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EDITOR’S NOTE: The LaGrange Daily News is doing a Q&A with all of the teachers of the year in the Troup County School System. Today, we are writing about Long Cane Elementary School Teacher of the Year Kathey Sandiford, fifth-grade English Language Arts/Writing teacher. We asked her 20 questions, and we shortened this interview to some of our favorite responses.

Kathey Sandiford is a fifth-grade English Language Arts/Writing teacher at Long Cane Elementary School. This is Sandiford’s fourth year in the classroom in Troup County. She substituted for six years and worked as a school secretary for eight years.

Sandiford started substitute teaching when her 22-year-old son was in kindergarten. After several years working in the school office at Long Cane Elementary, she completed a Master of Arts in Teaching degree and transitioned into the classroom.

Her background is in journalism. She thinks that doesn’t fit the formal description of education, but she believes that what she did for the better part of two decades fits a broader definition of education as she researched, interviewed and wrote to educate newspaper readers about events important to them. As an editor, she worked with young reporters to help them grow as writers.

Kathey and her husband, Neal, have been married for almost 25 years. He is an IT specialist for Harris County Schools. They have one son, Todd, a 2020 graduate of Troup County High School and a 2024 graduate of LaGrange College with a B.S. in Biochemistry. Todd works for the City of LaGrange.

Sandiford has led the writing club at Long Cane Elementary for three years and as a Boy Scout leader for 12 years and the high adventure group, Sea Scouts.  She taught Sunday school at Loyd Presbyterian Church, where she and her family have been members for over a decade. What or who inspired you to become an educator?

“Truly, it was a group effort. Like all kids, I had teachers in my past who I respected and admired. When my son began school, I watched his teachers and saw the creativity, energy, and dedication they poured into their students. Working in the school, I found the most enjoyable part of my job was my interaction with students. From there, it just seemed the logical progression.”

What are your career aspirations?

“Teaching is a second career for me. I spent the first part of my working life in journalism. The classroom is where I want to be. I honestly don’t have aspirations beyond making the biggest difference I can there. My main goal is to have students leave my class enjoying reading and knowing how to write in a way that allows others to enjoy reading their work. I want them to feel the excitement of seeing their name in print, even if it is in a school newspaper. I want them to experience the satisfaction of hitting the last period in a piece they have worked so hard on and to read back over it with pride. I want them to understand that individual words have meanings and connotations that are important to consider as they write deliberately toward an end. Finally, I want them to understand that succeeding academically is as important and satisfying as any extra-curricular activity and that it is within their reach, no matter what challenges they may face.”

If you weren’t a teacher, what career field would you be in?

If I wasn’t teaching, I would have gravitated back to journalism and writing in some form, whether it was as an editor or as a reporter. The trials and the thrill of putting words together to form something people want to read is an experience that doesn’t leave you. As a teacher, I want my students to experience and understand that, as well.

What hidden talent do you have that might surprise your students and our readers?

“I am not sure I have many talents, hidden or obvious. I am pretty much a one- or two-trick pony. I can write. I kayak a lot. I have a wonderful memory for trivial, random, virtually useless details. I can actually cook some things that are edible and don’t violate most health codes. Some days, I can walk down the school hallway without tripping on air. Those attributes, plus my grand skills at bad puns, are my hidden superpowers.”

What fictional character (from a book, movie, TV show, etc.) represents your teaching style?

“I’d love to be able to point to an inspirational, motivating, creative character as my classroom doppelganger. I’d also like to keep my answer remotely truthful, so perhaps the teacher that I might be most like is Mrs. Granger, a fifth-grade teacher in Andrew Clements’ Frindle. The book describes her as older and rather short. That fits. I’m not sure I have her icy stare, but I do share her love for words. She wants students to know that each word has a distinct purpose and tells them to use her beloved dictionary to “look it up.” She makes students responsible for their own learning, even when it means playing the nemesis because it pushes them to grow.”

What’s the most creative/unique project one of your classes has worked on?

“As a writing club, we produce a digital student newspaper highlighting school events. In some of my small groups, we are writing to explain unsolved mysteries and will present our research in podcasts or video casts. We’ve just finished some digital stop-motion animation projects and digital holiday stories that we share with younger grades before the holidays.”

If you could invite any historical figure to speak to your class, who would you choose and why?

“If I could resurrect a historical figure to visit my classroom, I would pick Benjamin Franklin. The students all know the story of the kite and lightning, of course. Yet I think they’d be impressed with the scope of his work, including his writing and publishing. They would enjoy the wry sense of humor exhibited in Poor Richard’s Almanac. Through it, they could see how a publication can influence and engage others.”

What’s the most rewarding part about your job?

“Every teacher will tell you the “ah-ha” moment when the light bulb goes on and students “get” a concept is the absolute best. For me, the “ah-ha” extends to when they see a finished writing they’ve put a lot of effort into and realize it can be measured in paragraphs or even pages, not just in words or a few sentences. This is most rewarding for me because some students – like some adults – consider writing a chore. They’ve said often enough that they dislike it or aren’t good at it that they actually believe it. When they realized what they can do, it’s as uplifting for me as it is for them.”

What’s the most challenging part of your job?

“Overcoming the attitude that ELA/writing is painful, boring, and something that only a few students can do well is one of the most challenging parts of my job. So many students who may not consider themselves avid readers or writers are wonderful storytellers. They can craft convincing arguments to sway their peers. They can explain in minute detail a topic they enjoy. Getting them to realize that what they are doing verbally is a large part of what they need to do at the computer keyboard is one of the biggest hurdles.”

What’s the most unusual excuse a student has given you for not completing their homework?

“The “my dog ate my homework” excuse has been replaced in the digital age by “my Chromebook deleted my work.” It’s only natural that the best excuses involve Chromebooks now. I’ve had students tell me that they couldn’t submit homework because their screens are broken or their charger suddenly stopped working. The best, though, was when a Chromebook needed for an assignment was left a couple of states away at a relative’s house, so the student “couldn’t possibly” do the electronic assignment.”

What did it mean to you to be named your school’s teacher of the year?

“The announcement came in the middle of my parent conferences and caught me totally by surprise. I couldn’t believe I’d heard right because I am still learning from so many other teachers at my school and elsewhere. I am appreciative beyond words, though, and it helps me believe that I made the right decision to start teaching at a time in life when some people would consider a second career nonsense.”

On a weekend or a summer day when school is out, what are your favorite activities?

“During the summer, or really anytime the weather cooperates, you would find me in my kayak on the water. I might be paddling the lake or the river, but I’d be enjoying the quietness and thinking about the nature and history around me. Otherwise, I’m at home with family, enjoying walks with the dogs or cuddles with the cats.”

As your students transition to the next grade or graduate in May, what is one key takeaway you hope they carry forward from their time in your class?

“Whether or not they leave with a love of grammar and writing, I want them to leave knowing they are loved. I am more interested in the people they will become than the grades they make, and I try to show that daily.”