Ms. Bridgette Joyce

Interview Project by:Olivia Hall

Personality Profile: Ms. JoyceNickname: “Mama Bridge” or “Ms. J”My 9th grade Honors English teacherTeaches at Kenston High School, Chagrin

Falls, OhioHonors EnglishStrategic ReadingPower of the Pen Coach

Ms. Joyce

Carin

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Student Centered Classroom

Role Model

Approachable

Faculty Advisor

Positive

Creativ

e

InnovativeCoach

Mentor

Dependable

Thoughtful

SuccessfulProfessi

ona

l

Supportive

Educator

Attended Notre Dame College of Ohio for bachelor’s and master’s

degrees.

After completing her bachelor's degree, Ms.

Joyce worked in the steel industry for almost ten years. She didn’t begin

teacher until after she had obtained her master’s

“My teacher preparation program didn’t prepare me to teach writing. Rather, my ten years in the steels industry taught me.”Written communication with customers and

co-workers on a daily basisWrote official letters and memos for her boss

on behalf of the companyThis is where her love for writing began to

develop

Aims of Ms. Joyce’s writing classes

Wants student not to “fear the blank piece of paper”

Express thoughts &

feelings

Write with purpose, but

have fun

Focus on the writing process

Write what you know, but don’t be afraid to take

risks.

Aims of my future writing classes

Students gain an appreciation for

writingCreate an open, safe

writing environment

Incorporate technology for typing, editing, publishing, etc

Students experience all

types of writing

Encourage peer

collaboration & peer editing

Master the writing process

Q: What do you remember about your first time teaching? A: Ms. Joyce felt the least prepared in

classroom management strategiesShe feels 85% of teaching is classroom

management.

“…it was almost a slap in the face. Make sure you never have your back to anyone, especially with middle schoolers!”

A:Writing is an on-going processTeachers must determine what content is

appropriate for the level of their studentsIncorporating all types of writing

“Give students the opportunity to read all types of writing because there isn’t just ONE type of writing.”

Q: What is the most difficult part of teaching writing?

Q: Do you believe peer editing is beneficial to students?A:Ms. Joyce finds peer editing extremely

helpful, especially as students get older

“Students may choose their editor, but they must choose a new editor with each new writing. I tell them they must

have fresh eyes.”

Q: How do you respond to student writing?A:FOCUS AREAS

Assign specific areas to work on for a particular paper

“Do not overwhelm students by giving them too many items to work on at one time.”

Q: How do you respond to differences in writing abilitiesA:Focus areas for the entire classStudent conferences before and after gradingIndividualize needs

“Every student has their own strength in their writing, as their teacher, it’s your job to help them identify those

strengths!”

Q: What is your favorite writing assignment to assign?A:1. Give the students the first page of the first

chapter of a book.2. Have the students identify the voice of the

author, voice of the character, the tone, and setting.

3. Instruct the students to write a continuation of the story.

Q: What is one thing you believe every teacher of writing should know?A:Have students write every day

“Whether you have students for a semester or a whole year, you’ll be able to watch them grow as a writer, and how

exciting is that?!”

Q: What is a good way to get students to write every day?A:Journaling (typically preferred with older

students)Writer’s workshop

“Journaling is an awesome way to communicate with students, allow them to relieve stress, ask questions, or just be

creative.”

Focus on Journaling

1. Day 1: Give the students a topic to write about that they are comfortable with. Give the students a strict time period

2. Day 2: Provide a specific journal prompt3. Day 3: Free write 4. Day 4: Increase times for different prompts,

allow students to brainstorm, give the students options of what they want to write about

5. Day 5: Have students review work and see if they can turn a journal entry into a story or essay.

A sample journal activity for the writing classroom from Ms. J

A special thanks…A special thanks to Ms. Joyce, a teacher who I will never

forget. Teachers like Ms. Joyce are the reasons students go on to want to be teachers. Seven years later I can still

remember her classes and what made them so great. When I have a classroom of my own someday, I hope my

students will look up to me the way I look up to Ms. Joyce. I learned so much from her, and I plan to structure my class very similar to hers. I credit her with much of the success I have with writing today. I appreciate her taking

the time out of her busy schedule to answer these questions for me.