'Miss Toliver' To Share Promising Practices

By Editor Ken Harvey

As a classroom teacher for 34 years, Kay Francis Toliver exemplified the most promising classroom practices – long before they became fashionable.

Now retired, Ms. Toliver shares her strategies and techniques at such events as Washington’s Promising Practices Conference scheduled Oct. 13-15 at the Spokane Convention Center.

She also has been featured in the Peabody Award-winning PBS special, "Good Morning, Miss Toliver," the Peabody Award-winning classroom series, "The Eddie Files," and the staff development series "The Kay Toliver Files" and "Teacher Talk."

An elementary teacher for half her career and a middle school math and communications arts teacher the latter half, the National Presidential Award winner has demonstrated again and again that all students can meet high standards of academic performance.

At the conference Ms. Toliver will share the strategies and techniques she found successful to "motivate, inspire and empower students to value and appreciate learning."

For information on the Promising Practices conference and registration, go to http://www.ncesd.org/promisingpractices/.

To get students fully involved – mentally, physically and socio-emotionally -- starts with the "4 C’s: Caring, Communicating, Connecting with students, and having Compassion," Ms. Toliver says.

Other techniques she emphasizes include:

HELPING STUDENTS SET HIGH GOALS AND PURSUE THEIR DREAMS. Ms. Toliver grew up in poverty in tenement housing where "when it rained outside, it rained inside," she says. Her father only went to the third grade, but he had a strong belief in education making the difference in a person’s life. "Growing up, I was always encouraged – along with my two sisters and brother – to study hard in school and be the best that I could be," she says, noting that all four of her parents’ children have degrees in higher education and have jobs where they are of service to others. Now, she says, "I also urge my students to be the best they can be."

MAKING LEARNING STUDENT-CENTERED AND EXCITING. "My classroom was a place where there was excitement going on. Students were always actively engaged – long before it became fashionable to say a classroom was interactive," Ms. Toliver says. "I always had kids modeling and representing information using things you could commonly get in the community – beans, sticks, straws, clay we made in class. I got the kids involved at many levels, and my classroom was always a very exciting place to be."

MAINTAINING OPEN COMMUNICATION. "In my classroom I wanted children to speak without fear," she says. Many of her students were Hispanic and hesitant to speak because of their accent. "I would tell them, I have an accent, too – a Southern accent. So I shared my life with my students and let them know I wasn’t much different than they were."

GETTING PARENTS INVOLVED IN EDUCATION. "I was fortunate to grow up in a strong family where my parents believed that education was the key to a better life. While the community may have been very poor, I would say I was very rich," says Ms. Toliver. "My parents were a source of great inspiration to me." And Ms. Toliver did her best to encourage her students’ parents to encourage their children in similar fashion.

BUILDING TRUE RELATIONSHIPS WITH STUDENTS AND PARENTS. "I shared a lot of who I was and what I was about, and that helped to develop relationships. That’s part of my message, too – developing positive relationships with students and their parents," Ms Toliver says. Many of the parents of her students didn’t speak English very well and were hesitant to come to school. "I always had an open door for parents," Ms. Toliver says. "And I let parents know my classroom was not just my students’ classroom but also their classroom. I would have Family Day and tell the students to bring any relative who could come. It is key that the classroom is a welcoming place for everyone."

MAKING LEARNING RELEVANT. "I always liked to tie in the real world with my students, because I wanted them to know that education was needed for success in any career or any job," Ms Toliver says.

INTEGRATING SUBJECTS. "No subject was taught in isolation, and that was key especially in middle school. Instead of seeing mathematics as computation, they got to see mathematics was about problem-solving, using reasoning and logic, and being able to analyze and evaluate situations," Ms. Toliver says.

TEACHING LITERACY WITH EVERY SUBJECT. "My dad was greatly into literacy. He knew language and words were important. So in my classes I always emphasize the importance of literacy even to be successful in mathematics and all core areas – you had to understand the language," she says.

TEACHING SUCCESS MEASURED IN LIVES OF STUDENTS

Ms. Toliver taught in one of the most challenging parts of New York City -- Public School 72 in East Harlem.

"My greatest achievements are my former students," Ms. Toliver says.

Two former students now teach in the same school where she spent her entire career. And many others have gone on to become what she calls "missionaries of education" in New York City and beyond.

Other students have achieved success in banking, industry and other fields.

Former student Ursula Harris wrote as she was about to graduate from the University of Virginia, "I did not realize it back then, but you were such a role model and a source of inspiration. You taught black children and Hispanics, as well, to enjoy learning and to have a sense of pride and self-respect. So many teachers today forget the role they play in their young students’ lives, but you have been unwavering in your commitment. In short, Thank you." Ursula went on to secure a master’s degree in industrial psychology.

Another student she had in middle school was homeless -- living in a shelter. "Every morning he would come earlier than other students to help me," Ms. Toliver says. "He was my morning assistant. He was quiet and shy. But as I worked with him, I discovered he was a great artist."

In math she required her students to write a book of stories, demonstrating that they knew how to apply their mathematical principles in a realistic setting. She still has the book her homeless student wrote and illustrated.

"He came back and visited me after he graduated from Hunter College, and I treasure him to death," Ms. Toliver says.

While Ms. Toliver has retired from teaching, education is still her life.

"The only thing I ever wanted to do was teach, and my dad used to tell me whatever I did in life, I had to do it well," she says. "I believe in what I have done, and I only talk about what is close to me. And that’s what I will be sharing" at Promising Practices.