All About Dr. Blackwell
The education and experiences bringing me to this point in my life and career have been quite diverse and unquestionably formative. My life as an adult began shortly after graduating high school in 1985, when I enlisted in the United States Army. Although initially unplanned, the Army became my first career, spanning the next twenty years. It was during this time that I earned both my undergraduate and masters degrees in education from Brenau University. From planning and implementation to organization and teamwork, the Army helped me develop these and other attributes crucial to my effectiveness and continued growth as an educator. I was trained in several Military Occupational Specialties for various positions of responsibility, including Legal NCO, Training NCO, and Information Systems Supervisor, which I held for the last ten years of my career. Accolades and awards I am most humbled and proud to have received include the Bronze Star Medal, Meritorious Service Medal, and the Kuwaiti Liberation Medal.
Over twenty years ago I completed my field experience in the classroom of former Sarah Smith 5th grade teacher, Mrs. Betty Conley. For the next ten years I used most of my off-duty time from the Army to work as a substitute teacher in various grade levels, primarily at Sarah Smith. I was fortunate to be hired as a full-time teacher shortly after my retirement from the military in 2005. I taught 4th grade for the next eight years, and the 2021-2022 school year marks my eighth year serving as a Teacher of English as a Second Language (TESOL) for English Language Learners (ELLs) in grades 3-5.
I was honored to be selected by my colleagues as the Sarah Smith 2008-2009 Teacher of the Year, and a finalist in 2014-2015. In 2018 I was chosen by Atlanta Public Schools as the ESOL Teacher of the Year and selected by the Georgia Department of Education as one of ten Star ESOL Teachers in the state.
I completed my doctoral degree in education in 2013. My educational philosophy is drawn from a variety of perspectives and theories on teaching and learning, but the majority of my teaching methods and beliefs are of the constructivist model. Learning in my classroom is characterized by active engagement, inquiry, problem solving, technology use, project based learning, and collaboration. Rather than a dispenser of knowledge, I am a facilitator and co-explorer, encouraging learners to question, challenge, and formulate their own ideas, opinions,and conclusions. The importance of making meaningful connections, building on background knowledge, and understanding one's own metacognition are continually emphasized in the classroom. "What am I learning?" "How am I learning it?" "Can I make any connections?"
As a teacher, I believe it is critical to understand that the basic materials of education are students. I am first and foremost a child development specialist, and I must be able to integrate what I know about curriculum, assessment, and management with what I know about how children think and learn. The curriculum is flexible and innovative. Learning is a cooperative venture, making it exciting for teacher and student. I believe key attributes to being an effective teacher include openness, honesty, and respect for students. These characteristics in a teacher will promote learners who are trusting and respectful. My goal as a teacher is to develop happy, lifelong learners who possess the skills and character to meet the demands of the future. My job is to improve student's intellectual, social, and emotional well-being through a differentiated approach to teaching and learning that addresses the needs of each individual. As an ESOL teacher, I believe academic language must be a central focus of the curriculum. Academic language is used in school to acquire new or deeper understanding of the content and to communicate that understanding to others.
Over twenty years ago I completed my field experience in the classroom of former Sarah Smith 5th grade teacher, Mrs. Betty Conley. For the next ten years I used most of my off-duty time from the Army to work as a substitute teacher in various grade levels, primarily at Sarah Smith. I was fortunate to be hired as a full-time teacher shortly after my retirement from the military in 2005. I taught 4th grade for the next eight years, and the 2021-2022 school year marks my eighth year serving as a Teacher of English as a Second Language (TESOL) for English Language Learners (ELLs) in grades 3-5.
I was honored to be selected by my colleagues as the Sarah Smith 2008-2009 Teacher of the Year, and a finalist in 2014-2015. In 2018 I was chosen by Atlanta Public Schools as the ESOL Teacher of the Year and selected by the Georgia Department of Education as one of ten Star ESOL Teachers in the state.
I completed my doctoral degree in education in 2013. My educational philosophy is drawn from a variety of perspectives and theories on teaching and learning, but the majority of my teaching methods and beliefs are of the constructivist model. Learning in my classroom is characterized by active engagement, inquiry, problem solving, technology use, project based learning, and collaboration. Rather than a dispenser of knowledge, I am a facilitator and co-explorer, encouraging learners to question, challenge, and formulate their own ideas, opinions,and conclusions. The importance of making meaningful connections, building on background knowledge, and understanding one's own metacognition are continually emphasized in the classroom. "What am I learning?" "How am I learning it?" "Can I make any connections?"
As a teacher, I believe it is critical to understand that the basic materials of education are students. I am first and foremost a child development specialist, and I must be able to integrate what I know about curriculum, assessment, and management with what I know about how children think and learn. The curriculum is flexible and innovative. Learning is a cooperative venture, making it exciting for teacher and student. I believe key attributes to being an effective teacher include openness, honesty, and respect for students. These characteristics in a teacher will promote learners who are trusting and respectful. My goal as a teacher is to develop happy, lifelong learners who possess the skills and character to meet the demands of the future. My job is to improve student's intellectual, social, and emotional well-being through a differentiated approach to teaching and learning that addresses the needs of each individual. As an ESOL teacher, I believe academic language must be a central focus of the curriculum. Academic language is used in school to acquire new or deeper understanding of the content and to communicate that understanding to others.