Christy Glore’s philosophy about teaching is simple. She agrees with Madeline Hunter when she said, “Kids don’t care how much you know until they know how much you care!” Although many think Madeline was being too “warm and fuzzy,” the research is clear; it is difficult to academically reach some kids without first meeting them on a “human to human” level. Sometimes the subject matter in our classrooms can’t compete with the “drama” in their lives. When students know you value them as a human being, and not just another student, they will work harder for you and challenge your authority less.

Today’s teachers need no more theory nor new, trendy programs with catchy names. Instead, they need practical, research based strategies and applications that they can start implementing immediately – without throwing anything out that is already working in their classrooms. After all, educators have the toughest job in America, as they are asked every day to wear many different hats – mom, dad, nurse, counselor, teacher, advocate, judge, jury, lawyer – just to name a few.

Christy understands that students come into our classrooms and schools with wide-ranging backgrounds, cultures, cognitive abilities, assets, and experiences.  Sometimes the only thing students have in common is their age! The “one size fits all” approach does not work anymore.

One of today’s biggest, unchallenged assumption by many (especially politicians) about education is that kids are coming to school willing and ready to learn. As educators, we know this is not the case. We have a generation of kids coming to our schools basically un-socialized. Many students are learning behavior from YouTube, MTV, Bart Simpson, the Kardashians, and a myriad of other influences.

Christy knows there’s not much we can do from 4:00 PM until 8:00 AM, but there is a lot we can do from 8:00 AM until 4:00 PM. Therefore, she is dedicated to helping educators be successful through motivation, inspiration, humor and a common-sense approach to stress management. Most importantly, she leaves educators with as many proven, practical strategies as she can. After all, it was teachers who once helped Christy overcome her crippling shyness and find some sense of self-confidence. This minor miracle happened in a classroom, led by an enthusiastic, well-prepared, and loving teacher.