A proud 2011 graduate of FSDB, Brooke Stanfield is a fearless preschool teacher in the L. Daniel Hutto Early Learning Center at FSDB. She works with students in the various ELC classrooms with a friendly smile and an efficient air. Watch the video profile, read more below, and check out the accompanying ELC spotlight story.
How did you become an ELC teacher?
Initially, I wanted to become a social worker or an early intervention advocate—to help deaf children and their parents communicate as early as possible. I had already earned my bachelor's degree in 2015, majoring in Social Work at Gallaudet University.
When I first started as an instructional assistant in 2015 in the Early Learning Center, I became fascinated with the Montessori method and how it helped deaf children learn. By then, I decided on my career—I wanted to teach three-to-five-year-old deaf and hard of hearing children. I returned to graduate school and earned my master's degree in 2017 at Lamar University in Texas, majoring in Deaf Education/Deaf Culture.
I am in a happy place, career-wise—I love my work as part of the ELC teaching team, nurturing the growth of young children.
What do you like about the preschool crowd?
In a perfect world, I would want each deaf child to have the best educational experience possible. Often deaf children struggle with reading, math, social skills, life skills, and many other areas. I went through these struggles and can empathize with my students. I asked myself, where can I start? Where and how can I help reduce these barriers?
Preschool is the answer. Preschool is the core, the foundational years in the educational experience. Preschool is the place that sets the tone for the rest of the student's educational career.
I wanted to be that person to be sure they are ready for school, able to tackle every obstacle that comes their way. I am fortunate to be able to work with this age group to identify issues and address them now before they become lifelong barriers.
What else would you like people to know about your work?
I believe that interaction—both structured and incidental learning experiences—during the