Brandon Buffin, Math Teacher & Instructional Specialist July 30, 2020 By wpengine I like the vision at Friendship and the high expectations for our scholars – to get to and through college, and to be an actively contributing citizen. We actually make sure scholars get to and through college. What was your journey to your current role? My journey started after I graduated from Virginia State University in May 2007. I taught second grade in Richmond’s Southside for two years. Then, I made my way up to D.C., teaching at DCPS for four years – first and third grade. I taught in PG County Public Schools for a number of years. This is my 12th year in education. I recently received my Masters in School Administration last May from Trinity University. In addition to teaching and cultivating our scholars, I am grateful for the opportunities to build teacher capacity at Friendship Southeast. Currently, I am in a hybrid position teaching 3rd grade math as well as the math instructional specialist. I like the vision at Friendship and the high expectations for our scholars – to get to and through college, and to be an actively contributing citizen. We actually make sure scholars get to and through college. This is different from other school systems. We put forth more of a conscious effort to ensure our scholars are goal-oriented and on the path to being productive and contributing citizens. This vision is what keeps me at Friendship. When I first arrived at Friendship Southeast, one thing that blew me away was that the librarian, Ms. Gray, and her team took our third grade scholars on a college trip. They went down to Atlanta and visited different colleges and universities. I thought this was so impactful – to implant this idea that “you’re going to college” from an early grade. I thought, “Wow, I don’t see any other school systems starting to do this in elementary school.” This is just one example of why I want to be here. What do you like about working with the elementary school age group? I love teaching elementary scholars because they’re like sponges. They soak up so much knowledge, and they’re very inquisitive. They’re willing to hear what you have to say, and they’re also going to ask questions because they want to get deeper into the content. That excites me. When the light bulbs go off, it always reminds me of why I love teaching. What strategies do you find most effective? I’ll talk about multiplication since I teach third grade math, and that is one of the most crucial skills scholars need to master to be successful. The “rolling numbers” strategy has been one of the most effective methods I’ve used to help scholars multiply. The ease of skip counting allows scholars to find the product once they have the second factor on hand. If it’s done with fidelity, this helps scholars to eventually become fluent in multiplication. Also, of course, I use tools from Eureka Math. The curriculum has been very beneficial during the past three years that we’ve implemented the program. It ensures that scholars not only understand the procedural aspect of math, but also the conceptual. When I was growing up, we focused more on procedural. Now scholars really need to understand why we multiply and to be able to apply that skill to everyday life. Last year, when we started dividing, I wanted to show scholars what it meant to divide, or share. I brought in a big bowl of candy and had five friends share with scholars. That’s when they started to make a connection. We took a word problem and turned it into real life. They made a connection immediately. Another example is when we’re learning fractions – of course, this is the perfect opportunity for pizza! If I divide this pizza pie into 8 slices and take one away, how many pieces are left? What is the fraction? Now, we’re doing math and eating pizza! Are there any fun facts you’d like to share? I’m from Dallas, Texas, and I LOVE horseback riding excursions. When I go home in the summer, I ride for about six hours. We go up to Oklahoma and ride along rivers, have dinner, then just ride out into the sunset. I am also a musician. I play the flute, piccolo, cello, string bass, clarinet and trombone.It definitely affects how I teach. I try to incorporate a lot of kinesthetic things into the classroom. Scholars, especially boys, need to get up and move. They really connect with music. If I teach a new concept with music, I’ve instantly got them engaged and hooked.
Nzingha Murphy July 27, 2020 By wpengine By moving beyond that fear, you open the door to proactive risk-taking which will result in success and confidence. Let’s just grapple with the concept. Let’s become comfortable with discomfort. As a result, they replace “I’m not good at math” with “I have to work harder at it, but I can do it.” Making mistakes is part of the process. What’s been your journey to your current position? I’ve always loved math, and I’ve always been a natural teacher. I started at the age of 15 teaching swimming lessons. I earned a full scholarship to Howard University as a competitive swimmer, where I majored in mathematics. When I graduated, I found myself in education. I started with AmeriCorps, then transitioned into the classroom to teach high school. I came to Friendship Woodridge International to teach fifth- and sixth-grade math. I love coming to work. I find middle-school grade levels to be the most enjoyable. The kids are so lovable! You have to have a lot of patience, which is a challenge within itself – but the natural competitor in me is up for it. Some of my scholars often walk around saying, “I’m not good at math.” It bothers me that this statement is acceptable. You’ll never hear people saying, “I’m just not good at reading.” My goal is for my scholars to leave my classroom with a positive growth mindset that will eventually mature into a love for math. The first thing I do is to let students know that it’s okay to make mistakes. Sometimes I’ll intentionally make mistakes in class and let them know when I’m wrong. I tell them we’re all going to make mistakes, that we can grow from them but try not to make the same mistake twice. By moving beyond that fear, you open the door to proactive risk-taking which will result in success and confidence. Let’s just grapple with the concept. Let’s become comfortable with discomfort. As a result, they replace “I’m not good at math” with “I have to work harder at it, but I can do it.” Making mistakes is part of the process. What do you like about math? Math makes sense. I’m a logical person. It bothers me when things don’t add up. I like numbers because they’re not ambiguous. I love the variety of ways in which math can be expressed. Everywhere you look you’ll find math, whether it’s data you’re exploring or a calculation. I actually love teaching. I love teaching because of the impact you have on the students, the relationships you build, and the fact that you’re an everyday learner. There’s always something you can learn to improve your strategy as the world changes. I was one of those students who lived at school and had so many people in my community wrap their arms around me. My mom was a single mom trying to make it on her own. I had a coach helping her out. My teachers helped. Teaching is something I enjoy doing. I feel like I’m paying it forward. What do you think of Eureka Math? This is my fourth year of implementing Eureka Math, and I like it a lot. I’m seeing more kids who have been exposed to it at a younger age and successfully using the place-value chart, different models, and representing concepts in different ways. Because of the way the lessons build on one another, they pick up from where they left off the year prior. It’s a reinforcement that’s necessary for a child to wants to master math. What do you like about Friendship? I have the autonomy to be myself in the classroom. I don’t have to deliver the curriculum in only one way. I enjoy working around educated, like-minded individuals and to be challenged to provide a world-class education. Is there any advice you’d offer a new teacher? Thinking back to my first year, there are going to be days when you feel like a failure. However, you’ll witness small moments that open your mind and make you realize, “Okay, I’m making a difference. I’m making an impact. Let me stick to it.” Reach out and ask your colleagues for support. Teaching has been around forever; you don’t have to feel like you have to be alone or reinvent the wheel by yourself. Also, make sure you celebrate your scholars on a weekly basis. Give them shout-outs by printing their names or pictures with a small token of congratulations. This works wonders! Are there any fun facts you’d like to share? I have a twin sister who lives in New York, and we look alike. When we went to the same school everyone knew us because we were always together. But now when people see us, they’re like, “Oh, you multiplied!” Another fun fact is that I’m a triathlete
John Kenniebrew, Vocal Music Teacher January 29, 2020 By wpengine Since I’m a music teacher, it will come as no surprise I would say this, but I really believe that music is much more than just an elective. This applies to all of the arts really, but especially to music. It is so central to everything that we do, whether we realize it or not. There is not a single person in the world who doesn’t like music. What do you like about teaching vocal music? Vocal music offers a million connections to other subjects. For example, having to learn about anatomy in order to perform certain vocal techniques is a science connection. Whether a student needs help singing with more volume or hitting their notes with more accuracy, knowing their body on a scientific level helps to lay out a roadmap. Through this connection, they learn how to employ the proper techniques at the proper time. A vocalist who can do this well is bound to be quite versatile, which leads to more performance opportunities. We also do a lot of music reading, writing, and learning about history and famous composers, which all connect intricately to other subjects – math, ELA, social studies, and more. How did you decide to become a music teacher? Well, I started off singing in church and eventually pursued it more formally. By the 10th grade, I was taking voice lessons and singing in several choirs. I soon decided to pursue music beyond high school. So I enrolled at Howard University. I primarily studied vocal jazz. Vocal arranging and writing for ensembles and choirs became a passion of mine. And, of course, I enjoyed performing as well, traveling all around the country and overseas. One of my favorites was a visit to the White House in 2013 to sing for the Obamas. That year, I returned to Howard to earn a master’s degree in music. As a graduate teaching assistant, I taught four or five courses at the undergrad level, and I really enjoyed giving voice lessons, teaching music theory, and preparing ensembles to perform. I saw what wonders music and academics could do and I was reminded of a time in my life when I had been a very bad student. I soon realized that my love of music had helped me to understand other subjects, which led to a great improvement academically. It was the only reason I was ever able to go to college and get good grades. So naturally, I discovered a love and respect for teaching music. I want to give someone else the opportunity to use music to better themselves, as I did. It’s fair to say that I was a bad student. I probably would have ended up in college somewhere, but I might have landed in a field for which I lacked passion. It’s no exaggeration to say that I may not have finished college. If I had not had that introduction to a mind-opening view of music in high school, it would have changed everything. I have no idea what else I’d be doing right now. You mentioned that you wanted to get into teaching because you wanted to ignite in students the same passion for music that you found. Do any examples come to mind from over the years? One student, who is now in high school, first came to me as a sixth grader. She is the “poster child” for what hard work can accomplish–especially in music. While other students may have entered my class with more of a natural talent, she came in with an outstanding work ethic and a passion that was rare. By the time she graduated from eighth grade, she had learned how to do things with her voice that others had not. She had learned to listen to her own voice and how to respond to vocal instruction. This took her performance to a much higher level. When I think about students like that, I realize how important it is for them to have these kinds of experiences. Now I’m fully confident that whether she goes into music full time or not, she is going to be that much better of a student and that much better of a person because she learned how to do something simple; to sing a song, and sing it well. That takes a lot. Yeah, a lot of confidence I imagine. Confidence, yes, but also a lot of higher-order thinking skills; knowing how to receive a critique, and how to deconstruct the performance. To apply the critique to one’s performance—to reinforce vocal techniques that are working and to adjust those that aren’t. Is there something that I haven’t asked that you want to include in your spotlight? Since I’m a music teacher, it will come as no surprise I would say this, but I really believe that music is much more than just an elective. This applies to all of the arts really, but especially to music. It is so central to everything that we do, whether we realize it or not. There is not a single person in the world who doesn’t like music. If you ask a hundred people, each will all have at least one genre of music they like. Music is all around us. And it’s not just for pleasure. Music has powerful functions. Who knows how long it would have taken me to memorize the 26 letters of the alphabet if they had not been taught to me in song? And Albert Einstein said that his theory of special relativity dawned on him while he had been pondering a beautiful orchestral arrangement. He was a musician, and a very good one at that. Modern theoretical physics wouldn’t be what it is today if he had not been one. A deep understanding of music enabled him to think about things from a different angle. I love to see support and honor given to the arts, especially music, because it does so much for us. It’s not an “extra.” It’s something we could never do without. What are your thoughts about the Friendship Arts program? I’m so proud of Friendship for expanding its arts offerings! Before it was closed down, City Arts + Prep PCS was the only arts school in DC serving kids in grades Pre-K through 8th. The fact that Friendship has transplanted the entire arts team and many of the students is a testament to the vision of our leaders, which is just spot on. They can see something is working, they can see something is effective, they can see something that is changing lives, and they can see how good it is for Friendship to offer these opportunities and fill a void that was left by the closing of City Arts. The response has been great. Our kids and families that are so excited about the arts hub at Friendship Armstrong. Is there a fun fact you would like to share? One fun fact is that I performed as a contestant on a TV show, NBC’s “The Sing Off”, which was a competition-style show for singing groups back in 2011. That was a really fun experience and it is so surreal to be able to say I’ve performed on TV in front of millions of people. It was life-changing, to say the least. Another fun fact is that I studied French for four years in middle/high school and then later and college. I feel almost as strongly about language as I feel about music; it opened up a lot of doors for me. My grasp of the English language grew immensely because I learned concepts in French which carried over to my mother tongue. It also aided my music studies; when you study classical music, you inevitably begin to learn music in other languages like French, Italian, Latin, etc.
