For students who are preparing to be English teachers, have you ever felt overwhelmed when you think about what it will be like once you graduate from USU and become a teacher at last? What will it feel like to be in the hot seat or to stand in front of a class full of students, all of them looking up at you rather than you sitting amongst them? Are you prepared? Are you good enough? It's enough to drive a grown person crazy! Such intimidating thoughts flood our minds when looking to the future. So, what better way to help prepare us than to get some sage advice from past graduates who have begun teaching and have used what they've learned in their education at USU?
I am a fellow English Education major currently in Professor Kinkead's English 4500 course. For an assignment on writing a newspaper article, my interest was piqued to see what teaching has been like for past graduates. So I contacted several alumni students of USU about their experiences of teaching in the classroom and their thoughts on how USU's English Education Department prepared them for their job. Here's what they had to say:
DURINDA GOULEY
Durinda Gouley works for the Skokomish Tribe's Education Department as well as the Washington All Prep Web Academy (an online school) and is currently a one-on-one tutor for the Skokomish Tribe's K-12 after school Mentor/Tutor program. When I asked her what made her decide to become a teacher, her reply was that she “wanted to see more Native American History/Literature taught in the secondary curriculum, and taught by a Native American teacher.”
Alison: How did your first day of school go?
Durinda: It was very scary to realize I was at the mercy of 17 intelligent, creative, and crafty teenagers. Thankfully, they went easy on me.That first year was tough, the second wasn't so bad, and I had to leave the third year because my husband was offered a job in Washington State.
Alison: Did you feel over or under-prepared on your first day?
Durinda:I had my lessons in order, but I felt under-prepared. By then I had only observed and taught one class period of history in my mentor teacher's classroom.She made everything look so easy, handled discipline well in her classroom, barked orders like a drill sergeant, and led her class through a mock Congressional session, successfully.
Alison: What would you do different if you could relive the first day?
Durinda: I would've remembered to breathe and not take myself so seriously.
Alison: Using only one word, what do you think your students think of you as a teacher?
Durinda: Goofy.Nicely said, of course.I've learned to laugh at myself.I don't want to be seen as knowing everything, because I don't.I think everyone needs to learn to say, “I don't know, but I will go figure it out.”
Alison: What advice do you have for current English Education students soon to graduate and become new teachers that you wish you'd been told before graduating?
Durinda:I love to read, and so naturally, I thought my kids should love to read too.That turned into a mini course on patience and endurance because not every kid who walked through my classroom liked reading, so I learned to gauge my student's interest and offer materials they liked.My advice is be flexible; not every student is going to be crazy about the Bronte sisters (love Jane Eyre), Langston Hughes, women's history.
Alison: What things do you think helped prepare you for your career in teaching that you learned in your college courses?
Durinda: The required courses were well thought out, but what helped the most was sitting at the feet of current and former teachers teaching/handing down what they've learned in 5, 10, 20 years of teaching.
Alison: What do you think could be improved, if needed?
Durinda:I think more could be done to better prepare non-native teachers to work within native communities/students.There is so much discussion and understanding that needs to take place before a teacher can walk into a classroom filled with native students who are increasingly becoming disenfranchised with the public school system. There is a reason they get “left behind.”Many Native American drop-outs are actually push outs, and that should be talked about so we don't blame and label Native American students as lazy or uncooperative.
Alison: Did you have any special teachers in your college education that inspired you to succeed and who were they?
Durinda:Dr. Richard Knight was the Secondary Education Coordinator at USU-Uintah Basin.He had so much faith in me that I would've felt guilty if I would've failed.Dr. Virginia Exton was our best cheerleader and advisor; (I went through the secondary education program with a cohort of other Native Americans). She also taught many of the English classes.I've always admired her quiet and thorough way of getting a concept across, and she's a great writer to boot. Mary Moulton is a teacher at Union High School in Vernal, Utah and a first rate social studies teacher who handed down to us many creative and useful teaching strategies. I want to be Mary Moulton and Vini Exton rolled into one someday – I kid, of course, but they are two great teachers.
SHAUNA WIGHT
Shauna Wight currently teaches Writing 1010 at the University of Utah while being a graduate student there. She has also has taught college level Writing 1010 as well as 7th grade Reading and Language Arts, and 9-12th grade Language Arts. She also says “at one school, I had students in grades 9-12 in the same class. It kind of felt like Little House on the Prairie.”
Alison: Is being a teacher everything you ever dreamed of?
Shauna: It is. I think, though, that no teacher should expect teaching to be everything they dreamed of when they first start. You have to gain some experience and find the right niche before it will really feel right.Don't expect to walk in and be Erin Gruwell author of Freedom Writers. Expect for things to get better--much better, and don't be afraid to go out and search for the right position for you once you have a sense of yourself as a teacher.
Alison: What made you decide to become a teacher?
Shauna: I had really wonderful teachers who really inspired me and with whom I felt a strong connection.
Alison: How did your first day of school go?
Shauna: Hmmm...well, during my first day, all of the students were bawling because I was replacing a very well-loved teacher who was leaving mid-year. All of the students kept talking about how much they missed him. All the girls talked about how hot he was. It was pretty miserable.
Alison: Did you feel over or under-prepared on your first day?
Shauna: I felt very prepared when it came to lesson plans and my content. As far as behavior management went, I felt rather underprepared. Even my student teaching could not really prepare me for my first teaching job, which was at an alternative school and came with its own set of demands. Overall, that school was not the most comfortable setting for me, and so it really helped that I looked around to find a teaching job that suited me.
Alison: What would you do different if you could relive the first day?
Shauna: I think that I would have done more to try to understand the population I was working with before my first day.I remember that I came in with a disclosure statement that the students and their parents were supposed to sign, which is pretty normal for most schools. However, at this school, many of the students did not live with a parent or guardian. Several of them were parents themselves, so I think it came across right from the start that I did not really understand where they were coming from, and that caused some problems.
Alison: Using only one word, what do you think your students think of you as a teacher?
Shauna: Supportive.
Alison: What advice do you have for current English Education students soon to graduate and become new teachers that you wish you'd been told before graduating?
Shauna: I think that you should read Frank McCourt's Teacher Man. I think that book provides a realistic view of teaching.I think that college is extremely idealistic, which in many ways is good, but try to also give yourself some gradual doses of reality so that you are not shocked when you step into the classroom. Also, cut yourself some slack. Every year will be a bit better.
Alison: What things do you think helped prepare you for your career in teaching that you learned in your college courses?
Shauna: I think that the concept of low-stakes writing and writing to learn is so important for students. I also found the idea of literature circles to be useful because you will find that your students have such different needs, and you really need to be able to differentiate instruction.
Alison: Did you have any special teachers in your college education that inspired you to succeed and who were they?
Shauna: Drs. Sinor, Gantt, Strong, and Meeks were all wonderful because they modeled what wonderful teaching looks like in addition to providing us with the theory.
NICOLE ANDERSON
Nicole Anderson is also now a graduate student at Utah State University in Political Science but taught 10th and 11th grade English for a couple of years at Logan High School. When I asked why she has decided to continue her education as a graduate student in Political Science she replied, “I decided to enter a graduate program to open up more opportunities for study, growth academically, interest, and career goals. I find politics fascinating and so needed more background in the study. I plan to write some literary policy type of stuff in the future, so it is really great! I plan on returning to the education field in some degree, whether that be secondary or higher ed. I will probably still be teaching English as it is one of my passions and loves.”
Alison: Is becoming a teacher everything you ever dreamed of?
Nicole: You bet, especially if I dreamt of long days and lots of grading! But in all reality, it really can be. You may not be able to walk into a classroom and click, you may not be able to help change some kid's life, but you may. I think, with all of the hard work and low pay, it is so worth it and that the small moments keep you going.
Alison: What made you decide to become a teacher?
Nicole: I have a love for teaching, it is my passion, and I felt like it was one way I could help make the world a better place. And I really felt like, in my small way, I did.
Alison: How did your first day of school go?
Nicole: Great, actually. It's always nerve-racking, but I loved every minute of getting to know my new students!
Alison: Did you feel over or under-prepared on your first day?
Nicole: I felt under-prepared, but somehow, it went all right.
Alison: What would you do different if you could relive the first day?
Nicole: Well, considering I was hired five days before, not much.
Alison: Using only one word, what do you think your students think of you as a teacher?
Nicole: Passion.
Alison: What advice do you have for current English Education students soon to graduate and become new teachers that you wish you'd been told before graduating?
Nicole: Get into the classroom and start teaching and interacting with the students NOW... don't wait for your cooperating teacher in your clinical to offer you teaching experience. Go out and GRAB it!
Alison: What things do you think helped prepare you for your career in teaching that you learned in your college courses?
Nicole: Teaching writing skills and different lesson plans. Some study of theory, but mostly, you really learn HOW to teach AS you teach. Knowing your stuff is EXTREMELY important.
Alison: What do you think could be improved, if needed?
Nicole: The way the secondary education program works, they are making some great progress, but much is still needed.
Alison: Did you have any special teachers in your college education that inspired you to succeed and who were they?
Nicole: Yes! Some of my "mentor teachers" were Phoebe Jenson, who inspired me to love what I teach and teach with passion, and Christine Cooper, who counseled me through my educational decisions, pushed me, and taught me that I could do whatever I wanted/needed.
TYLER KING
Tyler King is a teacher of 7th and 8th Grade English at Roy Junior High School who always imagined teaching to be “exciting, very challenging and rewarding at the same time.”
Alison: What made you decide to become a teacher?
Tyler: I wanted to do something that made an actual difference in the world. I enjoy the energy and enthusiasm that Junior High kids have for life.I hoped to be able to influence them in a positive way.
Alison: How did your first day of school go?
Tyler: It went rather well.The first day was actually easy.When it becomes difficult is during week 2 when the kids become comfortable with one another and really get going.But through some trial and error I have figured out some good ways to control class.They now listen to me almost all the time.
Alison: Did you feel over or under-prepared on your first day?
Tyler: I would say I felt about right.You can never be fully prepared to manage thirty-five 8th graders while also teaching them a core subject. During the first few weeks I went through somewhat of a refiner's fire.I made plenty of mistakes, but have been able to learn from them and things have improved a lot.
Alison: What would you do different if you could relive the first day?
Tyler: Not much.I would simply suggest being confident in your abilities.Even if you don't feel confident, which I didn't, I think I did a good enough job of convincing the kids that I was confident through my demeanor with the class.
Alison: Using only one word, what do you think your students think of you as a teacher?
Tyler: OH BOY, this is tough.I really love words!I would use the word, passionate.
Alison: What advice do you have for current English Education students soon to graduate and become new teachers that you wish you'd been told before graduating?
Tyler: Be sure to have fun with it. I have found in life that if you have a good attitude in what you do you will be happy. Look for the positive.When I do that, and smile in class, I find it rubs off on my students.They know I care about their well being, but also expect a lot out of them. There is no need to worry so much about what is to come.Be as prepared and possible, and enjoy the moment!
Alison: What things do you think helped prepare you for your career in teaching that you learned in your college courses?
Tyler: Oh man, I don't really know. The whole thing is just a blur to me now.The English Department was fabulous. In the end of it all, student teaching was what made the difference. The best way to learn how to teach is to simply experience it.
Alison: Did you have any special teachers in your college education that inspired you to succeed and who were they?
Tyler: I loved Dr. Gantt.Her passion for what she does was a great inspiration to me.I found the same thing with many, many others.Dr Cooper-Rompato, Prof. Melendez, Drs. Maria and JP Spicer-Escalante; I could go on forever.Their excitement for what they do inspired me to bring that same passion to my students.
NORMAN CAMBRIDGE
Norman Cambridge teaches Spanish for all grade levels at Ganado High School in Arizona and enjoys it because “it is not as much work as teaching English.” He previously taught for four years at Piñon High School and misses teaching at the Navajo Indian Reservation. Norman says, “the challenges are always unique wherever you teach.”
Alison: Is becoming a teacher everything you ever dreamed of?
Norman: Not yet.I had a certain vision as to what I wanted my teaching experience to be about. Some of it has been accomplished and continues to be accomplished, but not all of it. Reaching test goals was not in that mix, but now that is really what teaching is becoming about. I envisioned using my teaching as a springboard for learning more through summer travel.That has yet to really develop the way I want it to. I do learn a lot.I've learned that so much of teaching is what you make of it, and I am still learning to get what I want out of my position as a teacher.
Alison: What made you decide to become a teacher?
Norman: I had a great group of teachers as a student.Particularly, one teacher made it look like a pleasant lifestyle.He was a great teacher, and he had great summer experiences.I wanted that.I think that is what I strive for now, to be good at what I do and to have great summer experiences.
Alison: How did your first day of school go?
Norman: My first day went well. I usually do well with first days because I am excited to learn who is taking my class and I want them to be just as excited.I can't remember the details to that “first”day, because I get to repeat it every year, and sometimes every semester, depending on a school's schedule for the school year.
Alison: Did you feel over or under-prepared on your first day?
Norman: There is no such thing as being “over prepared.” You should be ready with at least a weeks' worth of work and know what direction you are going. In today's schools you must have your plans and your objectives for each day on the board so your students know that too. Your schools' curriculum should be your guide along with your state standards.I always want to do more with my classroom.School budgets limit your school purchases, and unfortunately a lot of that must come out of your own pocket, so being fully prepared is always limited by what you can afford to buy for your classroom.So often, those are the breaks.
Alison: What would you do different if you could relive the first day?
Norman: I think the first day is important, and I'm sure I reflected on it, but I don't continue to reflect on that one day.The reason is because teaching is not something you can do “perfect.” Students change, you change and what you need to teach changes. One of my teachers once told me there is no perfect lesson.You can only do well and hope to have that continued success, but other factors make that difficult and you will learn class to class those factors.Reflection is important though and it will help you discover those factors and improve class to class and year to year.
Alison: Using only one word, what do you think your students think of you as a teacher?
Norman: Crazy. My kids think I'm crazy. Why?I make simple things funny and I get them to do things with one another that they would have never thought would happen when they came into my classroom.I'm sure I would think the same thing if I were them. I try and make it okay to take risks and not feel like you would be ridiculed for that. The word the kids would give for me is definitely “crazy.” I've heard it before.
Alison: What advice do you have for current English Education students soon to graduate and become new teachers that you wish you'd been told before graduating?
Norman: Each of you has ideas about what they think teaching is supposed to look like, and so much of what you create will come from that, however, it is important to look at your community and see what needs exist for your student population.Teaching isn't just about teaching your subject area. It's often about character development and becoming part of a community. That isn't always easy if you are different from your community. But most importantly, the one thing I wish I were taught is… regardless of how bad or “old school” a teacher is, you can learn from their experience.Older teachers might be boring and out of the loop, but they still have learned so much about teaching that will be beneficial to you. If you want to make an impact, you will need to learn from them so they will want to learn and grow from you as well. I didn't learn anything about that in school.Soon enough, you will be the older teacher and you won't want to be disregarded as “old school” when you feel you have learned so much year to year.
Alison: What things do you think helped prepare you for your career in teaching that you learned in your college courses?
Norman: I had a class from Jennifer Sinor in the English department that really impacted me. The important information was almost entirely theoretical (which I often heard so many students hated theory) but it helped me understand the substance behind all I did. We were discussing language. She asked us if anything existed outside of language. It got me thinking about how so much of what we learn in every subject is connected to language.When we learn, we are essentially talking to ourselves. She may as well have asked us all…“How do we learn?” because that was what that question inspired me to think. How do we learn?And better yet…How do we learn better?Faster? And now…How do we learn in a way that won't bore you to death? That is the question we strive to answer day to day.Theory is important to establish, because once you get it down, you can begin to create ways to teach better, faster, and in a fun manner. If you don't get it, you won't ever learn to make your own tools, which will limit you and make your learning slower, thus limiting your students learning to only the tools to which you have been exposed.
Alison: What do you think could be improved, if needed?
Norman: If I were running the education department for a university school, I would go heavy on the theory in the beginning, so students understood what they needed to do and why, then I would look at state standards and have students begin creating a complete school curriculum for one or more grade levels for an entire year.This would be done in conjunction with a full time teacher.I think this would create less stress later for a first year teacher and at the same time improve teaching for more experienced teachers. Universities may teach you to hate testing, or at least they did when I was there, but I've learned that testing is good, because you need to know where your weaknesses lie and how to attack them.Our improvement as teachers often depends on how we view testing and how we adjust our teaching practices to what we can accomplish on those tests.To think otherwise will slow your progress in the classroom.
Alison: Did you have any special teachers in your college education that inspired you to succeed and who were they?
Norman: Each of my teachers is agreat example who inspired.I really liked Dr. Strong when he was there. He once sat me down in one of our interviews and said…“Norm, you are going to be one “kick ass” teacher!” I couldn't help but begin to feel more and more confident with that praise.Now I'm very confident, almost cocky. I always strive to be one of the best teachers in my school who is both revered by his colleagues and popular amongst students. However, I wouldn't say that those teachers are the ones I think of when I'm teaching. The teachers I think most of are the teachers I spent entire school years with in elementary, middle, and high school.They knew me day after day when I was forming who I am now. I think about them, I think about my school, my classmates, and my school experiences then.My college professors helped me understand a lot of the necessary details to this profession but my grade school teachers are the ones who truly inspire me still.
I hope that these alumni students have helped to inspire you more to take pride in your academic studies in becoming future teachers. The future may seem scary and unnerving but it really needn't be because many other students before you have graduated and gone on to become excellent teachers.
There are so many different ideas and opinions on how to teach. Choose whatever works best for you and helps your students succeed. So let us take a page from each of their books and discover how to become first-rate teachers of the future! Remember these words from those who've gone before you:
It is okay to say, “I don't know but I will go figure it out.” – Durinda
Cut yourself some slack. Every year will get better. – Shauna
Teach with passion. – Nicole
Learn from your mistakes, smile, and be confident. – Tyler
Learn from “old school” teachers as they can learn from you. – Norman
Whether you're passionate, supportive, crazy, or goofy, no matter what word students use to describe you as a teacher, make sure you're a great teacher.