FACS Spotlight

Kendra Naef

AAFCS 2007 National Teacher of the Year
Kimberly, Wisconsin

Kendra Naef is an innovative teacher who uses pioneering inclusion programs and rigorous academic integration to make the FACS classroom a place where all students can succeed. In this Q&A Interview, Kendra shares tips for using partnering and community-based learning to build students’ social and academic success and higher-order thinking skills.

Q: What grades and courses do you teach?

A: I currently teach students in grades 9-12. My current courses include Child Development, Family and Consumer Sciences Co-op, Youth Leadership, Assistant Child Care Teacher, Child Care Teacher, Infant-Toddler Teacher, and P.A.R.T.N.E.R.S., which is designed to promote academic and social relationships among students with and without disabilities.

Q: What role does inclusion play in the FACS classroom, and what inclusion strategies do you think work best?

A: Family and consumer sciences education provides an excellent opportunity for inclusion of students with varying abilities. One of the most effective inclusion strategies I’ve tried has been the pairing or "partnering" of students in the classroom. Peer support can really increase the motivation, contribution, and learning of students with special learning needs. Partnering also provides a model that helps all students engage in positive interactions both inside and outside the classroom.

Q: How do the three Rs (rigor, relevance, and relationships) apply to the FACS classroom, and how do you use them?

A: I continually strive to increase the rigor of my curriculum, provide highly relevant learning experiences for my students, and foster relationships among students in my classroom. I’m currently using a learning application model that calls on students to apply higher-level thinking skills to complex real-world situations. I carry this strategy through in end-of-unit and summative assessments as well as portfolio projects and classroom and community-based learning experiences. For example, students in my Child Development classes work with the local public library to develop independent and small-group learning activities for preschool-age children as well as support materials for parents. The students then work with the library to catalog their materials, which join the library’s collection and can be checked out by library patrons. The students build skills in teamwork, critical thinking, communication, and cultural literacy and feel a wonderful sense of accomplishment.