Burr

I have found my fellow teachers and administrators at Burr School to be a very energetic, committed, and creative group of people. The teachers here are always involved in new projects and are constantly improving their teaching methods. I am in my 4^th year of teaching Japanese at Burr, and have found parents and fellow teachers very supportive of our World Language Program. All students begin learning Japanese from the age of 3, which improves their understanding of their native language, as well as deepens their knowledge of another culture and language. Students are courteous and interested, and high standards are set for each of them. Our main goal is to meet the needs of each student and motivate each student to do his or her best. Our school community is like one big family, and I’m glad to be a contributing part of it!

- L. McGlone

Chopin

Considering the “Discovering Chicago” City Central Collaborative Project was based on the local baseball teams – Sox and Cubs – the class was engaged in following the updated statistics every week!

- J. Trebotich

The students were excited to learn about the Sears Tower. In fact, after the project was complete we visited the Sears Tower. It was neat to hear the students remember facts about the building.

- C. Lenzo

Drummond

As a public Montessori school, we promote the philosophy set forth by Maria Montessori and her vision on how children develop and learn.

- K. Kerber

The Montessori philosophy has provided my students a comfortable environment that allows me to individualize their learning versus whole group instruction.

- J. Catalbiano

Roque de DuPrey

DuPrey is a Math and Science Magnet Cluster School and as such, we recognize building a math and science curriculum that fully engages our students. Here at DuPrey, math isn’t taught simply by using textbooks or Xeroxed copies or rote memorization, but we emphasize students learning concepts in a fun and interesting way. So in math lessons, you may see math games being played like “Baseball Multiplication” or “Beat the Calculator.” Students may use instruments like tape measures to measure the height of their desks, their partners, or length of the classroom. They may also use manipulatives like geoboards or base ten blocks so that they can fully understand the concept of what multiplication really is. During science classes, students will participate in science experiments that allow them to fully understand concepts they are learning. So students may plant a bean plant to understand the life cycle of a plant or build an electromagnet to see how energy flows through electricity. So because of these things, students have a solid math and science foundation to further their education.

- A. Lopez

As principal of DuPrey, I am very impressed by the level of math that students are doing in the classroom. One thing I think about is taking the GRE and how difficult some of those problems were for me in graduate school. In the curriculum that we are using, students are doing work that prepares them for high school algebra and geometry, and graduate school. Some of the problems I see students working on, I have to say, I was not exposed to as a student until I was a sophomore in high school. So by exposing children from kindergarten to algebra, geometry, and higher order thinking, we are definitely preparing our students for math, which is the gateway to higher education.

- G. Roman

Lafayette

Our String Orchestra program at Lafayette Elementary is unique. There isn’t another program in CPS that is as large as ours. We have over 100 students enrolled in our String Orchestra out of a school enrollment of approximately 650. It shows the high levels of excitement and enthusiasm our students have to play classical music and to learn new and creative ways. But that isn’t the whole story. Our program is unique because we are still growing. Every year, I don’t have enough instruments for the children who want them. I have over 150 students who apply for instruments and only 110 to hand out. That means I am constantly challenged and pushed to find more instruments and time to teach the students. We have students who meet before school starts and as late as two hours after school. We have students who yearn to be challenged in music and want to learn more. These are the facets that make Lafayette Elementary School unique . . . our wonderful students.

- A.B. Weible

Most of my years as a teacher have been at Lafayette. I have enjoyed working and coming here all these years. I can state that Lafayette is an excellent institution where students are challenged to become better citizens in the world. We offer computer classes, music, library, science lab and special services for students in need. Our Special Education program is large. We have different kinds of programs including Learning Disabilities and Autistic programs. We also have the Boys and Girls Club housed in our building which helps our students with homework, gets them involved in different activities, and contributes to their safety by having them in a school setting. There is always good staff morale, teacher/staff collaboration, positive management and administration.

- C. Morales

Lozano

Our World Language program has allowed us to build units of study in two language foundations. I have loved working with another teacher to provide broader and deeper learning experiences. Students’ identities are both validated and developed, so they invest more in the work.

- A. Cline

Mitchell

I enjoyed seeing students and projects from other schools at the “Discovering Chicago” City Central Collaborative Project. It was also great to hear the strong poetic voices of our own Mitchell students. I was proud of them all.

- A. Schoenbeck

Our partnership with the Poetry Center of Chicago is helping my students become more thoughtful readers and more confident writers. They enjoy grappling with sophisticated texts, and often impress me – and each other – with their creativity.

- M. Palos

Talcott

I enjoy teaching at Talcott because our school is a positive learning community with a faculty committed to student learning. There is a high degree of collaboration among teachers at Talcott that allows for engaging learning opportunities for students and families. The teachers work together to plan integrated units of study, field trips, assemblies, and family learning events. Teachers can be found planning together long before school starts and after it ends. There is a desire among teachers across grade levels to make Talcott the kind of school students don’t want to leave at the end of the day, and can’t wait to wake up and come back the next day.

- S. Bohman

As I reflect upon reasons why I like working at the Talcott Fine Arts and Museum Academy, our “team” effort comes quickly to mind. Talcott teachers work collaboratively and give our all – 100% – for the benefit of the entire school. Our collaboration has led our school onward and is to be taken as a reflection of our dedication to, and love of, our profession.

Reflexionando acerca del porqué a mi me gusta trabajar en la Escula Talcott, nuestro esfuerzo en equipo viene rápidamente a colación. Las/os maestras/os de la Escuela Talcott trabajamos colaborativamente y damos el todo – 100% -- por el beneficio de la escuela entera. Nuestra colaboración ha llevado a nuestra escuela hacia adelante y ha de verse como reflejo de nuestra dedicación y de nuestro amor a nuestra profesión.

- I. Muñoz

• Testimonials from Teachers