From classroom management to teaching, there’s a lot you might need help with when becoming an educator. This field may be fun because it enables you to meet and create bonds with new students, but it also has its struggles like any career. We talked to some of Jackson-Reed’s very own teachers to give you advice for becoming an educator. 

How did educators decide to become educators and what did they study?

Katherine Dorsey, a Department of Exceptional Learners (DEL) teacher, studied English education at Florida State University. She became an educator for her passion of literature and desire to share it to young people. She also wanted to engage with others, be on her feet, be creative, and be challenged.

Dorsey thinks “it’s important to be flexible and engage with groups of multiple ages, in different roles.” She added, “I wish I had experience working as a teacher’s aide before being a classroom teacher.” Dorsey thinks future educators should be “open-minded and take time to learn about their students that don’t like school. You’ll improve as a teacher by learning more about these students’ personal experiences.”

Bill Bourgouin, another DEL teacher who became a coach and was offered a teaching position last school year, said his advice is to “remain patient with students and know that you are making a difference even if it doesn’t feel like it at times.” He also told us he recommends “creating a welcoming classroom culture where students are okay being challenged.” Bourgouin said he would also recommend implementing a halftime where students work for 35 minutes, take a 10-minute break, then work for another 35 minutes. “It allows us to take a unified break.” 

Bourgouin mentioned that supportive colleagues helped him grow as a teacher. He shouted out Dorsey, “she’s team-oriented and helpful,” he said. He also credits Finance teacher Dierdra Ward, P.E. teacher Desmond Dunham and the assistant principals.

A second-year teacher who wished to remain anonymous said they want future educators to know that “you have to love children, love what you do, and you have to be patient and caring.” She let us know Assistant Principal Ronald Anthony, and DEL teacher Jinyu Ou has been encouraging. Even though they have a love for teaching, they told us they wish for “more vacation time and to have midwinter break back.”

DEL teacher Patrick Moore became involved in teaching through the DC Fellows program. He wanted to become a teacher because he found education appealing and thought there was a need for more good teachers. Moore has found a social emotional learning check-in every class and greeting students is instrumental in building camaraderie. “I think these things show students that regardless of what happens during class time, they are appreciated as people and respected enough to be acknowledged on their way in and out of the learning environment.”

He wants teachers to know it’s so important for them to take care of themselves. Moore emphasized that said teachers that don’t exercise healthy self care habits “will have little margin, patience, or bandwidth for others,” adding that taking care of yourself is at “the heart of classroom management. Students don’t just see you, they see through you… so make sure your own house is in order. Know who you are, and keep becoming who you want to be,” Moore shared.

English teacher Sheeba Rashada fell in love with being in the classroom after being a substitute teacher. Even though Rashada loves teaching and has a passion for it, she wishes she could change how teachers are viewed in our nation. “I believe that teachers are not fully appreciated for the depth and breadth of what they do, and in a perfect world, I would create environments where teachers always felt valued, respected, and heard.” 

Rashada told us she recommends, based on your personal values as an educator and district policies, “creating three to five short classroom procedures that can be easily modified for students.” 

Rashada echoed Moore’s tenement of selfcare, saying that “selfcare and personal interests are important in maintaining a healthy work life balance.”

DEL teacher Macee Miller studied English and history at the undergraduate level, then earned a Masters in teaching. She wanted to be a teacher because she loves education and classrooms are some of her favorite places. Miller thinks “there is something very special and sacred about a space that is entirely dedicated to growth and learning.”

Miller wants people to know “giving students respect and gaining their trust is the only way to have students want to come to your class and engage in the material.” She shared that a good way to do that is to build relationships with students. Rashada echoed that sentiment: “It sounds cliche and overused, but I would say to build relationships with students. This minimizes many of the major problems new teachers run into with classroom management.  Rashada wanted to emphasize “that building relationships doesn’t mean to be a pushover or don’t have boundaries—it means learning how to balance being warm and caring while also being structured.”

For first-year teachers, Miller noted that she wished “that people had told me that the first year of teaching will be incredibly difficult no matter what and to not be too hard on myself.” 

We asked students what they feel teachers do to best support them and what they wish teachers did that they aren’t already doing.

A senior who wishes to remain anonymous said they believe “it’s good when teachers check in with each student to make sure they understand what’s going on before teaching a new topic.” They wish teachers knew every student learns differently and in their own way.

“I love when teachers incorporate check-ins with the class and one-on-one time because it helps to meet the students where they are and tend to their needs while also understanding them better as a person.” said senior Amalya Westray. She also wishes that certain teachers would stop grading stuff last minute as it would give students more time to see where they need to improve on the assignments. 

Senior Auletta Schwab stated, “considering that we are humans too with sometimes very stressful and creative lives, I think it is very important for teachers to give students some grace while also pushing them to do their best.”

Schwab appreciates the teachers that give you a chance to share stuff privately that you don’t want the whole class to know: “Whether that be about your home life or mental state, allowing for us to tell them that is helpful.” She appreciates “when teachers go the extra mile to make students comfortable. Like asking their pronouns, asking where they prefer to sit in the classroom, allowing them to take breaks when they need to, and especially using only last names when taking attendance.”

Senior Alecille Lucas noted that though other seniors don’t show up to class, “teachers still do their best to make their lessons enjoyable and engaging.” She also said “it’s nice to not be too bored out of my mind in class.” She appreciates how readily available many teachers are. “I do appreciate how easy it is to ask certain teachers for help. Like if I needed help, I could always email, or Remind, or show up to office hours.” Lucas emphasized being supportive as a teacher is crucial.

In addition to letting us know stuff teachers do that they find helpful or what they wish teachers would do, multiple students gave shoutouts to various teachers. 

One student, senior Dominic Borrayo finds Dorsey very supportive, appreciating her humorous attitude and her use of kind words. Borrayo clarifies that “she treats all of us equally. Sure, some of us demand more attention, but she doesn’t go out of her way to do that!”

Another senior Ingrid Dirren finds math teacher Grant Franke “always very helpful and supportive.” She also wants to shout out biology teacher Rob Flack.

Senior Serena LoScalzo shares that teachers like English teacher Jenna Postler and Flack “have been able to help me a lot, because they make personal connections to students and are understanding.”

Another senior Karina Benitez said DEL teacher Clara Owens “is a really supportive teacher and really cares about me and helps me with my work.”

On behalf of all Jackson-Reed students, we want to thank all of you teachers for your hard work and dedication to showing up everyday to educate us!