About Mrs. Churchill

I was born in Mexico City, and raised in Los Angeles, California. I come from a family of educators. Grandma Ida taught kindergarten, Uncle Pete taught primary grades, and Uncle Paul was a college president. This, of course, meant that I was destined to become… an actress. I spent my early twenties landing small parts in Spanish language commercials and television shows (and waiting tables). Eventually, the nagging need to find meaning in my life led me to follow the family path and become an educator. It was the best choice I could have made. I have been with the district for fifteen years, during which I have taught everything from kindergarten to fourth grade. This is my sixth year working with gifted learners, and my fourth year as a Bonner Bobcat.

I have a deep love for learning, formal and otherwise. I completed my undergraduate studies in theater, French, and world literature at Sarah Lawrence College. I earned my elementary education credential from Cal State Northridge. I received a Master's degree in integrated teaching through the arts from Lesley University. I worked on my GATE endorsement, as well as an online teaching certificate through Southern Utah University. I am currently a doctoral student at Loyola Marymount University, dedicating my research to expanding GATE access for underrepresented populations.

Even when I’m not “in school,” I seek knowledge. I’ve taught myself to knit, crochet, and rewire a light switch through YouTube, and I always listen to podcasts and audiobooks when doing chores. I love collecting new information, and processing it through hands-on practice and deep discussion with equally curious peers.

My Thoughts on Teaching Gifted Learners

I think gifted education should be highly engaging, deeply satisfying, and a little uncomfortable. It is imperative that my students understand that the problem solving and research skills they are honing are vital to real-world issues. I want them to cultivate a growth mindset, so they can tolerate the frustrations inherent in tackling some of life's more complex problems. Oftentimes, gifted children start their educational journeys feeling that school is easy, and many earn top scores with minimal effort. This early success places them in danger of expecting all learning to come easily for them. This can backfire as students get older, and schoolwork becomes more complex. Suddenly, assignments are not as simple to complete, problems are more open-ended, and there's more competition. With a fixed mindset, many gifted students panic and decide they must not be as smart as they thought they were. Fearing the shame of failing, they give up quickly, and stick to the safety of what they know they are 'good' at. What students don't understand is that 'failing,' 'struggling,' and 'making mistakes' are necessary stepping stones to accomplishing truly great, meaningful work! They need to develop perseverance. As children are the leaders of tomorrow, our future depends upon it!

How will I help students develop this growth mindset? I will involve the students in simulated science and social studies units reflecting real-world situations that require the 21st century skills of creativity, critical thinking, communication, and collaboration to complete. We will study and use the 7 Habits of Happy Kids (based on the work of Steven Covey) to approach our work, our lives, and each other in the most effective ways. I will pose questions using icons of depth and complexity, encouraging children to notice patterns, think across disciplines, consider topics from multiple perspectives, and much more. I will encourage children to take ownership of their own learning, serving more as a facilitator and fellow learner as they venture forth.

It is an honor to serve as your child's GATE teacher! Let the adventures begin!