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At Fallen Timbers Middle School (FTMS), sixth-grade Social Studies teacher Julie Corbett stands out not just as an educator, but as a role model for effective, compassionate teaching. Julie’s 16 years with Anthony Wayne Local Schools have been marked by her dedication to creating an inclusive and supportive classroom environment, where her students feel seen, heard and inspired. 

She was recently awarded the 2024 Regional Award for Best Middle Level Practice from the Ohio Middle Level Association for her commitment to caring for her students and building relationships that lead to learning - the cornerstone of her teaching philosophy. 

Julie’s interest in teaching began at an early age, fueled by her desire to connect with others, hear their stories, and support their growth academically and personally. 

“I love working with people and hearing their stories and finding ways to support them and see their growth - both academically and in all facets of life,” she explained.

This love for others influences Julie’s approach to teaching middle school. Julie’s teaching style is intentional and empathetic because she recognizes that sixth grade is a pivotal time for students. She acknowledges that while they are at a fun age to teach, students are in a challenging and formative season of learning and development.

“They’re learning who they are and what they enjoy, they are navigating relationships and gaining independence” she says. “It’s a transitional time, and I strive to support students as they navigate these choppy waters. I remind myself that the students in front of me are our future problem solvers. How can I help foster that mindset and give them a voice?” 

FTMS Principal Matt Smith agrees that students at this age are growing in all areas of their life and no two students are in the same stage of development at the same time.

“It is such a big time of change for them. They want to be little kids and they want to be big kids,” he said. “They are growing academically, physically and emotionally all at the same time and we need to meet them where they are to get them to a space where they can learn.”

Julie first helps students feel supported by taking an active interest in their lives, looking for opportunities to ask about the hobbies they enjoy or activities they are involved with. She also watches for cues that a student is going through a rough patch.

“I try to observe and listen. Facial expressions can tell a lot. When I see things, I check in with them,” she said. “We start each class with an opportunity to share - ranging from Would You Rather Wednesdays to Thumbs Up Thursday, which celebrates personal accomplishments, or an activity called roses, thorns and buds. They can share the good, the bad and what they are looking forward to.”

Developing relationships with students and learning what interests them helps to set the stage for engaging instruction. Julie can bring history to life by connecting the curriculum to the topics that her students care about and presenting it in a way that they can see how it impacts their lives.

“I just love the content and it’s an exciting time in their learning,” she said. “I look for ways to teach the content in a way that piques their interest and draws them in so they can learn without realizing that they are learning about something from so long ago or opening their mind to a topic seldom discussed, like world religions.”

As students learn about the world around them, Julie encourages students to dive into the material through interactive lessons that include hands-on learning, collaborative activities and friendly competition that increase both academic and personal skills.

“We are working on conversation and collaboration, building study skills and developing empathy,” she said. “These are fundamental skills for being successful in the later years of school and in life. It’s an opportunity to develop the whole person.”

Julie’s compassion and appreciation for others also extends to colleagues. She appreciates learning about them and from them, and enjoys collaborating with others to make sure that students have a great learning experience. In fact, she gives the entire team credit for her recognition.

“I feel like I am who I am because of those around me who spur me on. I am the teacher I am because I have administrators who are open to new ideas and team members who work together to support kids,” she said. “I feel like I’m accepting the award on behalf of really great people who have spoken into my life.”

Julie is laser-focused on her commitment to making school a positive place for students to learn and grow. She emphasizes the importance of checking outside distractions at the door and maintaining strong boundaries to create a positive, safe classroom environment. 

“My bullseye is my students,” she explained. “Each one has purpose and value, which means I spend my time reflecting and refining my craft to connect. By controlling the energy I bring, I can keep many outside factors from affecting what I’m offering them. I respect my students, and they deserve my best, and a space where they feel safe and valued.”

Julie’s deep commitment to both her craft and her students’ well-being was what led Terry Tansel, FTMS Assistant Principal to nominate her for the award. 

“She creates an inclusive classroom environment that promotes our school beliefs and core competencies, " he said. “She seamlessly blends the content with empathy and collaboration and wellness activities that promote intellectual, mental and physical health.”

Julie’s heart for teaching starts with her love for others, and AWLS is fortunate to have such a dedicated educator who not only teaches history but also shapes the futures of her students, one story at a time. 

“I care about people - my colleagues and my students,” she said. “And I know that they aren’t always going to remember everything I taught, but they will remember that they felt supported in this space and that they had someone to talk to when they needed it.”