In a well deserved break from study, students were able to enjoy great food and spend time with Thales friends. Students also made use of the time as an opportunity for showcasing and trading their Silly Banz.

Suzanne Lambert, Headmistress of Thales Wake Forest, extended her gratitude for all of the families, friends, and faculty of the school who came out to show their support! Go Huskies!

Best part of working at Thales? The families. All of the Thales student families have been amazing. There is tremendous support, volunteers and lots of parent/teacher communication. I also love the staff of teachers. It felt like family because of the support and friendship given.

Best part of working at the Raleigh location? Small classroom size. The teacher/student ratio is wonderful and facilitates maximum learning and helps create a positive, intimate relationship between the students and teachers.

Mrs. Suzanne Hineline- First and Second Grade
Mrs. Hineline has been with Thales since its inception in 2007. She has teaching experience that includes Regular and Special Education. Mrs. Hineline graduated from State University of New York, College at Geneseo, with a BS in Special Education and certification in Elementary Education

Best part of working at Thales? I love being a part of the learning experience for the children and watching them grow. The students learn so much each year, which is very exciting!

Best part of working at the Raleigh location? I am enjoying the start up of a new school and watching children grow and blossom in a new environment. We have a small school community this year, which does not always happen. Our small size has enabled my class to feel like a family and it has been amazing to watch friendships form and watch how the children protect and care for each other.

Mrs. Denise Kent- Administrator
Mrs. Kent originally from Pennsylvania holds a BS in Natural Science and Biology along with a Masters degree in School Administration from NC State.

Best part of working at Thales? The commitment I see every day from our staff and parents to provide the best community based education possible.

Best part of working at the Raleigh location? Being a smaller setting, we are able to spend more time with each child and become better acquainted with their academic potential.

Mrs. Emily Henson- Admissions
Mrs. Henson graduated from Christendom College, BA in Political Science and Economics. Her past experiences include being the assistant to Vice President of Academic Affairs at Christendom College and working with Veterans Healthcare administration.

Best part of working at Thales – Helping our students to excel and seeing the results of our Direct Instruction methods and character development.

Best part of working at the Raleigh location – The opportunities for growth are exciting. Introducing new families to our wonderful schools has been truly enjoyable.

Other part-time faculty include:

Sarah Clopton- Music and Character Club

Alicia Clark- Spanish

Margaret Heidel- Art and PE

Erin McCloughan- Technology

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Thales Academy

After graduating from East Carolina University with a degree in English, Brown spent the 2008-09 school year as a kindergarten and third-grade teaching assistant at Laurel Park Elementary while she finished up course work in education.

Because she went to private school herself, Brown was very interested in working at Thales and jumped at the opportunity.

Q: You graduated in English but then ended up choosing elementary education. How did you choose to teach?

Every child is different, and I enjoy developing a relationship with each child on their own level. I want to affect kids in a positive way.

My classroom is a comfortable place.

When I was in elementary school, I had some mean teachers.

I didn’t want kids’ experiences to be like that; I want to connect with each child on a personal level.

I enjoyed school, and I want my students to like it, too.

Q: In first grade, students have just left the protective shell of kindergarten. How do you communicate your expectations to your students?

For a good six weeks after the first day, we go over classroom procedures and behavior rules.

Since I did that at the beginning of the year, the students know exactly what to do, and we haven’t had any problems.

In first grade, there is more responsibility and more independence. I do have more expectations for them.

When I hear a comment that their parents did not put their homework back in the backpack, I make it clear that making a mistake happens.

But I remind them that it is their own responsibility to turn their homework in.

And if hallway behavior is not the way it should be, we’ll walk down the hallway five times if we have to, to get it right.

Q: What are your goals for your first-graders?

I want them to be able to go into second grade and be independent; to take on responsibilities on their own.

I also want them to go into second grade with a better sense of who they are.

Hopefully, they will have a strong dedication to school — why they’re here, why they go to school every day.

First grade is the time students build a foundation for school and for life — the foundation for hard work, perseverance and success.

This is where it all begins.

Q: First-graders are often still at vastly different levels. How do you juggle their diverse needs?

If I have a student reading at a second-grade level, they will go to the second-grade classroom for reading.

If a student does math on a kindergarten level, they spend that time in the kindergarten classroom.

Everyone gets exactly what they need. They have their own schedules based on their abilities.

Q: What has surprised you about teaching first grade?

These students know so much already. They’re not babies anymore.

They are very grown-up and can have long conversations with me.

There is a huge difference between kindergarten and first grade.

Q: What is your biggest challenge?

The challenge has nothing to do with the students.

My biggest challenge is the amount of paperwork and grading.

Being organized is the best way to deal with that. I stay on top of my organization, making sure I come in prepared.

Staying organized is never over; on Friday, I’m preparing for Monday, and over the summer, I’m planning for the school year.

Q: How does teaching at Thales affect your teaching style and strategies?

Thales uses direct instruction, so the teaching is scripted for reading, math, spelling and language arts. There are high expectations for everyone to participate at all times.

No one is left not understanding, and the method is proven to succeed.

In social studies and writing, I can use creative techniques to teach. I stay relaxed, comfortable and approachable and call on every child.

The smaller class size [Brown's homeroom is 15 students] helps promote my personal teaching style.

Q: Early elementary school teachers often have a major impact on students’ views of school, morals and the future. What do you hope students take away from your classroom?

I want them to gain a sense of self-confidence. I want them to take away the tools they need to be successful. [In a negative situation], self-confidence can be beaten down, but I provide a lot of encouragement. I have faith in them, and I want them to have faith in themselves.

Q: A large percentage of new teachers quit within the first five years. What will keep you interested and invested?

This job takes a lot of patience, and I’m very patient.

I also hope that these kids come back over the years and visit me.

I want to touch their lives. I love watching them learn every day; that’s what keeps me going.

Their enthusiasm and energy are contagious, and I continue to learn from them, too.

I want to come back every day.

carynews@nando.com or 919-460-2600
http://www.carynews.com/251/story/14869.html

Thales Academy’s methods of instruction have been extensively studied and are proven effective. The effective implementation of this model has drawn the attention of educators in the local area and from as far away as Canada. Thales aims to continue expansion in order to provide a highly successful, values based, educational option to families.