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Special-ed teacher 'connects' with students

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Kent Cockson

It's not so much "what" teacher Anne Krothe says when she answers your questions.

But "how" she answers gives you a feeling that she is tuned in, listening with both ears and caring about every word. A caring attitude comes through with every word, around every sentence and in between every line she speaks.

Krothe (pronounced "CROW-thee") is a special education teacher, guiding learning-disabled students at Escambia High School as they negotiate their way through the sea of learning in "regular student" classrooms. That means she often is a co-teacher. As a "general education" teacher guides the class, Krothe cruises among the desks, helping to create and maintain a learning-friendly environment for the special-education students. And that spills over to the benefit of the other students as well.

"Having two teachers in a classroom is an excellent idea," Krothe said. "One of us teaches, and the other walks around to be in close proximity with the kids."

That way, she said, students get more individual attention when they need it, and it keeps a lid on discipline problems.

Krothe also is a fan of Florida's classroom-size amendment approved in 2002, despite informed objections to the initiative by critics such as Gov. Jeb Bush and analyst Dom Armentano of the Cato Institute in Washington. Florida voters mandated that by 2010, elementary classrooms must contain no more than 18 students. For middle schools, the magic number is 22. For high schools, it's 25.

Krothe indicated that her classes are there already, averaging 20 to 23 students each.

Another pivotal ingredient in effective learning is parent involvement in their children's school lives, she said. Parents make the difference when it comes to student discipline -- keeping students focused on education, not distracted by others who tend to talk, grandstand and goof off in the classroom.

"We have some parents who are very involved," she said. And for that she is grateful.

What's her secret teaching strategy?

"It's not really a secret," she said. "It's been around since the 1940s."

It's the SQ3R method for reading, whether it be a book, an essay or even test questions. Students should: Survey ("S") the title, chapter headings and subheadings, photo captions and summary introductions to "get a feel for it." As they do so, they should ask themselves questions ("Q") about the subject matter, recall questions the teacher might have pointed out as needing answers, and review any questions at the end of the chapter(s). Then students should read (the first "R") the material and look for answers to the questions, recite (the second "R") to themselves the key points and even underline them or take personal notes, and finally review (the third "R") everything -- highlighted text, self-generated notes, margin notes, pictures and illustrations.

Krothe said students who have taken the time to learn SQ3R and who have adopted it say they have reduced their study time while improving their knowledge retention. That especially helps at test time.

Krothe said her husband, Bill, is a health consultant who flies out to ships approaching U.S. seaports. He helps the crew prepare a ship before it docks, where the vessel undergoes a health inspection before anyone can leave or anything can be unloaded. The Krothes have two grown children who reside in Birmingham, Ala.

She said enjoys being around youngsters because teaching them "keeps you young." And she hopes to continue to grow as an educator.

"I haven't achieved what I want to yet," said the 15-year classroom veteran. "But I haven't given up on working to get there."

http://www.pensacolanewsjournal.com/apps/pbcs.dll/article?AID=/20060216/OPINION/602160302/1020

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