of the Year on what the return to school was like from an educators’ perspective.

Transcript:

[ Music ]

>> Sarah Brown-Wessling: [Background Music] Hey everyone, Sarah Brown-Wessling here from the Council of Chief State School Officers National Teacher of the Year Program. And I'm excited to introduce Voices from the Classroom, the State Teacher of the Year podcast. CCSSO's National Teacher of the Year Program provides a platform for exceptional educators to elevate issues that affect teachers and their students to expand their leadership roles and to inform policy and practice. I was named National Teacher of the Year in 2010 and since then, I've been committed to sharing the stories and elevating the voices of state teachers of the year. It is my hope that this podcast will give you insight into the incredible work they do. As we are very much aware, the 2020-2021 school year is so different from anything we could have imagined. Not only do the physical classroom environments look different for students, they feel different. As educators navigate responding to two radical changes in our society, the COVID-19 pandemic and the heightened awareness of institutionalized racism. Through this first series, my first lesson of the year, we hope to capture the true essence of the return to school from an educator's perspective. In these episodes, the 2020 State Teachers of the Year will walk us through the ways they are approaching instruction and maintaining a connection with their students in this new environment. You can join the conversation on social media too, by using the hashtag ntoy20 or by visiting us online at ntoy.org. That's N-T-O-Y.org. Let's begin. This is Sarah Brown-Wessling. Welcome, Chris Dier and thank you for joining me for this conversation today about lessons from the classroom as we teach in a pandemic. How are you?

>> Chris Dier: I'm doing all right. Yeah, my name is Chris Dier. And I represent Louisiana. I'm the 2020 Louisiana Teacher of the Year and I teach US history at Ben Franklin High School in New Orleans.

>> Sarah Brown-Wessling: Wonderful. And you are completely online right now?

>> Chris Dier: Completely virtual. Completely virtual.

>> Sarah Brown-Wessling: Got you. Well, we are really curious. Can you tell us about one of your first lessons of this year?

>> Chris Dier: Sure. Yeah, so I'm actually -- this is my first year at the school. So it was interesting to teach at a new school and do it virtually. But one thing that I wanted to do was give the students an opportunity to tell me about the school itself. So, some teachers and I got together a document-based question, what should we know about Franklin, and we got together different documents like Google reviews that people have left and different -- yeah, emails that, you know, were sent out. And over the summer, the students collectively wrote a letter calling for more equity within the school and for the school to address, you know, racial disparities and lack of teachers of color and I thought it was really powerful. So I took some snippets of that letter and put it into DBQ.

>> Sarah Brown-Wessling: Yeah.

>> Chris Dier: And I think the students saw that and was -- they respected it like, you know, he's --

>> Sarah Brown-Wessling: Absolutely.

>> Chris Dier: -- trying a bit and then they -- so they got -- they had the opportunity to tell me about the school and sort of teach me and I thought that was a really fun lesson. I got to know about the school through their lens instead of --

>> Sarah Brown-Wessling: Yeah.

>> Chris Dier: -- you know, I've heard. The next lesson that I did -- and this is all in collaboration with other teachers, by the way, it's not just --

>> Sarah Brown-Wessling: Wonderful.

>> Chris Dier: -- my idea, I think.

>> Sarah Brown-Wessling: Yeah.

>> Chris Dier: But I had them listen to a local podcast that discuss the history of New Orleans from the perspective of the indigenous. So before New Orleans was founded by the French, it was called the Bulbancha. And so, this podcast explored the 300-year anniversary of New Orleans that people were celebrating. But it also highlighted the history of New Orleans before the French and the Spanish came here. And it interviewed multiple people from different nations from, you know, people in the African-American community and their intersection, and how that shows in its culture. For instance, the black community here has the Mardi Gras Indians, which is a really famous type of cultural, you know, trait that is here when people dress up in, you know, beautiful beaded garments, and whatnot.

>> Sarah Brown-Wessling: Yeah.

>> Chris Dier: So we did that. And then we got to talk about the history. I gave them an opportunity to talk about the history of their name as well. So they can talk to me about what their name is, what it means. And so, I got to know about the school and some background about them, but also wanted to let them know that we're going to learn about different histories in here, not just, you know, things in the textbooks or not just, you know, and I think there was some concern there from the students. So I would say that first lessons were -- went pretty well, all things considered.

>> Sarah Brown-Wessling: That is so wonderful. There's so much in those descriptions that I think it's just so powerful. So first of all, some teachers may not know what a DBQ is, but I think it would be helpful, right? Because you're kind of layering here. So when you talk about --

>> Chris Dier: Yeah.

>> Sarah Brown-Wessling: You know, creating a DBQ, that's also a get to know you learn about the school lesson. You're like layering some central skills to what you teach, right?

>> Chris Dier: Right, right. And a DBQ essentially is, it starts off with a question, a document-based question and the question that I post is what should I know about Franklin as a new teacher? And then I gather the documents that we analyze together.

>> Sarah Brown-Wessling: Yeah.

>> Chris Dier: And the conclusion is they let me know and DBQs are something that is really, you know, popular in AP US history. So, it's something they're going to have to learn how to do. So I thought it was an interesting way to kind of teach that skills content, but also incorporate it with a get to know you. And then they, the kids can tell me about the school and what I need to know. So I thought --

>> Sarah Brown-Wessling: Right.

>> Chris Dier: Yeah, I enjoy that as well. And --

>> Sarah Brown-Wessling: Well, that's so neat. I mean, I think it takes these skills that can sometimes feel really intimidating. And it makes them accessible. It makes them personally relevant. And I think it just really gives them access to this critical thinking. I think through the -- just this really powerful lens. And like you said that you are exploring all of these histories, right? That there's -- they're -- like, that's part of the work is telling the story from different vantage points and telling as much of the stories as we possibly can.

>> Chris Dier: Right. Yeah. And I want to do that real quick. I wanted to let them know that that's what it's going to be about. So, you know, history, we live in New Orleans and rich history here and why not dissect that from the get go, from the start.

>> Sarah Brown-Wessling: Yeah.

>> Chris Dier: So.

>> Sarah Brown-Wessling: And so much more powerful than just saying, I value local histories. You're actually, you know, embedding it in those first days. So whether you say it or not, they know it. They've experienced it. They've lived it.

>> Chris Dier: Right. Yeah. This is their history. This is not just -- yeah, so.

>> Sarah Brown-Wessling: Yeah, that's so neat. So, I'm kind of imagining the ways that this is different than how you usually start the year. But I would like to hear that from you.

>> Chris Dier: Where do I begin? This is very different from my usual start of the year. I'm not teaching in a parish that I taught in for 10 years. So -- It's a neighboring parish, which might not seem like a big deal outside of Louisiana, but people are, you know, people stick to their neighborhoods and their parishes here. So I'm teaching in a place where I may have been born here but I'm not actually like from here --

>> Sarah Brown-Wessling: Sure.

>> Chris Dier: -- in New Orleans. So that was different to do that. And to do it virtual was incredibly challenging, as well. So, yeah. So teacher virtually, and in a new school and a new environment, I think it was incredibly challenging. So these first few days, I couldn't do any collaborative assignments in terms of, you know, getting up and getting to know one another and having that physical face-to-face. So, trying to compensate that with these different lessons and ideas here. It was a challenge, but we made it work. And that's what we had to do as teachers, right? We have to continually make it work whenever we can with what we have.

>> Sarah Brown-Wessling: So true. So what did you learn from this?

>> Chris Dier: One thing that I learned is that students were eager to be back in some type of classroom setting, virtual or otherwise. So they were excited to see one another. They knew one another. They were eager to see, you know, what kind of teacher I was going to be and who I was going to be. So, I learned that -- I also learned that they are interested in learning about histories that are not, you know, just centered on whiteness, or colonization and whatnot. So -- And that's what they wrote about in their letter. So that's something that I realized was very clear from the start. And I also learned that, you know, virtual teaching is hard. I learned that from the start.

>> Sarah Brown-Wessling: Right.

>> Chris Dier: It's not easy to replicate what happens in the classroom over the computer screen. And I think all teachers know that. But I also learned that it is doable. That it can be done with the right tools, the right guidance and the right mindset. So, yeah, I would say that I learned a lot about my students. I think they got to know me a bit. And I learned just the challenges of virtual learning.

>> Sarah Brown-Wessling: Right.

>> Chris Dier: Also the successes of virtual learning.

>> Sarah Brown-Wessling: Yeah, yeah. Well, it takes patience for sure.

>> Chris Dier: It does.

>> Sarah Brown-Wessling: And it just, it moves at a different pace. And some things seem faster and some things seem slower. And just, you know, relearning all of that I think is tough and also in some ways, it's kind of liberating, because I think it forces us back into some really central questions about who we are as teachers and about our craft, and maybe some questions we haven't asked ourselves in a long time.

>> Chris Dier: Yeah. And I think also there's a lot of issues that are always happening. With virtual learning like you don't really, you know, experience in the classroom. I was teaching a class in the first week, and my dog got tangled up in my headset wire, and just completely like, you know, choke me and the kids are just watching this go down. And then he unplugged the internet. And I'm kicked off my own calls. They were real chill about it. But --

>> Sarah Brown-Wessling: Yeah.

>> Chris Dier: -- it's like -- this is, you know, something that you don't expect to happen but --

>> Sarah Brown-Wessling: Right.

>> Chris Dier: -- you're just teaching all of a sudden, it's absolute chaos.

>> Sarah Brown-Wessling: And there it is. And there it is. Well Chris, thank you so much for taking the time to, you know, have this conversation to be so transparent about your classroom and to share the ways that you're figuring this out and making this work. So, we're really excited to share this with teachers broadly. And I know it's going to inspire people the way that it has inspired me. So thanks so much.

>> Chris Dier: All right. Well, thanks so much for having me, Sarah. It's my pleasure.

>> Sarah Brown-Wessling: Absolutely. [Background Music] Thank you for listening to the first series of Voices from the Classroom, the State Teacher of the Year podcast. This podcast is brought to you by the Council of Chief State School Officers, National Teacher of the Year Program. It's our honor to elevate the voices of educators across the country and provide them with a national platform to amplify their message and advocate on behalf of their students and colleagues. Please share these lessons on social media with the hashtag ntoy20. That's hashtag N-T-O-Y 2, zero. Let's keep the conversation going.

[ Music ]

In an effort to explore this shift in education and highlight how teachers are rising to the challenge, CCSSO is launching Voices from the Classroom: The State Teacher of the Year Podcast. Through the first series, My First Lesson of the Year, we hear directly from the 2020 State Teachers of the Year on what the return to school was like from an educators’ perspective.

Transcript:

>> Hey, everyone, Sarah Brown-Wessling here from the Council of Chief State School Officers National Teacher of the Year program. And I'm excited to introduce Voices from the Classroom, the State Teacher of the Year podcast. CCSSO's National Teacher of the Year program provides a platform for exceptional educators to elevate issues that affect teachers and their students to expand their leadership roles and to inform policy and practice. I was named National Teacher of the Year in 2010. And since then, I've been committed to sharing the stories and elevating the voices of State Teachers of the Year. It is my hope that this podcast will give you insight into the incredible work they do. As we are very much aware, the 2020-2021 school year is so different from anything we could have imagined. Not only do the physical classroom environments look different for students, they feel different as educators navigate responding to two radical changes in our society, the COVID-19 pandemic and the heightened awareness of institutionalized racism. Through this first series, my first lesson of the year, we hope to capture the true essence of the return to school from an educator's perspective. In these episodes, the 2020 State Teachers of the Year will walk us through the ways they are approaching instruction and maintaining a connection with their students in this new environment. You can join the conversation on social media too by using the hashtag NTOY20 or by visiting us online at ntoy.org. That's N-T-O-Y.org. Let's begin. This is Sarah Brown-Wessling. Welcome, Hilary Wimmer. And thank you for joining me for this conversation today. So let's jump right in. Can you introduce yourself?

>> Yes, thank you for having me here, Sarah. My name is Hilary Wimmer and I am the 2020 Colorado Teacher of the Year. I teach in beautiful Westminster, Colorado, and I'm fortunate enough to be teaching in the High School of Business. So our students actually take classes in business, marketing, finance, economics, so we really try to provide them with a well-rounded project-based business education before they leave high school.

>> That's really cool. I just want to hear more about that, too. But --

>> I have to say, I have the best job in the world.

>> That is a privilege to get to say, isn't it?

>> It is.

>> So I'm really curious about one of your first lessons this year. Can you just kind of describe what that looked like, what it was like for you, what it was like for your students, what you did?

>> Absolutely. Well, first of all, I never thought that I would live through a pandemic. And I also never thought I would teach through a pandemic.

>> Right.

>> You know, one of the things that I'll typically do with our freshmen that are just entering the program is really we teach the importance of introducing yourself, making eye contact, and delivering a proper business introduction. And as you can imagine, it's really uncomfortable for freshmen to do something like that in person. I thought, well, you know, this will be easier when we do this online. And, when we started practicing and rehearsing, look, it's really, really foreign online. And so, basically, what I had to do is reverse my thinking and try to come at the lesson from a perspective of, how can I make this real for kids? How can I make them heavily invested and try to make them use the technology and equipment, but also get them mentored into the proper ways to do business introductions. And as silly as it sounds, it's a fundamental skill, right, that --

>> Yeah.

>> -- you need to you know. And so I'm fortunate enough to be teaching a great year of third year business kids at the same time. So we actually use Flipgrid technology and the freshmen got to upload their introductions. And my management students, who are in their third year, were their managers. And they actually treated them as employees and went through and watched their videos of how they would introduce themselves to a customer. And I -- This is all by accident, but it ended up being one of my greatest mistakes. I accidentally turned off a place where they could type feedback and they had to video the manager's feedback. And so my third year kids, when I went in, I almost started crying because they spent up to two minutes providing really direct well-thought-out feedback complimenting the kids and telling them how they could grow as students. And so if you can imagine being a freshman that films yourself on a video, you do an introduction and suddenly you have, you know, up to 10 upperclassmen coming and saying, hey, here's what you did really well. Here's what I want you to work at. You're doing a great job. I mean, I felt like it was just a really powerful moment to connect kids in a time where they're uncertain and they need others to reach out to, so.

>> That is so cool. I actually kind of have, like, little goose bumps, because I know what that feels like when your students just amaze you in these, like, beautiful, unpredictable ways. That's so cool. And what a tribute to, you know, the work that you've been doing with them for three years too.

>> Right. I know, I almost started crying. And, you know, it just -- it was a really, really amazing moment. And then I had to ask my freshmen, did that help you? Was it overwhelming? And I surveyed them. And all of the freshmen said, absolutely not. This helped me grow. I'm really grateful for everything, they said, and this is going to help me. So, you know, if we look at virtual as how can we pull opportunities out of this, rather than being upset or being forced to do something, I really feel like you're going to see that trend in businesses in the future. And so, how do we train our kids to be ready for that virtual workplace?

>> Absolutely. I just -- I love the authenticity of this. And then we probably should make sure we clarify that you've started completely online as a school. Is that right?

>> Yes. We -- Well, we were supposed to start in hybrid and then we actually had our numbers increasing here in Colorado. And so the district made the decision with the Board of Education to go remote. And that, you know, in hindsight was a great decision because it's helped us get adapted to the remote learning piece.

>> Yeah, yeah.

>> We're actually scheduled now to go back in hybrid. So they'll get to meet students in person minus the handshakes and --

>> Right, right, right. Exactly. Exactly. That's so neat. So what did you learn from doing this?

>> Well, actually, you know, that was the one moment where I had an aha because I -- as most educators are feeling right now, we all want to crawl in the fetal position --

>> Yeah.

>> -- and, you know, never come out of it. Because this is really overwhelming no matter what grade level you teach or subject you teach. But it really helped me understand that our students are a very significant part of the process. And I think that many educators go in thinking, eLearning, OK, online learning, my students are going to be detached, they're not going to want to be involved. And that's just a great reminder that they do want to be involved. So you have to empower them, ask them to step up, and then give them the opportunity. Because when you do, you're actually going to be really surprised at how well they do and embrace those challenges. So make sure you're challenging your kiddos in those ways.

>> That is the perfect way to put a bow on this conversation. I -- Yeah, I mean, I absolutely agree with you. They can always do so much more than we think that they can. So turning it over to them is everything. Well, Hillary, thank you so much for taking the time to do this, for being so transparent about your experiences this year so far. We are really looking forward to sharing these insights. And I just know it's going to inspire so many people who are working through this the same way that you are.

>> Yes. And thanks to all of the teachers out there. I promise you, we will get through this, you can do it. You're actually going to be so much stronger and better when we come out on the other side. So, you know, keep those smiles on and keep doing everything that you're doing. Teachers are doing amazing things throughout the US. And I'm really excited about everything that we're going to see change in education as a result.

>> Wonderful. Thanks, Hillary.

>> Thank you.

>> Thank you for listening to the first series of Voices from the Classroom, the State Teacher of the Year podcast. This podcast is brought to you by the Council of Chief State School Officers National Teacher of the Year program. It's our honor to elevate the voices of educators across the country and provide them with a national platform to amplify their message and advocate on behalf of their students and colleagues. Please share these lessons on social media with the hashtag NTOY20. That's hashtag N-T-O-Y 2-0. Let's keep the conversation going.

In an effort to explore this shift in education and highlight how teachers are rising to the challenge, CCSSO is launching Voices from the Classroom: The State Teacher of the Year Podcast. Through the first series, My First Lesson of the Year, we hear directly from the 2020 State Teachers of the Year on what the return to school was like from an educators’ perspective.

Transcripts:

[ Music ]

>> Sarah Brown-Wessling: [Background Music] Hey everyone, Sarah Brown-Wessling here from the Council of Chief State School Officers National Teacher of the Year Program. And I'm excited to introduce Voices from the Classroom, the State Teacher of the Year podcast. CCSSO's National Teacher of the Year Program provides a platform for exceptional educators to elevate issues that affect teachers and their students to expand their leadership roles and to inform policy and practice. I was named National Teacher of the Year in 2010 and since then, I've been committed to sharing the stories and elevating the voices of state teachers of the year. It is my hope that this podcast will give you insight into the incredible work they do. As we are very much aware, the 2020-2021 school year is so different from anything we could have imagined. Not only do the physical classroom environments look different for students, they feel different. As educators navigate responding to two radical changes in our society, the COVID-19 pandemic and the heightened awareness of institutionalized racism. Through this first series, my first lesson of the year, we hope to capture the true essence of the return to school from an educator's perspective. In these episodes, the 2020 State Teachers of the Year will walk us through the ways they are approaching instruction and maintaining a connection with their students in this new environment. You can join the conversation on social media too, by using the hashtag ntoy20 or by visiting us online at ntoy.org. That's N-T-O-Y.org. Let's begin. Hello, this is Sarah Brown-Wessling. Welcome Lynette Stant, we are so excited to have you here as part of this conversation today.

>> Lynette Stant: I am so glad to be here.

>> Sarah Brown-Wessling: Wonderful. Can you introduce yourself for us?

>> Lynette Stant: Absolutely. I'm going to introduce myself in my native language first and then in English.

[ Foreign Language ]

So, I introduced myself in Navajo to make a connection to other Dene people who are in the audience -- who possibly might be in the audience and that's how we connect as family. And so --

>> Sarah Brown-Wessling: Yeah.

>> Lynette Stant: -- that's really important in my culture. But in English, I am Lynette Stant and I teach third grade on the Salt River Indian Reservation, and have been teaching in Salt River for the past 15 years. I am currently Arizona's 2020 Teacher of the Year.

>> Sarah Brown-Wessling: Wonderful. So, can you tell us about one of the first lessons that you taught this year?

>> Lynette Stant: Absolutely. I started off my year by teaching a social emotional lesson, which is so different than how I've previously taught or started off this school year before. And so, the social emotional lesson was really about connecting with students and find out gauging where they were in the midst of this pandemic, because I had not seen students since March. And so, to have a conversation about where they were in the midst of the pandemic was really important. And it was a school-wide initiative.

>> Sarah Brown-Wessling: Wonderful. Can you tell us how -- I mean, I think we kind of came here but how is this lesson different than maybe how you would usually start the year?

>> Lynette Stant: It was so different. One, it was virtual so.

>> Sarah Brown-Wessling: Right.

>> Lynette Stant: We didn't get to see students face-to-face, but in the past, you know, the school year starts off with so much excitement, kids coming into your room and, you know, we're just so happy to see each other after a long summer and getting to know your kind of activities. So, starting with a social emotional lesson was really different because it was -- I want to say it was a little somber, because you began to hear some of the struggles that students were facing since last March. Some of them had lost family members. Some other family members have -- were diagnosed with COVID. And then, their whole -- hearing about how their whole community had changed, but also how scared they were about coming back to school. And some even to this day are really fearful about coming back to school. So that was definitely different. It was a different vibe for sure.

>> Sarah Brown-Wessling: For sure. So I know there are so many teachers who are listening and I just know they're wondering how you created the kind of space virtually and at the beginning of the year, and with young learners that would allow them to be so vulnerable and open with you, you know, right at the beginning.

>> Lynette Stant: I think part of it is my personality. I have a very soft voice and so just my demeanor with students probably helped facilitate that space.

>> Sarah Brown-Wessling: Yeah.

>> Lynette Stant: But also sharing my vulnerabilities about how I was feeling and what I've experienced since March. And allowing parents to be part of the conversation, you know, I had parents who were sitting with students having the conversation with them. And so, you know, having a child's parent right next to them, they were a little bit more willing, feeling a little bit more safe, and -- which is also different. You know, typically, we don't have parents, you know, the whole day of the first day of school, but this is a little different. So, just really creating that calm -- calming place and letting them know that validating their feelings and letting them know that they're not -- it's not an isolated feeling.

>> Sarah Brown-Wessling: Yeah, absolutely. Were there specific questions you asked, or did you just kind of open up the conversation? And because you did have, you know, the whole family there, which I think is wonderful as well, you know, it's a different way for us to think about, not just having parents working in the same spaces that their kids are learning, but actually inviting everyone to be part of it together.

>> Lynette Stant: You know, I think by the time I got to see kids in early August, you know, like I said, I hadn't seen them since March, they were so ready to talk towards each other.

>> Sarah Brown-Wessling: Yeah.

>> Lynette Stant: So it really just started with so how is -- how are you doing? I've, you know, I've missed you, since March, I haven't seen any kids and it's so exciting to see you. And then, you know, it just literally opened the floodgates to --

>> Sarah Brown-Wessling: Yeah.

>> Lynette Stant: -- you know, they're third grader, so they're willing to --

>> Sarah Brown-Wessling: Right.

>> Lynette Stant: -- share and talk.

>> Sarah Brown-Wessling: That's beautiful. Is there anything that you learned about either your students -- well, clearly you learned about how they were doing. Is there anything you learned about creating that community or the importance of community, or even just what it means to teach in a pandemic?

>> Lynette Stant: Oh my gosh, I think the biggest lesson I've learned is how important it is to connect with families, if not weekly, but daily -- some need daily check-ins, but also being willing to be flexible with this learning platform because not all families are ready. I think there's an assumption that everybody knows how to use an online platform, how to, you know, manipulate through, say something like ClassDojo, how to open an online document and write on a document. And so, there's that assumption. So, I've really learned some patience and, you know, sometimes there's days when it's the same family reaching out for help, and even though you've showed up over and over, they still need that support every single day. And so, what I've learned is that how important it is to connect with families. And I'm definitely going to carry this on past the pandemic.

>> Sarah Brown-Wessling: Right.

>> Lynette Stant: You know, I've always connected with families, but not so I guess intimately that we're hearing what they really need and, you know, I have -- so I teach ELA reading and collectively, I have 36 students, but I have a homeroom students of about 12. And so, with my 12 students, really looking almost every single one of them, have an individual learning format.

>> Sarah Brown-Wessling: Sure, sure.

>> Lynette Stant: Yeah.

>> Sarah Brown-Wessling: And really be able to pay attention to that.

>> Lynette Stant: Yeah. You know --

>> Sarah Brown-Wessling: Just I --

>> Lynette Stant: I was going to say, if there is anything that's positive about teaching through a pandemic, is really being able to individualize work and meet the family's needs. I mean, it definitely takes a lot of time and effort, but it's so valuable because they definitely need it.

>> Sarah Brown-Wessling: Yeah. And I love that you're seeing that, you know, seeing the positive. It's so easy to focus on the things that are challenging and difficult and frustrating. And I love the way that you are surfacing the parts of this that we can learn from and hang on to.

>> Lynette Stant: Yeah.

>> Sarah Brown-Wessling: And I think it's so important to take your lesson about -- thinking about whole families, right? Not just students and parents separately, but thinking about whole families and how we are all in this community together. We are all part of this together.

>> Lynette Stant: Absolutely. And at third grade, there's -- they still need parental support when it comes to working on -- in a digital platform.

>> Sarah Brown-Wessling: Yeah.

>> Lynette Stant: You know they're not as independent as say, a sixth grader or a high school student. So they still need support. So you definitely have to include the family in that discussion.

>> Sarah Brown-Wessling: Yup. This is wonderful. Thank you so much for your time and your insights. I know these are going to be so valuable for so many teachers.

>> Lynette Stant: Absolutely. Thank you for having me.

>> Sarah Brown-Wessling: [Background music] Thank you for listening to the first series of Voices from the Classroom, the State Teacher of the Year podcast. This podcast is brought to you by the Council of Chief State School Officers, National Teacher of the Year Program. It's our honor to elevate the voices of educators across the country and provide them with a national platform to amplify their message and advocate on behalf of their students and colleagues. Please share these lessons on social media with the hashtag ntoy20. That's hashtag N-T-O-Y 2, zero. Let's keep the conversation going.

[ Music ]