With a passion to motivate, encourage, and inspire, Gursharan Rahal has dedicated the past four years to teaching economically disadvantaged children in California's Central Valley farm communities how to read. "I'm forever thinking of how I can help make a difference in these kids lives . . . to provide a sense of pride, success, and confidence in them," says Rahal.

Throughout Caruthers School District, Rahal has received the praise of her colleagues and her students' families for the impact she has made on their lives:

"I have been privileged to work with Gursharan Rahal; her excitement and love of learning spurs all of us—whether student or staff member—forward. I appreciate the high standards she has set. She truly is the definition of 'teacher.'"
—Coworker

"I thank Ms. Rahal for her level of concern for my child. I wish there were more teachers like her who cared as deeply."
—Parent

About Gursharan Rahal
Born in India, Rahal immigrated to the United States with her parents, grandparents, sister, and two brothers when she was six months old, and she was raised in Selma, a farm community near Fresno, California. "My grandfather was a farmer, and all of my dad's brothers and sisters are grape growers." But it was her father's "awesome" example as an educator for thirty-five years that left an indelible imprint upon her to strive for excellence and to "reflect with kids, not just teach them." "Early on," recalls Rahal, "I knew it was part of my civic responsibility to teach kids and help them avoid making bad decisions that can lead to a pattern of failure."

After teaching at both San Joaquin Elementary and Caruthers Elementary outside Fresno, California, from 1996 to 2001, Rahal joined Caruthers High School as a reading specialist, and before long, she launched a school-wide Silent Sustained Reading Program (SSR).

Nominated by the California League of High Schools (CLHS), Rahal was named California State Educator of the Year in January 2006. "Ms. Rahal embodies all the best qualities of a high school educator: professionalism, intellect, and care," said Peter Murphy, executive director of CLHS. "CLHS is truly honored by her selection as the 2006 State Educator of the Year."

About Caruthers High School
Founded in 1914, Caruthers High School is located in the central San Joaquin Valley, approximately fifteen miles outside Fresno. The district covers approximately 120 square miles of rural, agricultural area with 2,500 residents, including two small-unincorporated communities of Caruthers and Raisin City. Approximately 600 students attend Caruthers High School, and the student body is made up of 69 percent Hispanic, 23 percent Caucasian, 6 percent Asian, and 1 percent African American. Sixty-nine percent of students qualify for free or reduced-priced lunches.

A Closer Look at Her Success
Rahal's job is to teach reading skills to students in grades 9 through 12 who are not reading at grade level. She motivates her students to be self-directed, for example, by asking how many books they have read over the past year. When they answer, "None! Reading is boring!" Rahal takes a vital step to build students' confidence and get them to "open up." She ensures that they have a classroom environment that is conducive to reading—whereas many of the students may come from hectic households where an emphasis is not placed on reading. Rahal tells her students, "It's my job to make sure that you have a safe environment to read, and it's your job to do what is asked of you. I have no doubt that you will begin to really enjoy reading."

Classroom Tools and Techniques
"My students were one step from failing," says Rahal. "My responsibility is to ensure that these students have a voice of encouragement. After the third day in my class, they know what the expectations are, and they perform." With different textbooks and supplemental sources, Rahal inspires her students to read using several different techniques.

Classroom centers
In groups of four or five, students rotate every twenty minutes to four different centers in Rahal's classroom, including centers for small-group instruction, reading the newspaper, independent reading, and computer literacy activities. Students build important reading skills and strategies while reading for pleasure and information and while working with computers to build vocabulary, spelling, and reading comprehension skills.

14-point plan for teachers
Rahal uses these fourteen points in her role as both a teacher and a peer coach.

1. Recognize and encourage participation daily.
2. Reward good behavior and participation with extra points toward the final grade.
3. Communicate with your eyes, not with a raised voice.
4. Catch students doing something right.
5. Practice self-control.
6. Implement expectations daily.
7. Teach and train with calm consistency.
8. Build students' self-esteem.
9. Observe your students' needs and address concerns.
10. Affirm and respect your students.
11. Develop a healthy reward plan.
12. Encourage quiet moments for thought and action.
13. Provide personal space at critical times.
14. Build relationships: learn about your student first, and then teach the curriculum.

Focus on encouragement
Besides utilizing all of the practical reading techniques, Rahal considers her most potent tool to be encouragement. "I use my eyes, not my voice, to discipline—I make solid eye contact until behavior changes. I give them Post-it^® notes that read, 'I really appreciate how well you've done in my class!' "Kids long for structure and appreciation, and they work even harder when they know they are appreciated."

Role as Peer Coach
Rahal spends half of her time teaching kids how to read and half of her time mentoring teachers as a Peer Assistance Review (PAR) consultant for the district. As a PAR consultant, she helps veteran and new teachers with classroom management. After evaluating a teacher's skills and teaching techniques or curriculum that may be ineffective, Rahal evaluates the class and provides input for the teacher. "My methods work because I am very objective—my observations and recommendations are evidence-based rather than subjective. I work with teachers and students in ways that disarm them—I don't want them to feel defensive. I might say, 'Did you notice this? Can we try it another way?'"

Conclusion
With a passion for teaching, Rahal finds her job both fulfilling and exciting. "I feel like I'm able to be all those things people are tired of being—the counselor, the mother, the coach—those missing links outside the classroom." Her goal is to give a voice to kids who are the most in need—"to help them succeed beyond their expectation and to give hope and a desire to succeed. Personally, to be able to achieve this is mission accomplished."