Meet Trailblazer Audra Miller

Today we’d like to introduce you to Audra Miller.

So, before we jump into specific questions, why don’t you give us some details about you and your story.
“Be sure to write your name on your paper and to write neatly.” “Uh-oh! Eyes on me.” “Great job listening and following directions! You get a star on your chart today!” I remember playing school with all my neighbor friends as a very young girl. Each day after we returned home from school, I would gather all of the willing kids in my apartment complex together and play school in our clubhouse. For me, an hour of playing school felt like only minutes. I loved creating assignments for my “class” to complete. I would teach my friends what I had learned during the school day. This type of play was meaningful to me. I was able to work out all the knowledge that was poured into me throughout the day and, in my mind, I was bestowing knowledge on my “class”. I modeled behaviors I had observed from my favorite teachers. I graded papers and provided extra help while I allowed my other students free-play time. I even created behavior charts and begged my mother to buy me star stickers so I could give my “class” rewards for hard work and good behavior.

Fast forward to 2007. As a recent graduate with a Bachelors in Early Childhood Education from the University of Central Florida, I was a bright-eyed, bushy-tailed new teacher; altruistic and ready to change the world one child at a time. My first teaching job was at a Title I school in Orlando, Florida. I thought I was ready. I had graduated with honors and felt very sure of myself as a budding educator. However, no amount of schooling prepared me for what I experienced my first week of school.

Title I schools serve populations of students from low socio-economic and impoverished areas. Your days are filled with stressors that no one can understand unless you’ve actually experienced teaching in that atmosphere. From too early an age, these children face challenges that no child should have to worry about. The kids are rough and as a teacher, respect is hard to earn with kids who have learned to trust no one. My first week of school, I cried all the way home and drowned my sorrows in tubs of ice cream, bottles of wine and long showers where I would weigh the pros and cons of this profession for which I used to be so passionate. In one week, I had the life sucked out of me by 24 five years old. I had been spit on and kicked. One student had to be forcibly removed from my classroom twice for aggressive behavior and vulgar language towards his classmates over crayons. Crayons!

After two informal observations my first week, my Principal, whom I now credit with being the catalyst for my evolution as an educator sat me down at the end of the first week. She was firm yet loving. She said some words that I’ll never forget and I still walk into every classroom thinking these words. “This is not about you. It’s about the kids,” she said with a smile. Personally, she thought I was wonderful, but my classroom did not reflect what she knew I was capable of. She respectfully asked me to take the weekend to reflect and decide if I was up for the challenges that this school and these children bring to the table. If not, she said she would write me a recommendation, but she needed me to move on. “It’s not about you. It’s about the kids.”

I’m proud to say that it took one really good ugly cry for me to realize that I had never not succeeded at something I wanted to do, and I really wanted to work at this school. I really wanted to teach. I started over that first Monday of the second week of school. As a class, we worked together to evaluate what makes a good classroom where everyone can learn. The students and I co-created some essential agreements to abide by in the classroom; a contract of sorts. I created a calm corner for students to take a break if they needed. There were non-negotiable rules, routines and procedures to help keep everyone safe and make our learning environment clean, organized and conducive to learning. Our co-created consequences for students who chose not to follow our essential agreements or the other rules in the classroom were consistently followed. The students had the “buy-in” because they helped decide what our classroom should look like, sound like and feel like to promote learning. My first and most important learning experience in education was about positive classroom environments and effective classroom management.

After I saw my classroom management was under control, I focused on getting to know my students. I took time to meet with each student individually. I asked them questions about their likes, their dislikes and what activities they enjoy at school. In order to plan engaging and meaningful learning activities for these students who do not thrive in paper/pencil environments, I incorporated learning centers that had the students practically applying what they had learned doing things they liked. I gave them free choice at times and we always celebrated learning on Fridays. My classroom was fun. The students’ negative behaviors decreased (minus the certain kids who had troubles beyond what I could help with) and their growth was exponential. I learned that one of my favorite moments in teaching is when that light goes on. The look on a child’s face when everything “clicks” is unmistakable and extremely rewarding.

In addition to my classroom teaching role, I also served as Hospitality Chairperson; planning and organizing events where the faculty and staff could mingle and “let loose” after an arduous week. I delivered Professional Development courses to new teachers on effective instructional technology and even was a mentor teacher. I served as Year Leader and worked alongside my Principal (the same one who gave me the chance to opt out of her school) as a school reform specialist when she was moved to a failing school in our district. I’m happy to report that we brought that failing school from an F to an A in one year! After six very productive years, I felt the need to bring my knowledge and expertise overseas. I discovered the very lucrative world of becoming an Expat Teacher. In a very bold and brave move, my husband and I sold everything we owned and relocated to Abu Dhabi. For four years, I worked with the local public school teaching all subjects as an English Medium Teacher. I loved every second. I loved teaching second language learners. I enjoyed being immersed in a culture whose everything captivated me. Mostly, I enjoyed teaching other teachers how to implement play-based learning strategies into our inquiry units. I LOVED utilizing my knowledge of Bloom’s Taxonomy and showing teachers how to implement higher order thinking teaching techniques and expert questioning to get kids thinking and to extend their knowledge.

To add to my overseas adventure, I also taught at the prestigious Bromsgrove School Mission Hills in Shenzhen, China. While there, I continued to work in middle leadership, leading a team of ten English and Chinese teachers towards best practices in translanguaging and play-based inquiry. My knowledge of how to enhance student agency in the classroom was expounded by my need to help my students become independent learners; responsible for constructing their own knowledge at their own developmental level. It was amazing to see young children use their linguistic repertoire to find and build connections between their mother tongue and English. While in China, I decided to try my hand at leading a break-out workshop at the 2018 ACAMIS Early Childhood Conference. I chose to share my research and understanding about the importance of play-based learning in the early childhood classroom and in bilingual language acquisition. It was received positively and I was asked to return the following year and to become part of the ACAMIS Leadership Team. Unfortunately, after much debate and some medical issues, my husband and I decided to return to America.

After thirteen years as an early childhood educator, I have come to realize that I am doing something I was born to do. I’m passionate about doing what is best for kids. I advocate for developmentally appropriate learning practices. I’ve learned more efficient and effective ways to teach young children the way they learn best; through play…just like I did when I was young. I’m thirsty to learn more. I’m hungry to share and model teaching strategies for educators who are searching for ways to engage their students in meaningful learning experiences. Most of all, I want everything and every school that I am fortunate enough to be a part of to be a place where all students are successful.
Every day I have the same morning routine. I don’t listen to the news or music while getting ready for my day. I meditate on my students. I reflect on the prior day’s events. What went well? What could have gone better? How can I help that student who just seemed to not get it? What can I do to enrich the learning of those students who need a challenge? Sure, I have my own personal life and my own personal issues. However, once I enter school I always think back to what my first Principal told me: “It’s not about you. It’s about the kids.” They deserve my best and anything less is unacceptable.

Has it been a smooth road?
Teaching has not been easy. Teaching is not easy. Learning 20+ different learning styles is hard work. Catering to the needs of 20+ little humans is overwhelming. You’re constantly taking work home with you. If it’s not the physical work you’re taking home, it’s the constant reflection of the days events; That is, the student’s academic progress, their behaviors, their thoughts, ideas and feelings, or the lack thereof replays in your mind continuously. You take home the emotional pain of the children you know are suffering. The pay does not match the workload, nor does it supplement for the mental and emotional toll this job takes on you. There will always be struggles in education, but more and more I see that teachers are being held responsible for things that are clearly a parent’s job. Parents can be demanding, unrealistic and overbearing, or they can be completely absent. Sometimes you even end up counseling parents who are in over their heads. The hands come down from Administration, who all too often seem to be removed from what it is like to actually be in the classroom. Legislators and governments created unattainable standards and laws without regard for students or teachers who are in the trenches. There’s never enough time. Most days it’s hard to find time to eat lunch or even get to a bathroom. You wear every hat: a nurse, a counselor, a maternal/paternal figure, a disciplinarian, a life-coach, etc… It can be an overwhelming and thankless job. However, after you remove all of that, you see what a profound privilege it is to be able to create global citizens who will have the skills and tools they need to be able to function in and make an impact on our future.

The only advice I have for budding educators is this: Pick one thing you want to implement, change and improve upon. Do it well. Reflect on what you have done and perfect it. Then, pick something else. Yes, teacher’s are masters of multi-tasking, but I find that implementing positive changes in classrooms and students starts with one thing. Go easy on yourself. Look for the little victories in each day. Focus on those successes. Take time to write positive emails to families not only to inform them, but to remind you that there are great things happening.

We’d love to hear more about your business.
I am an English Teacher and Student Support Specialist at the International School of Denver. I hold a Bachelors Degree in Early Childhood Education with an ESOL Endorsement, as well as a Masters in Elementary Reading. I am most proud of the growth my students make each year socially, emotionally and academically. I believe that what sets me apart from other educators is that I am passionate and knowledgeable. I do not do the “dog-and-pony show”. Many administrators do not like this quality, but I am not here for anyone but the children. Their needs come first. I believe in being an advocate for what is best for all students. I believe in doing whatever it takes to help all students be successful.

Do you recommend any apps, books or podcasts that have been helpful to you?
I recommend Kath Murdoch’s – The Power of Inquiry, Saving Play by Thomas Rendon, The Writing Strategies and The Reading Strategies books from Jennifer Serravallo.

As a teacher it is important that you practice self-care. Whether it’s yoga, exercise, meditation, a massage or just lounging on your couch, it is important to do something for yourself each day. In a field where 20+ little people need something from you every second, self-care fills you up and makes you feel like yourself again. You can’t continue to give of yourself if you have nothing of yourself to give.

Contact Info:

• Website: https://www.linkedin.com/in/audramiller-19831980
• Email: audra.raye@gmail.com

Image Credit:
Audra Miller

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