Q&A: National Teacher of the Year

Q: You mentioned that your classmates and roommates at Princeton were surprised at your dream to become a teacher, as a Princeton graduate. How do you suggest that aspiring teachers at Princeton deal with peer pressure to “be more than a teacher”?

A: Well, I’ve learned that I have to be ready with a response. When people question why I’m a teacher, I have to be ready to explain what it is about teaching that makes it so challenging, that makes it so rewarding — not only the opportunity to impact the individual lives of students, but to advance society.

Q: How was your experience with the Teacher Prep Program at Princeton?

A: The Teacher Prep Program is my best experience at Princeton. I was really drawn by the personal nature of the program. I was very encouraged that they validated my desire to be a teacher — they never questioned it ... They supported me 100 percent. And what I really loved about TPP was that it was a small, close-knit group of students, and we all had the same mission, and it bonded us close together.

Q: Do you ever try to persuade college students to think about careers in teaching?

A: Yes, I speak with a lot of college students really at colleges and universities all over the country. I think that too often we don’t send the message that teaching is a viable career ... I think we need to do a better job talking about what it means to be a teacher, the challenges of teaching, the rewards of teaching. And yes, it’s absolutely something that we need to encourage ... I think our college students are not gravitating toward teaching the way they might have in the past, because respect is an issue, and compensation is an issue.

Q: College classes are noticeably different from classes in middle school and high school, with huge lectures and precepts and less interaction between students and teachers. Do you think that pre-college teaching techniques and ways of dealing with students applies to teaching in college? Is there a place for tactile learning in college?

A: I think absolutely, and I think there needs to be more of a bridge, because a lot of our students go into a shock. They’ve had very experiential learning in middle school and high school, and as I’ve spoken with professors in higher education, it is clear that there is somewhat of a disconnect.

Q: What qualities do you admire in students? How would you describe a “good student” from a teacher’s perspective?

A: We want students to take ownership of their learning, to realize that you’re not doing it for your teachers — you’re doing it for yourself. And I think we want to cultivate that mentality in all of our students. We know what students will need to succeed in the workplace, and we want to see students who are working toward acquiring those skills. It doesn’t have to be a finished product in my class, but I like my students to be open-minded, to understand that we want the best for them.

Q: How do teachers feel when former students write to them?

A: Love it. Absolutely love it. So often we don’t take the time to — and I put myself in the “we” — to write that email about how much somebody meant to you ... I can tell you that I know a lot of teachers who keep files of the wonderful cards and notes and emails that students send, and it keeps us going, so keep sending those notes and those positive letters to your teachers.