Mr. Nordmann and Ms. Moore discuss an upcoming project in the flex space in WSOI. As co-teachers, they must communicate effectively. Mr. Nordmann said, “We’ve tried to establish the same rule, what we think, and what our classroom should do. We’ve stayed on the same page so far.” Photo by Emory Smith
By Emory Smith
As the 2014-2015 school year commences, first year teachers, Mr. Curtis Nordmann and Ms. Lindsay Moore experience Plymouth High School.
These two co-teachers are instructing Algebra I and Geometry, primarily with students enrolled in WSOI. Though both have converged at PHS, they have thoroughly distinct educational and experiential backgrounds.
Ms. Moore, though she did not initially prognosticate teaching, has inculcated math into her education. She said, “I have a bachelor’s degree from Purdue in multidisciplinary engineering, and I studied engineering and pre-med courses. I knew very early in the engineering program that it didn’t have enough interaction with people, and I stuck out the program because I was thinking about going into physical therapy or prosthetic design so I could have more of that interaction. Throughout the process, I tutored students in math. I have a little brother and cousins, and I get face time calls saying, ‘Hey, I need help with this math problem.’ So I’ve done that all along the line, and I got done with engineering and I thought, ‘What am I going to do?’…. I thought, ‘I should teach math.’ It’s been a great decision.” In conjunction with her experience in engineering and tutoring, facilitating vacation bible school programs has convinced Ms. Moore that teaching is her calling.
Mr. Nordmann has a respective educational and experiential background. Unlike Ms. Moore, Mr. Nordmann knew throughout his time at Manchester University that teaching was for him. He said, “I mean everybody says [they want to be a teacher] because they love kids, but it is the truth. I love being around kids. I love helping them out. I love the fact that I can help someone attain something, an education, and then it can never be taken away from them. [I enjoy] affecting them and helping them with intellectual skills, and maybe if they are struggling, struggling with things in life, helping them with that as well. Being a role model to kids [is another reason why I became a teacher.]” While consciously enjoying the convictions of teachers, Mr. Nordmann has prepared himself through experiences with a populous family, babysitting jobs, library operations, and basketball and baseball leagues. He said, “It all comes together to help me with teaching.”
Though Mr. Nordmann and Ms. Moore’s personality tests have been opposites “almost exactly” according to Ms. Moore, it has not been a challenge. Mr. Nordmann said, “It’s made us better. We’ve done well together.” Photo by Emory Smith
Notwithstanding, one cannot be completely prepared for teaching according to Mr. Nordmann and Ms. Moore. Mr. Nordmann said, “All of the extra stuff that comes along with [teaching], you can’t be prepared for. Grading homework, dealing with parents, dealing with students, all kinds of students-you can’t ever be prepared for that. I don’t think you can really prepare someone for that. You have to experience it and learn how to handle it effectively.” Furthermore, Ms. Moore and Mr. Nordmann have the requirements of co-teaching. Ms. Moore said, “I think it takes us extra time to plan. Whereas, if I had my own classroom, and I didn’t have a partner, I could just say, ‘This is what we are going to do tomorrow, and it’s going to be great.’ But, having a partner, there are times where I need to say, ‘This is what I’m thinking. What do you think?’ We have to communicate a lot more than I think people who aren’t partnered.” Both Mr. Nordmann and Ms. Moore concurred that co-teaching has intensified their effectiveness. A few of the advantages of co-teaching, described by Mr. Nordmann are: helping each other when “roadblocked,” coordinating activities, as well as generating ideas and how to implement them.
In addition to each other, Mr. Nordmann and Ms. Moore have found succor in PHS’s technology and students. Regarding PHS’s one on one technology program, Mr. Nordmann said, “It is awesome. First of all, you have direct contact with students, if you need to, and direct contact with parents whenever you need to. Representing things, especially with math, is so much easier. Getting things to students is so much easier. It’s just great. I also think you can reach other learning styles better.” While computers in the classroom have been implements for Mr. Nordmann and Ms. Moore to assist students, students have been helpful concerning technology and mundane procedures. Ms. Moore said, “I think one of the most surprising things is how helpful the students have been. On the first day, we came back from lunch and they were all sitting there ready to go again. It’s a community not a ‘let me check out’ environment.”
The surprises and experiences that result from teaching contribute to an enlightened outlook on life. Ms. Moore said, “I think my outlook on life would be that we always have more to learn. Each person has their own mini expertise they carry with them. So from each person you encounter, you can always learn something. Whether it’s something you’re learning about yourself or about life in general, or about working with others, I think that there is always something to learn.” Mr. Nordmann said, “My outlook on life is that life is short, and all the good you can do, helping people out, passing on what kind of person you are, your character, your morals, and helping kids out, should be above everything else.” Along with this, Mr. Nordmann has adopted the philosophy: “Failure leads to success.” He said, “I love it when someone fails at a project and they rebound with an amazing comeback. It’s awesome. I really think that failing at something and learning to overcome it is the key to success.”
With their outlooks on life and personal experiences under their belts, Mr. Nordmann and Ms. Moore have launched into the 2014-2015 school year at PHS.