Feature Friday: Jake Downs

Welcome to Feature Friday! Where we showcase a new teacher each week in an interview. For past Feature Friday interviews, go here

Today’s Feature Friday is highlighting Jake Downs. Jake teaches 4th grade in a rural community in Cache Valley, Utah. He also runs a podcast regarding teaching called The Teaching Literacy Podcast. He gives us great insight on the podcast and how it has helped his teaching below. 

What is the Teaching Literacy Podcast and why did you start it?

“The Teaching Literacy Podcast grew out of my experience in my Ph.D. program at Utah State University.  I found there was so much compelling research out there that could really benefit teachers, but it can often be like finding a needle in a haystack.  I also had a few classes where we discussed that there’s not really great channels to allow teachers access to high-quality literacy research.  That really bothered me- there’s this wealth of knowledge out there that could help improve instruction, but it remains largely aloof from teachers.  The current model really follows a trickle-down diffusion approach, which takes time and loses certain nuances.”

“I started the podcast to help address that.  I take quality research, interview the researcher, and talk about their findings and how it would apply to classroom management.  I’ve seen enthusiastic responses from researchers and educators alike. The researchers I’ve talked with are not the stereotypical ivory tower professors, nearly all of them are former teachers who care greatly about supporting our nation’s teachers and readers. Teachers have appreciated listening to research straight from the researcher’s mouth, with ideas of how it could help their instruction.  It’s been a great experience so far, and one I look forward to continuing.”

What is your favorite thing about teaching this age/subject?

“4th grade is a perfect age!  Old enough to be more independent and capable of impressive critical thought, but they still have the magic of childhood that seems to evaporate soon after.  This age group has great content to teach in reading and math as well.” 

“Reading-wise, the third and fourth grades pivot away from a steady diet of phonics and fluency practice, and towards more of a comprehension focus.  Fluency is still an important aspect of my instruction, but I’ve found great satisfaction in teaching reading comprehension, and supporting students to develop proficiency in silent reading efficiency.”

“Math for fourth graders slides toward complexity and abstraction.  For example, in third grade, it’s fairly easy to draw three groups of 6 to model 3×6.  In fourth grade, however, modeling 36×22 becomes more abstract.  We still do it, but we begin to use area models rather than direct representations.  That’s just one example, but I feel that something shifts between third and fourth grades with how the math is approached.”

How have you integrated the arts into your core curriculum?

“One way I’ve integrated art on and off throughout the years is through using ‘One-Pagers’ to integrate reading.  They’re pretty popular right now, just Google the term if you’re unfamiliar, but the gist of it is fusing an artistic representation of a scene from a specific text with summaries and/or direct quotes from the text. One thing good readers do is sift and separate important information from trivial details.  When done right, One-Pagers allow this to be practiced in the classroom in a way that students generally find very engaging.”

If you could recommend one children’s book, what would it be and why? 

“Every year I read ‘City of Ember’ to my students.  It’s a great book about two kids in a dying city that get caught up in an adventure much bigger than themselves- or the city itself.  There are lots of twists and turns, with a jaw-dropping ending.  It’s always a highlight of my year and provides lots of great little teaching moments about comprehension throughout.  A careful reading will show that the ending was there all around, just the bread crumbs were so subtle that it really takes careful reading to put it all together.”

What are your best tips for avoiding burnout? 

“I’ve experienced burnout as an educator, something I think everyone who teaches young minds experiences at one time or another.  There’s a lot of ebb and flow to teaching, but burnout should be avoided at all costs.  It’s like your teeth, if you’re brushing and flossing then getting a cavity filled will be few and far between.  Even if you go to the dentist right when the tooth starts hurting, getting the cavity filled won’t be too bad.  However, if you neglect brushing and flossing, neglect going to the dentist when the tooth starts hurting then pain, infection, and the inevitable root canal is headed your way.”

Something in our culture has made us almost fanatically preventative with our oral health, yet tending to our mental health is much more reactive.  Find what ‘brushing and flossing’ means for you, and do it as much as you need to avoid burnout root canals.  For me, it’s reading good books, thinking deep thoughts, feeling in the driver’s seat with how my classroom is running.  When those things aren’t happening, burnout can creep in for me.  

What do you wish someone would have told you in your first year teaching?  

“There was this perception among my peers in my teaching program that much of what we were learning was relatively useless because things would be different ‘in a real classroom.’  I feel that perception is unfortunate and even dangerous.  True, there is some degree of disconnect between the teaching program and actual classrooms.  But isn’t that true of nearly all non-apprenticeship programs?  Do CPA’s complain about the disconnect between business college and real-life accounting?  What about nurses?” 

“Using a metaphor of learning to fly might be a more productive view towards teacher preparation. Teacher preparation programs are like learning how to fly in a wind tunnel or a flight simulator, assuming many variables to focus on the principles of learning.  The goal isn’t to take a Cessna to the next state over, the goal is to learn the principles of lift, drag, and aero dynamism.  Learning those principles, and the tradeoffs between them are critical to being a successful pilot once you climb into the cockpit.  Yes, piloting an actual plane will have its own learning curve, but the knowledge gained from that crucial pre-flight training will make the difference between a pilot on ‘auto-pilot’ and one who truly understands flying.”

“Good teacher ed programs provide invaluable assistance in ‘flight simulators,’ which means they are not invaluable.  As a first-year teacher, don’t readily discard everything you learned in your prep program.  Find ways to bridge what you’ve learned into your everyday experience.”

How has running your podcast helped you in your teaching?

“Teaching fourth grade, working towards a Ph.D. in literacy, and starting a literacy podcast has been a very fortunate experience.  It’s given me a bit of a ‘workshop’ where what I read and learn from interviews I can tinker within my classroom, and then what I learn from that tinkering informs what I look into next.  It’s certainly been a unique experience- one that I wouldn’t trade for anything.”

If you could give teachers one piece of advice about teaching literacy, what would it be?

“Learn the pedagogy and research of literacy.  Teaching Literacy Podcast is one way I’m trying to make that research more readily digestible for educators, but there are many out there.  Once I really started to learn the ‘how’s’ and ‘why’s’ of fluency and reading comprehension my instruction shifted dramatically.  Rather than relying on the curriculum to do the teaching, my curriculum became a tool to leverage my thinking.  I think many of the reading curricula out there are well done and do the things they do for a reason, but they are not a replacement for teacher pedagogical knowledge.  Teachers teach, that’s the bottom line, so learning how reading works will greatly improve any teacher’s instruction.”


Thank you Jake for sharing your insight with us! If you are interested in listening to the Teaching Literacy podcast, you can find it on Apple, Google, or Stitcher. The majority of podcast apps have it available. You can also listen at Teachingliteracypodcast.com. 

Feature Friday: Hannah Giles

Welcome to Feature Friday! Where we showcase a new teacher each week in an interview. For past Feature Friday interviews, go here. 

Today’s Feature Friday is highlighting Hannah Giles. Hannah teaches first grade in Idaho. She received her education at Brigham Young University of Idaho. Here’s what Hannah has for us today! 

What is your favorite thing about teaching first grade?

“First grade is my favorite because my students are still excited about learning! They are so sweet and come to school with smiles on their faces no matter what they have going on outside of school. It’s really fun being around their positive attitudes every day and their energetic personalities!”

What made you want to go into teaching?

“I have always loved working with children and helping them learn new skills, so it was only fitting that I go into education! I have a  degree in early childhood education and special education, and I always enjoyed being around my uncle who had special needs when I was younger. My interactions with him inspired me to get the special education part of my degree, even though I currently teach in a general education classroom.”

If you could recommend one children’s book, what would it be and why?  

“I would highly recommend “The Bad Seed” by Jory John and Petel Oswald! This is a great story about a seed who has a bad experience which makes him a mean and bitter seed. No one likes to be around him because of the way he acts towards the people around him. In the end, he learns that it’s okay to have bad days but it’s not okay to treat the people around you poorly! There are two other books by these two authors called “The Good Egg” and “The Cool Bean” which are also great!”

What do you wish someone would have told you in your first year teaching? 

“I wish that someone would have told me that it’s okay for a lesson or activity not to work and to keep trying new ideas. You’re not going to reach every single student in the same way, but that’s only because they are all different! Students will remember more of how you made them feel in the classroom and the relationships you build. After the relationship is built, the real learning begins!”

Who influenced you most to choose a career education? 

“I had several teachers while growing up who influenced my choice to go into education! Michelle Watson taught me in fourth and sixth grade. She was an amazing teacher in the way she delivered lessons as well as the relationships she built with her students. I always knew that if I became a teacher, I would want to be just like her!”

What are the benefits you’ve seen in collaborating with your team of teachers? 

“I work in a school that has a Spanish Immersion program and I have a partner teacher who teaches Spanish to our first graders for half the day while I teach English! Then we switch and do it again with the other half of our students. It is a small school, so we are the only first grade teachers, and I could not do it without her. She is an amazing teacher, and I have learned so much from working with her. She has taught me behavior strategies that have helped with some of the most difficult students. Collaboration is so important in teaching, and I lucked out with the best partner!”

How has teaching in a rural area affected your teaching, both positive, and negative?

“Teaching in a rural area has its pros and cons. The community is small, so it’s nice to know most of the parents and families that live there. The town I teach in has a very low SES which makes the kids there very humble and appreciative of everything. They are amazing kids! The main downside is that there are several students who come from hard home lives. Some of the students only eat the food they receive at the school, and it breaks my heart! Overall, I definitely prefer teaching in a small, rural school even with the negative sides of it.”


Thanks, Hannah for your great insight. I think it’s always fun to explore the point of view from a rural teacher because those are the schools I grew up going to. Come back next week for our next Feature Friday to hear from another Idaho teacher! 

Feature Friday: Kimberly Andersen

Welcome to Feature Friday! Where we showcase a new teacher each week in an interview. For past Feature Friday interviews, go here.

Today’s Feature Friday is highlighting Kimberly Andersen. Kim has plenty of experience when it comes to education. Here is a rundown of everything she’s taught and for how long. 

“I have taught Kindergarten (1.5 years), 3rd grade (0.5 years), 2nd grade (4 years), 5th grade (2 years), Special Education – Both HS and ES Mild/Moderate and Severe (4 years), and I have been an administrator for 6 years.  I have done some of these things overlapping each other because of my unique experiences at my current school, so my total years as a licensed educator are 13 years.”

She has endorsements in Elementary Education, Early Childhood Education, Literacy, Special Education, and Administration.  She is also in the process of completing her Instructional Coaching endorsement. Here’s what Kimberly has for us today!  

What is one of your favorite ways to utilize technology in the classroom?

“I think technology has a place in the classroom, especially when paired with intentional instruction.  I think young children should know how to use technology in a way that provides them with access and connection.  I especially like using a variety of resources for presentation models.”

If you could recommend one children’s book, what would it be and why? 

“I absolutely adore children’s books so it is really difficult for me to choose only one.  Right now I love “The Snurtch” by Sean Ferrell because it provides an opportunity for conversations about empathy, disabilities, social-emotional learning, compassion, and self-regulation.”

How have books helped you in your teaching?

“Books are such an easy way to engage students in a narrative, a concept, or an experience.  I love using books as a way to provide access and expansion of ideas, but I also love using books as a way to help children connect with their feelings and the experiences of others near them.  When we connect ourselves with a good book, we find belonging.  I also believe that books help children understand how to talk about things that they might not know how to talk about otherwise.  A good book opens discussions and pathways for new thinking.”

What do you wish someone would have told you in your first year teaching? 

“I wish someone would have told me that teaching is hard and that the difficulty I was facing was normal.  I would have loved validation that I was in the fight of my life doing the very best anyone could have done.  I would have loved for someone to validate the hours I was putting in, and the thought I was developing, and the difficulties I was facing.  I would have loved for someone to tell me that it was all going well and that I wasn’t causing any damage to my students through my own learning.”

How have you seen education change in the years you’ve taught? 

“I have seen education change a lot over the last 13 years. I think the most poignant change for me has been the changes in how children engage in ideas and learning. I have seen a need to change the presentation of concepts in ways that tap into the vivid, quick engagement students are exposed to in their lives (TV, video games, tablets, phones, streaming, etc.).  There is a lot more exposure to instant gratification than when I first started teaching and so we have to not only incorporate some of those strategies, but also teach strategies for waiting, listening, self-regulating, slowing down, and being patient.”

What are the benefits you’ve seen in collaborating with other teachers, both as a teacher and as an administrator? 

“Collaboration is such a key part of teaching effectively in this day and age.  I believe that two (or three, or four, or five…) heads are better than one in most cases, as a teacher and as an administrator.  One of my favorite ways to collaborate as an administrator is by planning and implementing room transformations with some of my teachers in their classrooms.  I get the opportunity to model strategies and concepts I teach about (engagement, rigor, effective planning, hands-on learning, inquiry), while also connecting with students through being in a classroom again, and regaining empathy for the work of being a teacher on the daily.  I have seen this create positive culture and climate in my building as well as increase the level of instructional effectiveness amongst my faculty.”

How do you use student voice in your classroom and what outcomes have you seen from it? 

“I am a big believer in student committees, class meetings, and inquiry-based teaching.  I believe that when students have a voice and choice in their learning they are more engaged, retain more, and learn authentic methods for life-long learning.”

If you could give one tip to special education teachers, what would it be?

“You are not alone!  The most effective special education teachers work intentionally with other educators, community members, and parents to provide the best services for students. There are others who can help you and guide you, but you are also capable of more than you think you are!  You are a valuable part of a collaboration to help others know they are not alone in this work as well.”

What are your favorite resources that help you support your teachers as an administrator?

“I love Audible for learning about current educational ideas and practices.  I love to recommend that teachers spend time listening to books (that way they can multi-task!) when they want to grow or develop in new ideas.  I am constantly finding new books to listen to and new ideas to try from good books!”

“I also love to direct teachers to research-based sources that support new ideas.  I believe it is important to access valid educational research for creating intentional change in a school.  I use a lot of research from the ERIC database, What Works Clearinghouse, and Evidence for ESSA.”


Thank you Kimberly for your insight! Come back to Feature Friday next week to hear from Hannah Giles, an Idaho teacher. 

Feature Friday: Haley Trauntvein

Welcome to Feature Friday! Where we showcase a new teacher each week in an interview. For past Feature Friday interviews, go here.

Today’s Feature Friday is highlighting Haley Trauntvein, a 4th-grade teacher in the small town of Tremonton, Utah. Haley loves teaching 4th-grade because she loves seeing how independent the students are becoming at this age and it’s fun for her to see them develop their personalities and sense of humor. Haley received her teaching degree from Utah State University. Go Aggies! 

What made you want to go into teaching? 

“Growing up, my father was a high school teacher, and one of my closest aunts was an elementary teacher, so it was always on my mind, but what really got me into it was when I actually did my high school senior project of tutoring in a middle school math class. This class was specifically for eighth-grade students who tested well below the benchmark, to the point where they were on a second or third-grade level. Over the semester, I went in every morning and provided one-on-one tutoring and small group lessons with the supervision of an awesome teacher. After that semester, my life was changed forever. I let myself get scared out of it for a while and tried out my hand in cosmetology, which I still love a lot. Once I moved to Logan, Utah a few years later, I became a teacher’s aide in a third-grade classroom, I finally got myself to start taking classes, and now I’ve been graduated for a little over a year, and still loving it.” 

What is one of your favorite ways to utilize technology in the classroom? 

“My school purchased iPads for all the teachers this year, as well as software to project the screen up onto the smartboard. Being able to have students interact with it has been so much fun. I also love the mobility of the iPad. Being tied down to standing at the document camera makes it really hard to reach your more challenging students, so having the ability to walk around and be right with them has been amazing.”

How have you integrated the arts into your core curriculum? 

“One of my favorite ways that we have integrated art into the curriculum was by doing character sketches of the book Holes. Groups of students were assigned to work together to sketch what the character might look like and to use their personality and other character traits to fill in the background. I definitely had some kids take more artistic license with their characters… but it was still very fun and whenever we pass their posters out in the hall, they beam with pride.”

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If you could recommend one children’s book, what would it be and why? 

“I honestly love the book Holes, maybe it’s because I got to read it when I was a kid myself and loved it then, but being able to teach about it and get my students to really think about the overarching theme of luck, destiny, and chance, has been so fun and each student has had such unique perspectives to contribute to the discussion.”

What are your best tips for avoiding burnout? 

“It’s probably not the healthiest, but after a hard day, I reward myself by going to the local soda shop (shoutout to Soda Fixx!) and get a pop and one (or two) of their delectable stuffed rice crispy treats to eat on my commute home. If that doesn’t work, I call my dad and make him listen to my complaints.”

Who influenced you most to choose a career in education?

“All of the kids I’ve been so lucky to meet and teach are my biggest inspirations. At one of the schools I worked at, I was shown Rita Pierson’s TEDTalk, “Every Kid Needs a Champion,” and I really took that to heart. I get so much from these kids, and they deserve to have someone looking out for them and their needs. I’m not calling myself a “champion” by any means, but I’ll fight for these kids’ rights any day.”


Thanks, Haley for the great tips and insight you had for us today. I think we all should consider a soda after a hard day of teaching, we deserve it! Come back next week for our next Feature Friday where we are privileged to hear from Kim Anderson, an educator, and administrator. 

Feature Friday: Bobbie Murphy

Welcome to Feature Friday! Where we showcase a new teacher each week in an interview. For past Feature Friday interviews, go here

Today’s Feature Friday is highlighting Bobbie Murphy, a sixth-grade teacher in Utah. Bobbie says that her favorite part of teaching sixth-grade is that “I can have a personality with them. I love that I can share the things I like, and I can relate to them in more realistic ways.” Here’s what Bobbie has for us today:

What is one of your favorite ways to utilize technology in the classroom? 

“I love to use Digital Escape rooms, and I am super excited because I should be getting an Apple TV soon which will help me to not be tied to my cords to teach.”

How have you integrated the arts into your core curriculum? 

“I love to allow my students time to create using various supplies, or to plan activities where they can be creative like creating a shield during medieval times unit or to create something that would prevent an ice cream sandwich from melting.”

If you could recommend one children’s book, what would it be and why? 

“One of my most favorite books to read to my students is Out of my Mind. This book teaches students that they need to be more inclusive of others because the main character has a disability.”

What do you wish someone would have told you in your first year teaching? 

“I wish they would have told me how much I would grow to LOVE my students, and that I would be so incredibly exhausted for the first few weeks of school.”

What are the benefits you’ve seen in collaborating with your team of teachers? 

“When we truly collaborate with each other our teaching becomes easier because we are working together for the good of our entire grade. We use each other’s ideas to help individual students and our students as a whole.”

How do you use student voice in your classroom and what outcomes have you seen from it? 

“In my classroom, students help create the rules of our classroom which always come back to my ONE rule, do not interfere with others learning. In the classroom, I have a jar that says, “What I wish my teacher knew…” Students can place a note in the jar any time they need to talk with me in a private way. Students find that they can have opinions about things and that I will listen/ read each one, privately and I will respond as appropriate to their concerns.  I feel that if students trust me with the little things they will trust me with the big things too!”


Thanks Bobbie for taking time to answer some questions for us! She had some great things to share with us on what it looks like to be an educator. Come back for our Feature Friday next week to hear from a 4th-grade Utah teacher! 

Feature Friday: Mary Wade

Welcome to Feature Friday! Where we showcase a new teacher each week in an interview. For past Feature Friday interviews, go here. 

Today’s Feature Friday is highlighting Mary Wade, a kindergarten teacher, AND the previous writer for this blog! She was willing to do this interview with me even amidst the crazy going on with schools shutting down during the global pandemic, not only for her as a teacher, but also as a mom. Here’s what Mary has for us. 

What is one of your favorite ways to utilize technology in the classroom?

“This is a definitely unique time for that question! Under normal circumstances, while teaching fifth-grade years ago, I would have said student blogging. I loved seeing their reflections and their confidence grow over time. But now that we’re on full remote teaching and I’m working with kindergarteners, I am loving Youtube. Parents don’t have to subscribe to see the links, our whole grade level is collaborating to contribute wonderful content, and we can organize our videos into playlists so it’s easy for little ones to watch more than one at a time. When I was working with fifth grade, we also enjoyed leveraging Youtube for flipped learning, particularly for math. Students could watch me teach a previously-recorded clip at their own pace, freeing me up for one-on-one instruction throughout the room.”

How have you integrated the arts into your core curriculum?

“My current Waldorf-inspired school is all about arts integration! It has been wonderful to have been challenged to do this more this year. For my kindergarteners, I have found that starting the first 15 minutes of our day with an art project has made for a wonderful soft start. Our PLC collaborates to find projects that inspire students to make connections to our curricula.”   

If you could recommend one children’s book, what would it be and why? 

“Just ONE??? Well, you know I’m just going to work around that by sharing my Goodreads list! But truly, recommending a children’s book is something I take seriously, and upon which much depends on the recommendee. I firmly believe in teachers as children’s book connoisseurs so we can be ready to give timely recommendations to our students! For example:”

Do they need to be inspired by the power of one voice? I’d say The Rooster Who Would Not Be Quiet! by Carmen Agra Deedy, or For Every One by Jason Reynolds. 

Do they need to laugh? Maybe We Don’t Eat Our Classmates by Ryan T. Higgins or Full of Beans by Jennifer Holm.

Are they a deep thinker? Perhaps Carl & the Meaning of Life by Deborah Freedman, Forever or A Day by Sarah Jacoby or The Nest by Kenneth Oppel. 

Do they love to explore the natural world? Definitely The Brilliant Deep by Kate Messner or The Mysterious Howling by Maryrose Wood. 

Is poetry their jam? Probably When’s My Birthday by Julie Fogliano by or I’m Just No Good at Rhyming by Chris Harris. 

Are they after a just plain delightful story? Leave Me Alone by Vera Brosgol and Three Times Lucky by Sheila Turnage.

But if you really want just one, a read that’s close to my heart right now is All the World by Liz Garton Scanlon. It makes me feel connected and comforted amid all the “social distancing” right now. 

What is a big challenge you face often in teaching, and how do you overcome it? 

“Pacing has always been tricky for me. Planning specific questions beforehand has been key to my improvement.”

What do you wish someone would have told you in your first year teaching? 

“Just to brace yourself for the drinking-from-the-fire-hose volume of information you’d be expected to take into consideration at any given point. IEPs, bell schedules, allergies, recess duty, friendships, parent concerns–everything. I wish someone would have given me the tip to start the year with a spreadsheet of all the students where you can jot notes down as they come to help you gradually absorb it all. And don’t worry, eventually, you will, and you’ll get into a good flow. But be patient with yourself in the meantime!”

How have you seen education change in the years you’ve taught? 

“I taught both before and after Common Core, and while it’s far from perfect, there’s one powerful shift I’ve observed because of it: more “how do you know what you think you know?” Really helping students to learn to point to evidence to support their thinking, even from a very young age, is a profoundly-needed skill for all 21st-century learners.” 

What are the benefits you’ve seen in collaborating with your team of teachers? 

“There have been benefits throughout the year in arts integration like I’ve described above. But the benefits are even more tremendous right now as we are pulling together for this school closure. Everyone has different strengths, so as we contribute what we’re good at, it helps us pull this off!”

How do you use student voice in your classroom and what outcomes have you seen from it? 

“My favorite way to see student voice with my kindergarteners is in their writing. We have created personal word rings for each of them that we add to throughout the year, and we encourage them to think of their own sentences. Their emerging voices are nothing short of beautiful.”

What has been one of your favorite teaching moments so far? 

“This year, some of my favorite moments have been while gardening with my kindergarteners. Before COVID-19 started, we were working on clearing grass from our planter box. Students chose between hoes or rakes and experimented with their different functions as we cleared and tilled. The level of communication, cooperation, and mindfulness made it thoroughly a lovely and engaging time for us all.”

What tips do you have for teachers who take a few years off of teaching and then start again, as you did? 

“I would definitely practice interviewing beforehand. I didn’t realize just how rusty I’d gotten, but it had been 9 years since I’d last interviewed for a job! I’d also recommend taking the time to get to know your new grade level team outside of school if possible. Get together for lunch and learn about their “real” lives to build your relationships.”


Mary has so much information for us! Thank you for sharing your insights, and book lists, with us! It was so much fun featuring Mary on the blog today. She dedicated years and years to growing this blog and then trusted it in my hands while she teaches Kindergarten this year, so obviously we needed a Feature Friday for her! Thanks, Mary! 

Feature Friday: Kiera Rasmussen

Welcome to Feature Friday! Where we showcase a new teacher each week in an interview. For past Feature Friday interviews, go here

Today’s Feature Friday is highlighting Kiera Rasmussen, a first-grade teacher in Roanoke, Virginia. Mrs. Rasmussen loves teaching this age because they mostly have their foundation for learning, but are still young and excited about new information. She received her elementary education degree from Utah State University. 

What made you want to go into teaching? 

Ever since I can remember, I have loved working with children and teaching. I wanted a career that would make an impact on future generations and I could see the difference I was making.

If you could recommend one children’s book, what would it be and why? 

Giraffes Can’t Dance – I love the lesson that it teaches. It is okay to be different and unique! Everyone has something they are good at and it is not always the same as everyone else.

What is a big challenge you face often in teaching, and how do you overcome it? 

I worked in an inner-city school, so it was very challenging to have students from very rough homes and family life, and many students with behavior problems. What I kept in my mind the whole time is that they just need love and stability. My most important job as their teacher was to make sure the students knew they were loved and safe. It was also important to lean on coworkers and receive help.

What do you wish someone would have told you in your first year teaching? 

I wish someone would have told me that it is okay when lessons or days don’t go well! It doesn’t mean you are not doing a good job. Most of the time, following the lesson plan exactly does NOT work. It may not work exactly as thought for that group of kids or even just that day. Teaching requires adapting to the students.

Who influenced you most to choose a career education? 

My mom! She has been teaching for 25+ years. She taught while I was growing up, so I had the chance to watch her and learn so much from her. I had a lot of experience practicing and learning from her example.


Thanks Kiera for all of your insight! Come back next week to read our Feature Friday post from our old writer here at Honors Grad U, Mary Wade!