Lauryn Blystone


I’m Lauryn

A future high school English educator for Wisconsin.

School was difficult growing up. In 4k-2nd grade, I struggled a lot as a learner. I was always behind in math and but mostly language arts. My spelling and writing skills were less than subpar and I was way below class average in reading level. My parents made the difficult decision to take me out of public school and repeat second grade in a private school. This gave me more attention in the areas I needed to work on. Despite the academic adversity I faced, I am stronger for it. I now enjoy learning because I discovered how to get comfortable in a productive struggle. Today, I am continuing my education to become a teacher in the subject that gave me the most trouble. Reaching struggling students and connecting with kids has become my greatest strength in the classroom! While it hasn’t been an easy journey getting to where I am today, I am indebted to the experience and teachers who have continuously poured into me as a kid. Encouragement and resilience brought me to embrace academic productive struggle. As an adult, I realize I want to continue my journey and become a life-long learner. What better way of doing so than becoming a teacher?


Bettering the World with Words

Teaching English Is My Passion

There is nothing better on a rainy Saturday afternoon than coffee on my bedside table and a good book in my hands! Reading and writing are some of my favorite pastimes. As a teacher, I hope to evoke that same love for language! 

English is a vehicle for teaching more than just grammar, punctuation, and spelling. I find literature to be the best educator because it can be studied and interpreted in a million different lights. Like a diamond, literature and the understanding of it changes and shifts with the hands that hold it. 

Who Am I?

My Education History

My Hobbies

My Contact Info

My Philosophies As Both A Learner And A Teacher:

Introduction –

In my classroom, I teach with a mixed style of perenialism, essentialism, constructivism, existentialism, and behaviorism.

Perennialism –

Teaching English is a way to facilitate discussion around ultimate truth. By choosing books that are Western classics, they are flexible to teach not only the course content, but also great philosophers, religious leaders, politicians, and other intellectuals. It is important to me that I am intentional about choosing books that can elevate classroom culture, expectations, and discussions. 

Constructivism – 

Though I will not be able to always cater the curriculum to every student’s interests, it would be so much fun to have them create their own projects based on what they know. It is important to me that I give students options. When you limit the options, you limit the learning. 

Behaviorism –

Nothing is more frustrating than having a teacher who doesn’t uphold the same expectations for themselves as they do for the students. Even now as an adult, I live by incentives! I am learning that the greatest gift to receive as a teacher is the joy you bring students when you can treat them to something fun or tasty because you are proud of the things they accomplished. By incentivizing my classroom, I am creating positive student-teacher relationships.

Did you meet a benchmark for standardized testing? That is amazing! Let’s exempt you from the upcoming spelling quiz! Were 90% of whole class assignments turned in? Wonderful! How about we schedule a day when students are allowed to watch a movie based on the book we just read?

Existentialism –

I am a HUGE fan of student self-management! While I will be the one grading assignments and calling the shots, I want to make sure that I give students enough room in my classroom policy for them to take charge of their education. I am responsible for educating, providing materials, and holding students accountable. In doing so, I hope to encourage and inspire students to advocate for themselves, take charge of their education, and treat assignments as ways to learn rather than earn a grade. I plan to give my students choices in how I assess them. Some of them may enjoy projects/presentations more than tests. Nonetheless, I will provide options that allow for showcasing maximum growth and understanding!

Reconstructivism –

There is so much more to life than school. It is important to be conscious of what students may be going through outside of the classroom. I must take this into account when I am building into my lesson plan. I want to create a classroom where students are allowed to discuss difficult and controversial topics like politics, religion, and current events.

A Few Thoughts

I Encourage…

Using talk moves can improve classroom engagement, and increase student comprehension. Talk moves like, “I got the same answer because you and I both…” or “I know where you’re coming from but I have a different idea” encourages a high level of thinking such as knowledge utilization, metacognition, and self-system thinking.

I Discourage…

It is true that “with traditional power dynamics in the classroom, the teacher is the authority. In order to engage in meaningful student talk, we need to break this hierarchy” (Toro 2021). I want to avoid boomerang conversations and facilitate engaging discussions that run without a lot of direction from the instructor. Peer feedback can be so effective when the question and discussion are set up right!

I Am Learning…

I am learning that InTASC Core Teaching Standards require extreme conscientiousness. All standards deal with how well I know myself, the content I’m teaching, my coworkers, my students and their families, and the community. I must be humble and honest with myself as I pursue these standards.


A brief reflection on this semester…

Lauryn Blystone
Watch The Video

"Education is not the filling of a pail, but the lighting of a fire."

William Butler Yeats

"The mediocre teacher tells. The good teacher explains. The superior teacher demonstrates. The great teacher inspires."

William Arthur Ward

"I cannot teach anybody anything; I can only make them think."



Talk Moves [Class Handout]. (Fall 2022). Education Department, University of Wisconsin Green Bay, Green Bay, WI.

The New Taxonomy (Marzano and Kendall, 2007) [Class Handout]. (2007). Education Department, University of Wisconsin Green Bay, Green Bay, WI.

Toro, Stephanie. “Giving Students More Authority in Classroom Discussions.” Edutopia, 8 Sept. 2021,

Teaching Standards [Class Handout]. (Fall 2022). Education Department, University of Wisconsin Green Bay, Green Bay, WI.