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| Ninth-Grade English
- Twenty-nine years teaching experience
- B.A. English, University of Maryland, College Park
- .Ed. Administration and Supervision, University of Louisiana, Monroe
- Master's + 30, Gifted Education
- U.S./Ukraine Information Agency
- National Teacher Award - 1997
- National Council of Teachers of English
- National Teacher Award - 1996
- CAE Educator of the Year – 1996
- Caddo Teacher of the Year Runner-up 1996
- Who's Who in Education
- Distinguished Teacher Awards from NSU
Ninth-grade English is a survey of literature that begins with Ancient Greek literature, travels through Shakespeare's times, through the Victorian Age, to utopian science fiction, and ends with modern-day fiction. Students practice written communication including, but not limited to, essays, research,
poetry, and other forms of imaginative writing. Vocabulary and grammar are vital components of the program.
My goal in education is to direct students in pushing the limits of their knowledge and finding the true joy in learning.
“The test and use of man's education is that he finds pleasure in the exercise of his mind.” - Jacques Barzun
“Logic will get you from A to B. Imagination will take you everywhere.” - Albert Einstein
__________________________________________________ | Ninth-Grade Civics and Free Enterprise
- Thirty-six years teaching experience
- B.A. American Studies, Pontifical College Josephinum
- M.Ed. Administration and Supervision, Centenary College
- Master's + 30
- Who's Who in Education
- Cambridge Who's Who Among Executives and Professionals in Teaching and Education
- 2008 Louisiana State Bar Association Teacher of the Year
My goal in Civics is to have the students understand the United States Constitution and its effects on citizens. Computer networking provides the student with the opportunity to conduct the most accurate research utilizing on-line services, and Library Internet resources. A field trip to the Caddo Parish Court House enables the students to see law enforcement in action. My goal in Free Enterprise is to have the students recognize micro- and macro-economic principles in their daily lives and to understand personal budgets and credit advantages and pitfalls.
Learning should be difficult enough to challenge each student to do his or her best, enriched enough to create a desire to learn even more, and rewarding enough to make the student want to be here. Students, with the aid of teachers, choose to expand their gifts and actuate their potentials.
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| Tenth-Grade World Literature
- Twenty-three years teaching experience
- B.A. English and Speech, Louisiana Tech
- M.R.E. Southwestern Theological Seminary
- M.Ed. English and Gifted Education, Louisiana State University in Shreveport
- Who's Who in Education
- Teacher of the Year Finalist for Caddo Parish - 2000-2001
- CAE Educator of the Year - 1995
- Author of the book Don't Tell Me I Can't
- 1995 Barbara Jordan Award For Promoting the Understanding
of People With Disabilities
Gifted and Talented English II employs a humanities approach to world literature which follows a chronological order in coordination with world history and places an emphasis on multiculturalism. World Literature focuses on four areas of study: literature, composition, grammar, and vocabulary.
A seminar format and semi-circle room arrangement allow for optimum interchange. This curriculum takes a period of history and delves into the people, culture, history, art, music, clothing, and religion as they are interpreted or reflected in literature. In optional spring-break trips to Europe, students view and touch what they have studied.
First-semester writing assignments are primarily creative writing, while second semester assignments involve papers, essays, and research. Students use computers to facilitate research, collaborations, and presentations with a multi-disciplinary approach. They present their papers to the class and enter writing contests that require creativity, research, logic, and critical thinking skills. This emphasis on a real audience encourages students to do their best and feel that their writing has a far reaching impact on society.
I strive to be a successful educator by placing my priorities in the areas of genuine concern, multidisciplinary approaches, and real audiences. I accept students for who they are and encourage them to learn all they can. __________________________________________________
| Tenth-Grade World Literature,Tenth-Grade World History, Philosophy
- Forty-one years teaching experience
- B.A. English, Northwestern State University
- M.L.A. Louisiana State University in Shreveport
- Thirty hours Tulane, NSU, TCU, LSUS
Mr. Gayer uses the same curriculum as the other teachers in those grades.
This survey of classical, medieval, and modern philosophy attracts GT students who are interested in the history of ideas in the West. Student research projects and philosophical journals enhance the course experience.
“Creativity is the highest expression of giftedness.” - Margaret Whelan
__________________________________________________ | Tenth-Grade World History, AP Senior English
- Thirty-six years teaching experience
- B.A. English and Social Studies, Northwestern State University, Natchitoches
- M.A. English Education, University of Missouri
- Thirty hours at the University of New Orleans and Louisiana State University
- Traveled to China in 1991 to study gifted education
- Has written educational materials and won writing awards
- National Board Certified Teacher
- Mentor for National Board candidates
Through lectures, videos, guest speakers, student projects, performances, and trips to area museums, students learn to appreciate the boundless varieties of human experiences and endeavors from our early beginnings to our present realities. Specific courses of study coordinate with World Literature, so that as students study the literature of a civilization, they also study the history.
Mrs. Houghes and Mrs. Braunig use the same curriculum.
Education should teach students what they need to know to live compassionately.
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| Eleventh-Grade American Studies (American Literature)
- Thirty-four years teaching experience
- B.A. English, Louisiana State University in Shreveport
- M.Ed. English Education, Louisiana State University in Shreveport
(Sledge & Wells)
In order to become familiar with works that have particular literary, historical, or social value, the students read approximately twenty-five supplemental novels and plays during the year. The block course consists of history and literature. The history segment emphasizes politics, public policy, economic development, social change, and diplomacy from colonization to recent times. The English segment focuses on skills needed to take the AP English Literature exam given at the end of the senior year.
Learning is valuable for its own sake. I believe that we need to emphasize the intrinsic rewards of education and thus encourage intrinsic motivation, rather than putting so much emphasis on extrinsic motivation (i.e., grades, awards, and tests). We should encourage a love of learning, not a love of high grades and high test scores. I like Emerson's idea that the true scholar is “Man Thinking,” not man memorizing, not man testing, but man thinking. I hope that I encourage a love of learning. __________________________________________________
| Eleventh-Grade American Studies (AP American History)
- Thirty-four years teaching experience
- B.A. Religion, Baylor University
- M.A. History, University of New Orleans
- Thirty hours of Theology and Ethics from Vanderbilt Divinity School
- First place in “Educators as Authors” Contest - 1995
- Distinguished Teacher Awards from NSU
- Author of Rapped in the Flag: A Hip-Hop Guide to the American
Presidents
- Master Teacher - Louisiana Endowment for Humanities Summer
Teacher's Institute
The class prepares students for the Advanced Placement test in U.S.History.
“I have nothing to offer but blood, toil, tears, and sweat.” - Winston Churchill
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| AP Senior English
- Twenty-two years teaching experience
- B.A. English, Centenary College
- M.L.A. Louisiana State University in Shreveport
- Master's + 30
While British literature is the focus of Senior English, AP English covers a much wider spectrum. Poetry, novels, and plays by American authors, as well as masterworks by authors from various world cultures, are also included. Analysis of literature is the primary goal of AP English. Teachers encourage critical thinking and logical arguments in the discussion-centered classroom. The students challenge the teacher, challenge each other, challenge themselves. The result is that all grow intellectually. Timed writings, essays written outside of class, and take-home tests approximate the college writing experience. In the fall students complete a major review of grammar and then write actual college application essays. Individual help is available to those who seek it. A creative writing unit in the spring allows students to enter ARTBREAK and other literary competitions. Students prepare for the AP Exam through practice with previously-administered exams and achieve superior scores which result in both college credit and placement in upper-level college courses.
“Education is not the filling of a pail, but the lighting of a fire." - W.B. Yeats
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