YOUR TEACH R.E.A.L. TEAM
"Every thought, every word, every lesson, every child, every day."
~Kevin Johnson
Kevin and Suzanne Johnson's life work has been in education.
They now offer their sixty plus years of experience, training, and research to those with a passion for instructional improvement.
Kevin C. Johnson
Kevin C. Johnson is a graduate of the State University of New York at Oneonta. After several years in business, he followed his lifelong passion for literature into the classroom. After 12 years as a high school English teacher, he went into administration, serving as associate high school principal, elementary principal, middle school principal, and director of instruction. As an administrator he continued to teach by serving as an adjunct instructor at the State University and leading book groups and other professional development opportunities for the faculty.
Somewhere in the early years of my time as middle school principal I became fascinated with identifying the essential elements of effective instruction. All around I saw teachers who seemingly had nothing in common being successful while others, who seemed to have so much in common with the successful teachers, struggled mightily. That simple observation sparked an obsession with instructional improvement that is still with me. The quest to identify and share those elements has lead me to some surprising places and to the most gratifying times of my career.
Suzanne Fielder Johnson
Suzanne Fielder Johnson is a graduate of the State University of New York at Oneonta. She is noted for the strong and lasting bonds she develops with her students as well as the spontaneity and creativity of her instruction. Suzanne has recently retired from a long career as an intermediate elementary school teacher and host to numerous teacher candidates. She currently serves as an adjunct instructor at the State University. Her entire career has been spent in high-poverty schools.
I heard a neuroscientist once say that he wished teachers knew what he knew about the brain, and I became an advocate for the understanding that teachers are in the brain business This correlates to my firm belief in the realization that when we do not meet the needs of the whole child in our teaching then we cannot expect the child to meet our needs in their learning. To me, teaching the child means teaching the mind, body, and the spirit. It was when I really began listening to my students that I could meet their needs and they began to thrive.