Shunteen Cineus, a third-grade reading teacher with over 13 years of experience, navigates a demanding schedule at Ruediger Elementary, a Title I school in Tallahassee. Her day illustrates the complex roles educators fill, from academic instruction to emotional support, often extending long after the final bell rings.
Ruediger Elementary recently achieved an "A" grade from the state, a significant accomplishment for a school where most students come from low-income households. This success is credited to dedicated staff and targeted support strategies, which are visible throughout Cineus's daily routine.
Key Takeaways
- Shunteen Cineus is a veteran third-grade teacher at Ruediger Elementary, a Title I school that recently earned an "A" rating.
- Her day involves managing diverse student needs, including those requiring extra academic help, non-English speakers, and students with individualized education plans.
- The school employs an inclusive model with paraprofessionals supporting small-group instruction within the main classroom.
- Cineus works a second job running an after-school program, highlighting the financial and personal commitment of many educators.
- The article provides a detailed timeline of her day, from 7:45 a.m. morning duty to her after-school shift ending after 5 p.m.
The Morning Routine: Setting the Tone for Success
The school day for Shunteen Cineus begins at 7:45 a.m. in the cafeteria. As students arrive for breakfast, she supervises the room, noting the energy boost that follows the syrupy French toast sticks on the menu.
After breakfast, Cineus leads about 50 third-graders to the playground. She referees an impromptu soccer game played with a bucket, understanding the importance of physical activity. "Burning off all this energy now means a more manageable classroom later," she explained.
Establishing a Positive Classroom Environment
At 8:30 a.m., Cineus welcomes her homeroom class of 20 students. This group requires the most support in reading and writing. Each student is greeted with a fist bump or a high five as music plays in the background. She starts the academic day with a clear message: "Thank you all for coming to school today."
A student then leads the class in a daily affirmation, a powerful ritual designed to build confidence:
"I am somebody. I was somebody when I came. I will be a better person when I leave. I am powerful, and I am strong. I deserve the education that I get here. I have things to do, people to impress, and places to go."
Instruction and Individualized Support
The morning lesson covers a range of topics, including diphthongs, descriptive writing, and grammar. To encourage participation and good behavior, Cineus uses a reward system. Students can earn a trip to the classroom's treasure box or receive "Ruediger Bucks," a special school currency.
"The kids love it, and it's just important to tell them that the good behavior doesn't go unnoticed," Cineus said. This positive reinforcement is a key part of her classroom management strategy.
Ruediger's Strategy for Success
Ruediger Elementary's "A" grade is partly attributed to its inclusive approach to student support. Instead of pulling students out of the classroom for individual help, support staff come into the room. This model allows for targeted instruction without disrupting the class flow.
Collaborative Teaching in Action
About an hour into the lesson, two paraprofessionals arrive. Chyna Lindsey, a reading paraprofessional, works with a small group on grammar using whiteboards. Meanwhile, Denys Harvell provides one-on-one support to students with individualized education plans, including those on the autism spectrum.
This allows Cineus to focus on a student who is particularly struggling. She notes that many new students, some transferring from outside the public school system, require significant academic intervention. In one instance last year, a new third-grader did not know how to spell his own last name.
The Realities of a Title I School
As a Title I school, Ruediger Elementary serves a community with a high percentage of low-income families. For many students, school is where their basic needs are met. "Most of their needs get fulfilled here," Cineus stated, highlighting the school's role beyond academics.
Cineus, a member of the Leon Classroom Teachers Association, also spoke about the financial challenges educators face. "I live paycheck to paycheck, as an educator with a degree," she said, noting that the profession is not as respected as it once was.
Midday Transition and Team Collaboration
At 10:38 a.m., the students head to lunch. This 30-minute window provides a crucial break for the third-grade teaching team. Cineus, Heather Daughtery, Gregory Bertha, and Tiamaya Green gather in Cineus's classroom to debrief and plan.
They discuss student progress and coordinate their approaches. The teachers also navigate the ever-changing world of youth culture, such as when a student was sent to time-out for using the slang term "6–7." Unsure of its meaning, the teachers had banned it. After some online research, Cineus discovered it was a harmless lyric from a viral song and a reference to an NBA player.
Adapting to a New Group of Students
At 11:10 a.m., Cineus greets her second group of 20 students for the day. She repeats her welcoming routine, including the fist bumps and the daily affirmation. This group requires less intensive reading support, but presents its own unique challenges.
One new student does not speak English. Cineus uses technology and peer support to help her. "I let her work on i-Ready on the computer independently because it gives her more visuals to associate with the words in English," she explained. She communicates with the student using Google Translate, but also relies on what she calls "the universal language of children"—praise and encouragement.
The Afternoon Wind-Down
While her second class is in art, Cineus gets her planning period at 1:15 p.m. She described this time as sacred. The third-grade teachers reconvene to grade assignments, plan future lessons, and share stories from their classrooms.
Before the day ends, Cineus prepares for her favorite weekly tradition. Every Wednesday, she celebrates students who have shown improvement in an online reading program. She went to the principal's office to find Capri Suns for the celebration. "The kids literally light up and everyone cheers for one another," she said.
Dismissal and a Second Shift
At 2:50 p.m., after the celebration, Cineus walks her students out for dismissal. She grabs a walkie-talkie and helps manage the car pickup line, greeting parents and ensuring a safe departure for every child. "It's important they know a face here," she remarked.
But her day is far from over. By 3:00 p.m., as most of her colleagues head home, Cineus begins her second job. She runs the school's 21st Century Afterschool program, supervising a group of fifth-graders for another three hours.
She helps them with homework and provides a safe environment. Many of the fifth-graders are her former students. "I enjoy watching them grow from weeks to months to years," she shared. Her dedication often extends to weekends, where she attends students' sports games and performances.
Even on the evening before her birthday, her focus remained on her work. Her plans were simple: go home, prepare lessons, and recharge for the next day. "I have to be here for these kids," Cineus said. "There's honestly nowhere else I'd rather be."
