Penelope Wynns

Background

About Penelope Wynns

One of the greatest challenges I see in public education is the stress of standardized academics. There is a respectable percent of students who adequately demonstrate their academic knowledge when asked to respond in this measure. However, once these students go onto their post-graduation education/vocation options, their academic skills do not translate. There also exist many other students who demonstrate their competency in measures less standardized, but equally reflective of their capabilities at a level in line with state standards. Often these students struggle to meet standards for graduation, but have gained skills seemingly more relevant in their post-graduation plans. I am concerned that standardized education is leading to a lack of creativity, and relevance that hinders the ideal preparedness of students for their future careers. As an educator, I have spent years teaching students paths to alleviate the stressing factors they face in the standardized world of education. My work has been diligent in finding techniques that enable students to strengthen their skills without requiring exhaustive modifications to standards that do not translate past secondary education. This dedication comes from knowing that upon graduation from high school, students must meet real life standards regardless of what is fair and right. To some, this may seem harsh, but in raising my own daughter who has both learning, and physical disabilities, I realize what our children face upon graduation from high school. My job is to prepare students for their future by preparing lessons that translate beyond the classroom and have relevance in years to come. It is also important that I provide students with strategies and techniques to navigate the standardized systems to their best potential. In the end, my overarching goal is that my students demonstrate their ability to think critically, analyze thoroughly, work cooperatively, and communicate interactively.