Comet Conversations: Alumni Launch Careers in the Classroom

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Our goal for this school year is consistency among the teachers and the classes so, as a team, we planned out the expectations, routines and norms for the whole grade level. During our summer break, my co-teacher and I discussed how we will manage our classrooms and what we can do together to make the routines similar so the students can have consistency. 

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I am attending faculty-wide meetings, making all manner of connections with new and veteran teachers, and even linking up with some of my old high school teachers. Between all of that, I can be found in my room brooding over what routines and procedures to implement or how best to teach students about major events in U.S. history (e.g., both World Wars, the assassination of President Kennedy and the significance of TikTok). 

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Seeing students’ faces light up when they are having fun while they learn. During my student teaching internship, I saw some students struggle with reading. However, the teachers created a challenge that motivated every student to start reading. “The Golden Book Challenge” was a contest within the whole grade level that allowed the students to see that reading could be fun. Each class battled against each other to see who could read the most books. It seemed impossible; however, the word “impossible” only means that you haven’t found the solution yet. 

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Coming from the same district as a lot of these kids, having had the same opportunities as many of them and not being very far removed from the way that they think due to my age, I can see a lot of myself in them. As a result, I hope to help them avoid some of the mistakes I made and show them that their efforts in high school have real impacts on their futures. I’m motivated by the untapped potential that a lot of students have and the hope that I can bring a bit of that to the forefront.  

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I have always loved to teach. I tutored all subjects and taught English in the Philippines, Mexico and South Korea. I always believed that teaching was my talent. When a student has that one teacher who has made an impact in their life and who they remember for something great – that’s the teacher I want to be. I want to be the teacher who makes the little moments count for the students. I want them to believe in themselves, just like in “Winnie-the-Pooh,” Christopher Robin once said, “You’re braver than you believe, stronger than you seem, and smarter than you think.” 

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I remember sitting in an introduction to philosophy course (at UT Dallas), unsure of my career prospects, fresh off one of my worst years academically and having a general sense of listlessness. What was my next step after college? Would I need more school to get the full use of my psychology degree? Why was I even in college in the first place? Introduction to philosophy seemed like an interesting class to get my mind off such things and pick up a few interesting bits of knowledge along the way; little did I know that I would receive so many answers in such a brief, chance encounter with one Dr. Carl Hasler.  

In our discussions on the Greeks, Plato and the “good” society, Hasler not only voiced the importance of good teachers in the context of the Greeks, but also in the present day. In his own capacity as an educator, Hasler made it clear that he identified as a teacher with every aspect of his being and that any less than this was doing a disservice to those who will inherit the future. The idea that good teachers help craft an intelligent, forward-looking and ultimately successful generation, and that the opposite, that of sophistry, would have deleterious effects on and ultimately disadvantage the generations to come after us, really struck a chord with me. I remember leaving the day after this specific lecture and immediately digging up whatever I could find regarding opportunities to become a certified teacher at UTD.  

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My fourth-grade teacher, Mr. Peri. He was realistic, impactful and involved, and he cared for each student that walked through his classroom doors. We would have so much fun while we learned. He inspires me to this day. I was able to meet him during my sophomore year at UTD, and he was still at my old elementary school. Once I told him that I was preparing to be a teacher, he smiled with excitement. I don’t think I ever told him that the reason why I am a teacher was because of him. Thank you, Mr. Peri! You changed my life, and I wouldn’t be teaching if it wasn’t for you! 

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Dr. Hasler was perhaps the most important figure in moving me in the direction of teaching, but looking back, there were several truly impressive educators who really helped shape my love of knowledge. My high school English teacher, Molly Dershem, always challenged me and my peers to really engage with literature and draw from the pages of a book those lessons that speak across borders, cultures and time. Blaine Litle, my high school orchestra director, always stuck around after school to talk with my friends and me about the truly important things in life — current events, good music and Star Wars. At UTD, Dr. Michael Farmer greatly aided my writing ability. Dr. Sheila Sherman was with me at every step of the way during my student teaching and provided equal parts grace and useful feedback. And lastly, Dr. Michael Wilson fostered discussion and wonder about history that is highly influential on the times we live in now. 

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Being a student-teacher can be stressful. You are managing a lot on your plate — the certification exams, your internship, classes and much more. But the TDC advisors and staff are so phenomenal that I was able to finish my college career strong. I felt very supported, and they helped guide me when I was having a lot of difficulties managing everything. The University field supervisors all had the same goal and that was to be there for us. I am forever thankful to the TDC staff and the University field supervisors — especially Dr. Peggy Dickerson and Dr. Barbara Ashmore — for motivating me and supporting my ideas. 

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At the Teacher Development Center, Dr. Barbara Ashmore, in particular, was integral in meeting with me when I had even the smallest of concerns and encouraged me to stick to my guns. She was always a voice of reason and “kept it real” at every step so I had an accurate idea of what was in store for me as I took difficult classes and navigated the mounting responsibilities of entering the classroom in a professional capacity. 

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Don’t be afraid to ask for help. Whether you are just going into this field or have already started your internship, remember that we do not know everything and that there is always something to be learned. If you don’t know how to solve your problem or are just struggling, ask for help. It is okay to struggle. It is okay to make mistakes, and it is okay to ask for help.