Despite the difficulties, the psychic awards are immeasurable… I simply cannot think of doing anything else.–– John Pulford
John Pulford grew up in Brazil and developed a lifelong passion for reading. This passion led him around the world, and ultimately to Heathwood Hall.
The Ugly American
by William Lederer and Eugene Burdick, encouraged Pulford to pursue a career in international diplomacy. However, Bob Partridge, Pulford’s high school teacher and soccer coach, helped him realize his natural affinity for working with adolescents.
By Pulford’s senior year in college, he made the decision to pursue teaching, a decision he has never regretted. After obtaining a BA in International Relations from Johns Hopkins and an MAT in history from Northwestern, Pulford landed a job at Maria Imaculada, an international school in Sao Paulo, Brazil. He later joined a college friend teaching at the Community School of Teheran in Iran.
While Iran was a place Pulford describes as far from paradise, he loved the school, adored the kids, and best of all, met his future bride, Marsie.
According to Pulford, “The experience was incredible until the hostage crisis in November, 1978. We left in June, 1980, a month after the fiasco of ‘Desert One.’ The ayatollahs closed the school, calling it the last remaining ‘center of Yankee cultural imperialism’.”
Pulford’s next stop was a three–year stint in St. Croix, US Virgin Islands. He taught US and world history, Caribbean history, civics, economics, and swimming. Pulford’s excellence in the island classroom earnedhim two “Teacher of the Year” awards.
When he and Marsie decided it was time to head back to America for a new adventure, they narrowed their choices down to Phoenix, AZ, Lancaster, LA, or Columbia, SC. Heathwood Hall helped make Columbia their choice. The Pulfords initially planned to stay five or six years; 23 years later they are still here.
For Pulford, “Teaching at Heathwood has proven to be a wonderful experience both professionally and personally. Heathwood’s outstanding commitment to professional development has helped me grow as a teacher. There is a ‘get out of your shell’ philosophy coupled with a sense of collegiality driven by a very caring and supportive administration.”
He adds, “As an independent school, Heathwood by and large cherishes the ideal of individual teacher control of curriculum and classroom instruction. This autonomy has numerous advantages, but can sometimes lead to complacency and stagnation. Heathwood addresses this issue with a peer support and evaluation program designed by the Annenberg School for National Reform located at Brown University.” According to Pulford, this approach to education, and Heathwood’s commitment to professional development are keys in the success of the school and its students.
The small classes at Heathwood afford teachers a better opportunity to get to know individual student needs and prepare specialized assessments and extra help. They also increase parent–teacher communication, a key component in student performance.
Heathwood’s emphasis on integration of technology in the classroom has increased the effectiveness of Pulford’s approach to teaching, adding variety and interest to the curriculum. It enables students to research and present information while enhancing writing skills.
After 30 years in the classroom, Pulford has definite ideas on what makes a good teacher. The first is that teachers are born, not made. Effective teachers have indescribable people skills and know how to reach individual students. They give support without simply imparting knowledge. They know when a lesson is not going well and are able to change midstream. The second is that good teachers genuinely care for their students. This care and concern for students as individuals fosters trust and openness to learning.
According to Pulford, knowledge is important, but comes last in terms of making a good teacher. Many people have a wealth of knowledge, but lack the ability to get their message across to students. Pulford says teaching is an art, not a profession.
John Pulford is indeed an artist recognized year after year by his students and their parents for his work. He readily admits he and his fellow educators do not come to work each day because of the pay, but for the intangible rewards. Good teachers work through the inevitable obstacles and disappointments inherent to the profession because they love the kids and the results they see.
According to this beloved teacher, “Despite the difficulties, the psychic awards are immeasurable. The look on someone’s face when he does well on a particular assignment, the compliment from a parent, the knowledge that you have such an impact on people’s lives, all make for such a rewarding and fulfilling life. I simply cannot think of doing anything else.”
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