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.