Paying it Forward by Giving Back

I’ve been blessed as a student and as an educator. There have been so many who have crossed my path that have influenced me due to their love and compassion that they’ve shown to me. I hope to pay it forward each day in my personal and professional life.

I love learning, and I honestly can’t remember a time when I didn’t like school. Long ago, our family lived in Memphis, Tennessee where I went to Kindergarten, first grade, and part of second grade. In the middle of second grade my dad’s job transferred him across the state, and we moved to Chattanooga, TN. When we moved to Chattanooga, entering the classroom was scary since most students had been in that class all year and friendships and classroom community had been established. One girl in the class, Shelaine, befriended me on the first day. We remained close friends for many years after that, and to this day I still remember her for the love and kindness she showed to a shy, young girl who was new to the classroom.

During January of my sophomore year of high school, we learned that my dad would be transferred again - this time to Birmingham, AL. I was devastated that I would be moving at the end of the school year to a new state and so far away from my friends and school. I was a VERY shy teenager, and the thought of moving to a new place where I didn't know anyone was terrifying for me.

My dad moved within the next few weeks, and my mom and sister and I stayed so that we could finish the school year. During spring break, we made a trip to Birmingham to visit schools and look for homes. Our real estate agent recommended a school for us to visit, so we went to the school hoping to take a tour and meet the coaches (my sister and I were three-sport athletes). When we arrived, the school said that no adult would be available to give us a tour (the school used student office aides to give the tours), but we were able to meet the basketball and volleyball coaches. The visit was not a welcoming one, and we ended up visiting another school, called W. A. Berry High School.

When we arrived, we met one of the counselors, Francis Moon. She was extremely friendly and helpful, she gave us a tour, and we were able to meet the girls’ basketball coach. She then took us back to her office and told us all the reasons why we would love attending Berry High School. It felt like Mrs. Moon went above and beyond what was “required” by a counselor for welcoming a prospective family. What we felt from Mrs. Moon that day caused us to choose Berry High School, and her love and care didn't end that day. Mrs. Moon checked on my sister and me while were in school there, always with a smile and showing love. Mrs. Moon and my mom remained friends even after my sister and I graduated, and to this day I think of her as a guardian angel sent to us because of the wonderful experiences we had as students and athletes at Berry High School.

Now, as an educator, I try to pay it forward by meeting as many new students to Hoover High School that I can, especially freshmen since I’m the freshmen administrator.  I remember what it was like to be the “new kid,” and I want all new students to feel welcome and loved because they are now a part of our Hoover family.

**In 1994, W.A. Berry High School closed as a high school and moved into the current Hoover High School. My sister and I both work at the school, and the basketball coach that we met that day that we visited Berry High turned out to be a father-figure to the both of us. He passed away in 1994, but his legacy lives on through the Robert O. Finley III Character Education Program and Awards.  My sister and I both feel blessed to give back to the school where we were given so much.

How Smart Teachers Respond When Students Struggle With Basics

The text popped up on my phone late in the afternoon, “Any chance you’re still in your office??”

My answer, “No – at home.”

Her response, “Ok. I have to come show you some papers tomorrow.”

More from her, “Here’s a preview. This is a quiz…after two weeks of instruction.”

The teacher did come by the next day, and she brought the quiz papers. She was frustrated that her 11^th grade students couldn't solve equations. She was looking for ideas on how to help her students.

She’s a great teacher. She develops good relationships with her students, she's not afraid to take risks, and she's always seeking ways to help her students. So when her students struggled on this quiz, she didn't say, “I can’t teach them,” or blame the teachers before her on their lack of preparedness. 

All she focused on was how to help them.

In 2025, this situation is not unusual. With years of unfinished learning, students’ math foundations can be uneven. And with AI tools giving instant answers, it’s even more important that students know why steps work and not just what buttons to push.

So we talked through next steps, and here’s the strategy that changed everything.

Using Errors as Opportunities

I suggested she take several real student errors, copy them exactly as written, and project or print them for the class.

But here’s the twist:

Students wouldn’t solve the problems.

They would only diagnose the mistakes.

In small groups, students would:

• identify where the error occurred
• describe why it was wrong
• rewrite the correct mathematical thinking
• compare their explanations with another group’s

This is called error analysis, and it’s one of the most powerful strategies in math instruction today, especially in an AI-saturated world. When students must explain why something is wrong, they engage in deeper thinking than when simply repeating steps.

She also wanted to allow the students to retake the quiz. I supported that, but only with a plan.

I suggested that she create a “study contract” that they complete in order to retake the quiz. The students would have to attend a certain number of our “Math ER” help sessions we offer during students' lunch/advisory period and complete a study guide containing extra problems just like the ones on the quiz but with different numbers and variables.

👉 Download a printable version of this Study Contract

(Perfect for math teams, PLCs, and classroom use.)

The Surprising Results

The next day she found me again... with a smile.

She said the activity was eye-opening.

Some students who could solve problems correctly had trouble identifying mistakes.

Others who scored poorly could immediately find the errors—and explaining them helped correct misconceptions.

It separated those who were following memorized steps from those who could truly think.

It also highlighted who needed foundational support versus who needed conceptual stretching.

Most importantly, she now had clarity on how to target her instruction.

A Culture That Chooses Solutions Over Blame

Every school has moments like this, when students struggle with what seems like basic content. What matters is how teachers respond.

This teacher chose curiosity instead of blame.

She chose problem-solving over frustration.

She chose growth over excuses.

And students benefited.

As leaders, we can build cultures where those choices are normal: where struggle is met with support, and where mistakes become stepping stones instead of stumbling blocks.

I can’t wait to see how her students do on the retake.

Hopefully she won’t get any more answers like this…

Silos in Education vs Collaboration

Alabama Education Chat Community 

Twitter Chat 

Topic: Silos vs Collaboration 

When: Monday, February 16, 9-10pmCST 

Use this time converter to convert 9pmCST to your local time.

What are organizational silos? From the Compact Oxford English Dictionary Online, “A system, process, department, etc. that operates in isolation from others.” 

Here are some questions to get you thinking. Actual questions will be posted during the live chat.

• Would you describe your school or school system as one full of silos or one that is collaborative?
• Is it important to break down the silos in an organization? Why or why not?
• What keeps us from breaking down silos?
• Instead of teachers "going to their classrooms and shutting their doors," how do we deprivatize practices in order to encourage growth?
• What's your role in reducing or enforcing a silo mentality in your organization?

Also, I would like to express my gratitude to the other co-moderators, Michael McLendon and Holly Sutherland and everyone who is a part of #ALedchat on Twitter and the Facebook page.

Everyone is welcome to join us Monday nights 9-10pmCST for #ALedchat. We value the insights, perspectives, and experiences of those in our PLN.

Four Ways to Conquer Fear

Fear is something that we all deal with. Even people who appear confident deal with it, but they have learned strategies to cope with it. Some have learned to minimize it, and some have learned to use it as a catapult for action.

In the video clip above, you see Jen battle with her own thoughts and fears as she tries to do a box jump. She is in physical condition to make the jump onto the box, but her mind prevents her from trying. What is it about fears that can have a such a stronghold on us that it prevents us from trying or doing something that we actually can do or accomplish? And how can we fight off the fears that paralyze us?

Here are four ways to conquer fears.

Take a No-Excuses Approach. This requires a high level of self-awareness and honesty with self. It takes being able to recognize excuses and disregard them. Excuses can disguise themselves as reasons, like “I don’t have time,” or “That’s how we’ve always done it,” or “I’m too busy.”

Sometimes it’s helpful to have someone call you out on your excuses. Find someone who can do this for you, and say “Thank You” when they point out your excuses. Then throw the excuses out the window and get on with whatever it is you are afraid to try or do.

Acknowledge the Fear and Do It Anyway. Don’t think that the fear will go away. It’s important to recognize it for what it is and do/try anyway. In the video, Jen is not void of fear. She is still afraid she may not make it. But she does it anyway.

Take Small Steps and Chip Away the Fear. Every action that we take reinforces what we believe about ourselves. For example, if you believe that you are a person who likes to speak in front of groups, then when you are asked you are not afraid of creating and delivering a presentation or keynote. But if you are a person who is afraid of giving presentations to large groups, you will avoid the opportunities to do it. Find ways to change your behavior. Ask to make short presentations to small groups. Continue to take these small steps, building your audience size, and soon your fear will be conquered.

Value Courage over Security. Security keeps us playing safe. Being comfortable means sometimes putting up with situations that we don’t like only because we know what to expect (security), even if it’s something negative. Conquering fear takes courage. It’s risky business. It’s uncomfortable. It’s rewarding. Can you think of times when security trumped courage and you let fear take over?

How do you conquer fear?