Inside the Lounge
EP 0: Intro to the Podcast
In this opening of the podcast, you get an introduction to who I am and what this is. In this short bit, you learn how I have had struggles in the past with school that have led me to help make sure other students don't go through it too.
on the Teachers Lounge.
Transcript
Penelope Fratanduono: For the past few years, I have become a quiet student. One who likes to sit in a seat that makes me disappear. Never answering questions, even when I know the answers. I never truly knew the full reason why I have become this way, but I know that part of it is related to my experience in school. Over the years, I have had some negative experiences with authority figures at school. This has made me feel nervous and sometimes uncomfortable around my teachers. It started off as a small problem, but it grew and grew to a point that I knew I had to figure something out. So I slowly started to get to know my teachers. I was seeing them as more human than as the scary authority figure I had in my head. I started to go to them and tell them news about things that have happened. I felt comfortable expressing myself. I never knew I could reach this, even before I started to get quiet. Getting to know teachers has helped me in so many ways, and I want to help do that for other students. With this podcast, I want kids to see teachers as people and not the scary authority figure. I will be getting teachers on for interviews, and asking questions about the person they are outside of teaching. We will talk about what they like, hobbies, favorite things, and much more. I will ask my fellow students for questions about the teachers that I will be asking. I am making this for the students who are like me. I want this to help them like I have been. I hope that you will get that out of this. Well, this has been a nice little starter to the podcast!I hope that you listen to the next episode. This has been Penelope Fratanduono
EP 1: ¡Hola Mrs. Kane!
Welcome to the first offical episode of Techers Loundge! I am very excited to share this episode with everyone. As you can tell, the first guest is Mrs. Kane. Mrs.Kane is one our amazing Spanish teachers in the school. This is her first year teaching at SLA, so this can helpe everyone to get to know how great of a teacher she truely is. In this episode, we got to talk about why she became a teacher, her connection with her family, and so much more. I hope you enjoyed this epsidose as much as I do.
Transcript
P - Penelope Fratanduono K - Mrs. Kane
P: Hello and I am Penelope Fratanduono and welcome to the 1st official episode of Teachers Lounge. In this episode, I will be talking with Miss Kane, our Spanish 1 and Spanish 4 teacher. In this episode, we will learn more about her and who she is as a teacher.
P: Hello, this is Penelope, and I am with…
K: Mrs. Kane
P: Tell me a little about yourself, a little intro.
K: Well, I am Mrs. Kane, and I, at SLA, teach Spanish 1 and 4. This is my 1st year at SLA, but it is my 16th year of teaching Spanish overall.
P: How did you come to, like, wanna do Spanish as teaching?
K: Well, I think I knew I always wanted to be a teacher. There was parts of my, you know, in college that I wasn’t sure. I thought I wanted to go into journalism, so I actually studied journalism in college for my first major, but when I wasn’t really interested in the coursework, I decided to pivot and change my major to history and Spanish. I’m also certified to teach history as well, but I think the reason why I chose to teach Spanish instead is two reasons. One, it’s always easier to find a Spanish position than it is to find a history position because there’s generally more history teachers out there already. And the second thing is because I wasn’t really the best Spanish student. It wasn’t the class that came easy to me, whereas history I really like, and it was easy for me. So I generally think teachers are better at teaching classes, not only that they’re interested in, but stuff that they can understand why their students might get confused or need help with certain aspects. So, I think in general, I’m just better at teaching history, I’m sorry, better at teaching Spanish than history, because I know where students might need extra help.
P: You mentioned how you were as a student, like, what was your experience, like, going through, like, high school?
K: Well, I really liked school. Like, I enjoyed learning. Maybe not, like, in the traditional sense, like, always loving having tests and things like that. But I do really love learning about new things. And I went to an all girls private Catholic school, which sometimes, you know, wasn't the most interesting topics that we can learn about, because they did a fair amount of censoring. But that's the reason why I really liked my English and history classes, because I think those were the classes that pushed the boundaries the most, in terms of, like, content and curriculum. But I would say, in general, I really liked school. I did struggle a bit. I had what now? I was obviously clear as day, undiagnosed ADHD. So, in terms of, like, keeping up with assignments and deadlines, and things that I didn't find particularly interesting, like math and science, I found those classes particularly hard. But I think it just makes me a better teacher, because I find myself slightly more empathetic for students, who maybe also struggle in the same ways. that I can not only give them a little extra love that they need, but also give them some tools that we're able to help me when I needed organizational skills and time management skills.
P: With students, like, how do you want them to view your class and like, what do you want them to come out of your class with?
K: I think, I guess my answer would be different for Spanish one and four. This is my 1st year teaching Spanish four, so I maybe don't have the better, quicker answer for that one, but for one, I definitely think that it's an introcourse. Generally people who are in Spanish One have little or no prior learning in Spanish or no familial connection with the language. So I think my main goal in teaching Spanish one is make kids like the class enough that they want to continue learning on their own. I always say that learning a language is very different than learning any other subject because you never fully feel fluent. Like, no matter how long you've been studying something or learning, unless you are moving and immersing yourself in a place where is fully speaking that language, it's very difficult to always feel like you're quote unquote fluent. So as much as I can make kids like it enough that they want to study abroad, perhaps, or move to a different part of the city, or part of the country, or part of the world that speaks that language. Because I'm not a fairy. Like I don't, you know, like, I don't have magic fairy dust that can just sprinkle you and all of a sudden you speak a 2nd language. It takes a lot of, It takes a lot of will and practice. That's not something that you necessarily can do in the allotted time of the class. I would say maybe for Spanish, 4 is make students feel comfortable enough that if they choose to maybe major in it in college, they feel, like they're proficient enough to be able to continue their studies at the university level, or at least if they also say want to travel to Spanish speaking countries or study abroad when they get to college, they feel like they have a really good base, that they're not totally lost. when they get there.
P: In, I know in at least Spanish 4, that you do a lot of curriculum surrounding music, especially around Bad Bunny and Rosalía. What made you want to do that and, like, what is the importance to, like, Hispanic music to you?
K: That's a great question. I think music and movies in my opinion are really great and easy, accessible ways for you to do immersion. Like I said, you know, unless we're physically moving you to another part of, you know, the country where everybody's speaking Spanish around you, it's really hard to feel immersed. So if your music and movies are kind of easy, accessible ways to do that and I think I'm just selfish that I'm going to pick music and that I am interested in. So I really like Bad Bunny. I am like a super fan since he started making music almost 10 years ago. So, I think I will always include him in some capacity this year, was really great, because his last album, DeBÍ TiRAR MáS FOToS, was, like, chock full of cultural and current day significance, not only about the island of Puerto Rico, but also how that connects with colonization in the United States, et cetera. And as a history teacher, I find that I find that particularly interesting. So I think the fact that he was performing on the Super Bowl and he's the biggest artist in the world right now, 3 years in a row. Like, highest streams artist on Spotify, et cetera. I think it's like it has an easy built in interest level for students as well. Rosalía, like she came out with an album this year and it just happened to, like, get a lot of press. So I thought that was also kind of an easy way in, but I like music. I think it's the universal thing that interests people. So it's an easy thing rather than like, let's just sit here and learn how to conjugate verbs, because nobody wants to do that.
P: With being a teacher, I know you talk about how you want to make sure, like, kids are all good in your class. How do you make sure that, like, they're comfortable in that, like, you're always open to talk with them?
K: I hope I do a good both verbal and nonverbal communication with students that allows them to know that I'm available and open and willing to help. I think I'm pretty good at, you know, within the 1st week of school, outlining that in my syllabus. Like, if you need help, I'm always here to help. I'm, I've gotten the feedback from students that I'm strict with a smile. Like, I have expectations for students. Like, it's not like you're confused as to what you should be doing. I think you know what you should be doing, but I'm not so strict that you feel like there isn't wiggle room for you to ask for extra help or if you need an extension, et cetera. Because at the end of the day, I want students to learn, and even if they need a couple more days to demonstrate that they learn the thing, and the reason why I think that's really important, specifically, for language learning, I'm gonna get a little nerdy right now. In terms of, there's lots of studies of monitoring, like, you know, monitoring and examining how the brain absorbs language and one of the things is called an effective filter. And essentially, what that is talking about is the higher your anxiety is around a subject, whether it is, in this case, language learning, the less likely your brain is actually going to absorb said things. So if you create an environment where students feel closed off, they feel anxious, they feel pressure, they are quite literally not going to learn the thing that you're teaching them. So, for me, I think it's really important for, and again, nonverbal ways of just communicating that it's okay to make mistakes. I, as a non-native speaker, hopefully model that as well, is like, hey, how do I say this? I don't know. Look it up. Like, I'm still learning too. Like, giving that, giving that space, that models that I into a language learner, a just lifelong language learner, that kids will then model that after me, that it's okay to make mistakes, and they can continue asking questions and needing help, and I'm hopefully there to feel like, you know, that they can do that with me.
P: One thing I would like to say is, I really do like how open you are with stuff. One thing I actually really appreciate is how open you are with having a wife. I know a lot, like that sometimes teachers, like, can't say that. I like how open you are with that because it, like, it makes me know that, like, like, people are seen. And so, like, what made you be so open with that?
K: I wasn't always open. I think like I've been with my wife now for 12 years. So I would say the beginning of my career, I wasn't outward with my students, that I was with a woman. The reason why is because I just think society was less open with it at the time. Like, there was a time when I was still with my wife that legal. Legally, we weren't allowed to be married, right? So like, And knowing certain students and families come from different backgrounds and knowing that maybe that isn't always something that feels accepted. I think it was harder, you know, in 2012 and it is, say, in 2026, right? So, I think probably around the pandemic was a time where I felt like it was okay to be more open about who I am. Just at that point, I was married. So it's like, oh, she's not going anywhere. So, and I just don't think it's, I think it's a disservice to kids who maybe are queer or questioning, et cetera. Like, if they don't know that teachers are accepting and able to normalize being gay, being queer, et cetera. Like, I don't want kids to ever feel isolated. So I think as much as I can, I don't overly talk about it because I think that it's just as normal me being married to a woman than it is if, you know, another teacher is married to somebody of a different gender, et cetera. I think it's just like, yeah, I have a wife. Let's keep moving because I want it as much as I can to have kids see that as a not an issue. But I also used to teach an LGBT history class at my previous school, so, like, I am also really well versed in the history aspect of gay civil rights, et cetera. So, I sometimes drop that in conversations with kids, or I have a whole library in the back of my room that is, you know, 4 shelves of all LGBT books, novels, history, anthologies, et cetera. So as much as I can make kids feel seen, heard, respected, et cetera, I feel like that is just the baseline. its basics.
P: You said how, like, you have different, like, interests and stuff. What are, like, some of your interests you have that, like, you think maybe are like an odd or, like, unique thing about you.
K: Unique interest. I don't know if I have anything that's, like, overly unique or overly odd. I spent a lot of time sleeping. I know that that sounds like such a cop out, but like somebody's like, what's your favorite thing to do?
P: sleeping
K: Is sleeping. Like if I have a free day, I am taking, like, on a Sunday. My wife calls it a quote, 2nd sleep. Like, I will sometimes take naps that last like 4 to 5 hours. And then still be fine to go to sleep the next day. So, I really like to sleep. Quite my quite literally my favorite thing to do on the planet. I also watch a lot of movies and TV. I like to travel when I have the money. I wouldn't call any of these hobbies, particularly interesting. It's just the things that bring me the most joy.
P: With, you talked about, like, how, like, you watch movies and stuff, right? I think you mentioned before how like you would do with your family. Is there any, like, funny moment that has ever come up from like doing, like, one of those, like, little gatherings of watching something?
K: The 1st thing that made me that I just popped out in my head was, my show that I always watched with my dad was, well, we had 3 shows that we watched together, but we watched Seinfeld a lot. We watched Curb Your Enthusiasm, and we would also watch South Park, which is just like, you know, even growing up, those were kind of the 3 main shows that we love to and watch together. And my dad had a big, boisterous laugh, and he always sat in the same chair to watch TV, and then when he would find something funny, he would throw his body back, and the chair would always hit the same spot in the wall. So after, you know, enough years of him laughing hard enough, it caused, like, an indent break in the drywall of my living room at my parents' house. That, when my dad has, he got sick a couple years back and has since passed. But we refuse to patch that hole because, for me, it's like this little indebt that will just remind me of, like, joy that I always had with my dad.
P: Who has been, like, one of your biggest influence on your life? Like, I know you talked about, like, family and stuff, so...
K: I would say definitely my parents. I have I'm lucky enough that I've had really great relationships with both of my parents. At different points of my life, like, I've had been closer to one versus the other. My dad and me were like, that was my best friend growing up. Like, I know, you know, that's kind of nerdy to say, but like me and my dad were very, very close. And me and my mom weren't not close, but I was just, like, kind of always daddy's little girl. Since my dad has passed away, me and my mom have become incredibly close. So I think they just did a really good job modeling me. Like, what's important, being honest, being a good person, keeping, you know, keeping your morals intact even when things get hard. So, trying your best. It's okay to fail. Like they were, they were very good at kind of guiding me to be a better person. So I would say my parents.
P: You kind of mentioned how, like, you have morals and stuff. Like, is there anything that you live by, like that, like, in your head is, like, it’s like a must?
K: Yeah, I think like my dad's, like my dad kind of had 3 Mikeisms, I call them, but one of them, it was always a thing that he said growing up, was, like, treat people how you want to be treated. So I think, as much as you can, as exercising empathy, and knowing that everybody is going through something, and operating accordingly, I think is really important. There was also an interview that I saw, maybe like 10 years ago, that I really, I think about all the time that… It was Oprah giving an interview to somebody, and I can't remember the guy's name. He was a psychologist, but essentially talking about trauma and how much trauma influences brain, development, et cetera. But one of the things that she said was, when she sees somebody doing something mean to her, doing something terrible in the world, like her 1st reaction would always be like, what's wrong with that person? Like, I can't, I can't understand, like, why this person is doing all these terrible things or why this, like, situation sucks. And the guy who she was interviewing reversed, it was like, instead of thinking about, like, what's wrong with that person, reframing it is like, I wonder what happened to them. So instead of seeing something as a negative, say, character trait or situation, see that that person is operating out of a perspective that could be influenced by trauma or could be influenced by something that happened negatively in their life, and that's why they are doing the things that they're doing. So, I think, for me, that reminds me to not always be judgmental of people that everybody has a reason why they are, that the way that they are, and when I can understand that about people, I'm not saying it always excuses people's behavior, but it helps me contextualize it better, so that I don't take things personally.
P: What is, like, some advice you'd have for your younger self? Like, if you have to tell?
K: Definitely don't care as much what people think of you. You know, I spent a lot of time in high school wishing I was skinnier, wishing I was prettier, wishing I was, could fit into x-sized clothes, and I'm really happy that, like, the body positivity movement, although I feel like right now, I fear is dwindling slightly over the last year or two. But generally, that wasn't even a thought when I was in high school, if you were not a size 0 or a 2, you were fat, right? And the idea around, like, fatness being the worst thing that you can be was also very prevalent in the 90s and early 2000s. So I think, for me, worrying less about the size of your clothes, more of like, do you feel good about yourself? Are you a good person? Do you feel confident? That it's not always about how people perceive you. It's how you feel about yourself.
P: When you were a student, like, were you in any, like, clubs or sports and, like, what were they?
K: In high school, I did 4 years of cheerleading. Um, I was the captain of my high school cheerleading team.
P: Hey.
K: Roar. Yeah, so I really I really enjoyed cheerleading the aspect of like I was really strong and tall, so I was the one who was kind of like at the bottom of a pyramid. Yes, I was like doing the basket tosses and the throws and the stunts and stuff like that. I was never really good at gymnastics, so, in terms of that capacity, I was never the tumblr or the flyer, but I really liked like choreographing dances and things like that. I didn't join any clubs in high school. I feel like cheerleading took up a lot of time. And then outside of school, I played the piano. So that also took up a lot of my like, free time. Yeah.
P: How long did you play piano?
K: I started formal lessons in 3rd grade through senior year of high school. Yeah.
P: Yeah, yeah, I love piano. One of my favorite instruments. If you don't mind me asking, what is like a regular day to you? Like, either, like, that could be like a weekend day or like a school day.
K: So, if I'm working, I wake up at 6.15, shower, walk the dog, make my lunch, come to school. Sometimes I have stuff after school, whether it's like I try to make extra money, because spoiler alert, teachers don't make that much.
P: Oh, yeah.
K: So I sometimes tutor or babysit and things like that. So, occasionally we'll bartend at different places. But if I don't have work, then I'll go home. I'll hang out with my wife, watch some TV, cook dinner, and then I'm usually in bed by 9 because again, I love to sleep. On the weekends, I would say a little bit more, obviously freeing if I don't have work, but I feel like in the summers when I'm like more social, like I try not, I don't have that much mental or social energy. in my battery during the school year. So during the summer is like when I'll try to like see friends, hang out, see, I go to the shore a lot, Ocean City, New Jersey, or Cape May, my wife's from Cape May, so her family's still there. So more of, like, the social aspect in the summer, and then more of just, like, the, you know, schedule of the week during the school year.
P: You talked about, like, how, like, it's a bit hard to be a teacher, and, like, would you, what would advice would you give someone that wants to be a teacher?
K: Do you want me to be honest?
P: I mean, it's up to you.
K: I would tell them to not do it. I know that's really bad. Okay, I have a very specific reason, though, about this. I fear that in the next, I don't fear, it's, I fear it is a, in within a generation, it will not provide the job security, that it has done in the past. because of artificial intelligence AI. I don't think that it is a viable career for in the same way that it has been for decades and generations, et cetera, in the same way that it will be. So, you know, if it's like a passion thing, it's a passion project, great. Know that you're not going to make a lot of money. It might not provide the same job, security, et cetera. But, I mean, it just, what is the point of work? You know, if you're, if it's you to be passionate and explore the world and get money for it, great. Okay, then do it. But if it's to make money, and give yourself a work life balance so that you can feel like you have a life outside of your job, I would say that this is not the career for you.
P: Yeah, that would make sense. Definitely 'cause, like, with artificial intelligence, it's definitely causing people to, like, struggle with jobs out. Like, I've, I talk to people and they're already struggling with interviews because of an AI person. Like, AI is like running it.
K: Yeah. I mean, I've read studies that, like, you know, these people that are, you know, AI experts, et cetera, like a Bill Gates or somebody that is within the, like, forefront of tech. Like, teachers are gonna be one of the last jobs, you know, because there's certain jobs that can't be replaced by computers, and some jobs are much easier to automate. And I see now that even, like, the end of Gen Z, beginning of Gen Alpha is really hard to capture the attention of students in the same way of, like, not being a screen. Yeah. And I'm nervous for this Coco melon generation of, like, being able to provide the amount of energy that it would, that it would take to capture the attention of somebody who was grown up on a screen is exhausting and it's like an easy way to burn out. So, I mean, I'm only 16 years in my career. I'm going to have to teach her another double that to get a pension. So, you know, I'm interested to see how this will feel at the, you know, end of my career to see if it changes. Maybe, I don't know, maybe we have some crazy revolution, and everybody goes away from AI. I would love to see that.
P: One can only hope.
K: One can only hope. Yes.
P: You mentioned a burnout. What is like something you do to like help make sure you don't get to that point?
K: I refuse. I won't do any. I won't do any work at home. Maybe 4 days a year. I, I mean, luckily, I've been teaching long enough now that I have a system for myself and, you know, with ADHD, a lot of, like, having routines and systems are really helpful. So I have a routine where I can try to get work done during the day. Occasionally, if it's like a benchmark season or I have to grade at home or things like that. The only time I actually do planning at home is if it's something I'm really interested in, and, like, it doesn't feel like a chore, like, planning Spanish fours Bad Bunny unit, did not feel like a chore for me, because I'm interested, and it's interesting. So but burnout definitely limiting the amount of work that I bring home and trying to do as much as I can in this building. So, I have, like, more of a, like, this is my work, this is my operating, yes.
P: Yeah. That's smart. You mentioned travel earlier, and I know you mentioned in Spanish four to us that how you, like, traveling has been something you've enjoyed. Like, what are some places you visit and like, what are some dream places you want to go to?
K: My favorite vacations ever were, I went to Costa Rica with my family, maybe about a decade ago. That was a lovely trip. I always recommend that to people who are like, where should I go? It's such a beautiful country, super friendly. It's safe. It has something for everybody, whether you're, like, a beach person, a travel, like, hiking, mountain, person, jungle, exploration, et cetera. Yeah, I just, I think it's the most beautiful country ever. In terms, I've spent most time traveling Spain, just because I lived there for a little bit. So, I love Spain. I will always want to go back. But I'm also the person of, like, if I already spent some places, time and places, I would like to go other places because I want to experience more things. So I've done a lot of travel in Central America slash the Caribbean and Europe. So I would say for my dream trips, it's places outside of that. So I've never been to South America. I would love to go to Colombia. I would love to go to Peru. My dream trip is always to hike Machu Picchu. And other places, like, unfortunately, I wish there was more safety right now in, like, you know, like East, North Africa, and, like, East, you know, like Western Asia, and I've always wanted to visit Vietnam. I've heard like I've heard really amazing things about Vietnam. Yeah, so I think my dream trips are Machu Picchu, and to go to, like, Turkey, Cyprus, area, and as well as, like Lebanon area. And then also, like in like Southeast Asia, Vietnam, and Cambodia, Thailand, et cetera. Those are kind of my dream trips.
P: For kids that don't know you, what would you like them to know going into your, like, going into your class?
K: I would like them to know that... I am organized, so I hope that you will see that modeled in how I like choose to deliver in like disseminate content and information in lessons. Um, I try to make things very accessible, depending on what, you know, whether you're good at taking notes or not taking notes. So hopefully, as long as you take really good notes, you will be successful in terms of academic support. And say, in addition to that, for if you're struggling, if the class is hard, or you're missing work, or you feel like you've been absent for a while or something's going on in your personal life, it's okay to ask for help, advocate for yourself. I mean, I think I'm nice enough that I'm not going to like be a monster about it. So, yeah, it's okay to ask for help.
P: Thank you so much.
K: Yeah.
P: Thank you so much for listening to the 1st ever episode of Teachers Lounge. The nest episode will be with one of our history teachers, Miss Clancy.
EP 2: Hey Ms. Clany!
Hello and welcome to the second episode of Teachers Lounge! I am very happy to bring you this episode. I sat down and interviewed Ms. Clancy for this episode. I had so much fun filming this with her. We talked about some serious things like her being a teacher, her family, and other important things to her. But we also talked about boy bands, embarrassing stories, and Justin Timberlake getting arrested. I hope that you enjoy this episode and laugh as much as I did.
Transcript
P - Penelope Fratanduono C - Ms. Clancy
P: Hello and welcome to another episode of Teachers Lounge. I am your host Penelope Fratanduono and I am glad to be back with another interview. Today I interviewed Ms. Clancy, our 9th and 10th grade history teacher and current senior advisor. I had so much fun interviewing her and think this is one of the funniest episodes. I also want to say sorry if it sounds like the audio skips for a second, during this interview we had some interruptions that I needed to take out. Other than that, I hope you enjoy this episode!
P: Hello, this is Penelope and I am with...
C: Alexis Clancy, Miss Clancy.
P: Tell me a little intro.
C: Hi, Hi, everyone. My name is Miss Clancy. I'm a teacher, a history teacher at SLA. I teach 9th and 10th grade students, and I taught Penelope during sophomore year?
P: Yeah, you did.
C: Yeah, in world history.
P: That was your second year, right?
C: That was my 2nd year.
P: How is that, like, our class? Because I know, like, we were a bit.
C: Your class? I... I remember, I actually don't. Who, I'd have to remember who was in your class.
P: But I mean, like, our grade in general. Like, I know that we're a piece of work. So, like, how was that with, like…
C: I will say your grade as sophomores a 100 times better than when you guys were freshmen. Yes. The freshman class for the current seniors was…
P: Something.
C: Definitely, a piece of work. Yeah. But I do feel as though it made me a better teacher.
P: Really?
C: I feel like having a really difficult group, like straight off the bat, even though it was like tough and I struggled, I feel like I learned so much from that group that I could bring that knowledge into the next year.
P: That’s good. Like, what was like, compared to your 1st year to now, how do you feel like you've changed? Like, as a teacher?
C: I think I'm a lot more strict. Yeah. And I, the strictness comes from a place of high expectations, which I feel like it was really difficult to set expectations in my 1st year because I…
P: You didn't know.
C: I didn't know. Exactly. I didn't know how high or how low I should go with those. So it was a lot of just like testing it out, seeing how I feel about it, and then reflecting. And I feel like I can actually take all those reflections and implement them now. So I think I still have, like, I still have a very, like, silly, goofy, like welcoming approach, but I'm not as lenient as I was. So I feel like I, more stern, and I care more. because of that.
P: That makes sense. Yeah. As, like, like, you were a student once, obviously.
C: Very true.
P: So how was like being a student? Like, did you go? you went here, right?
C: I didn't. I actually grew up in Harrisburg.
P: Oh really?
C: So I'm not even from Philly. Oh, crazily enough. Sorry, that messes up the question.
P: No, you're all good. I, no, but I was saying as like, how is it different? Like being a student from a teacher? Like, how was your experience and, like, how has that impacted you being a teacher?
C: Ooh, that's a good question. I would say it was difficult because when I was a student, I was like very interested in school, which I feel like to be a teacher, you kind of have to be a little bit. But I was like very, I was very involved. I was in musicals and like sport. And I wish we had a musical here, but we don't. But, yeah, I was very involved, but I cared a lot about my grades and that, that focus came from just me, not really from, like, my parents being on me or anything like that. Like, I wanted to succeed myself. So I just pushed myself. And I think that's harder to, like, be that student and then have to come and teach students who don't have that same motivation. But yeah, being having the motivation myself, made it hard to kind of recognize like other kids don't have that motivation. And you have to, as a teacher, you have to figure out a way to motivate them that doesn't just come from them wanting to do it themselves and succeed. So it was it was hard. A hard transition. But, I do also think I wasn't a student that long ago, or, like, I was a student that not that long ago. I do feel like it helps me, like, I'm more understanding of, like, the amount of work that you all have, especially at this school. Like I was in honors class as an AP, and I know the workload, but also I was an easier, like, maths and sciences. And I think a lot of you, like you were just telling, like you did a calculus, anatomy test. And I'm like, I didn't even get past algebra 2. So I try to be very understanding that a lot of y'all's workload is really strenuous. You guys have a lot to do. So I feel like me being a student not that long ago helps me better understand that and remind myself when I'm giving work. But yeah, it was, it's helpful, but it's also tricky because I'm dealing with students who are so different from how I was as a student. So it's a challenge. But it's a good challenge.
P: That's good.
C: Yeah.
P: You talk about extracurriculars. You talked about musicals.
C: Yes.
P: What is there, I very much like musicals, which are, like, if you have any current favorites or anything.
C: I, no, I feel like with teaching, I'm not really into it as much anymore. I know. But I have heard really good things about Hadestown.
P: Oh my, you have to see Hadestown. It's so good.
C: I want to see it so bad.
P: It's so good.
C: Yeah? Have you seen it?
P: Mm hmm.
C: On Broadway or, like, in Philly?
P: In Philly. I mean, we, I go to a lot of the touring things with my family. Like, we're currently, we're gonna go to, like, other ones, like, a few of the ones that are coming here this year. We're gonna go to Phantom of the Opera next year. Because it's coming here. I'm gonna convince them they're coming at my birthday. We're going on my birthday.
C: That's such a good birthday present. Oh, that'll be a lot of fun.
P: Yeah.
C: Yeah. And that's a long-standing one.
P: Literally my 1st one I ever saw, bootleg in 1st grade.
C: Really. Wow. Like, on YouTube, the, like, soap tutorials?
P: Yeah, they literally, my school put it on for us.
C: Oh, wait, that’s actually…
P: Was so good. It was, you could tell it was bootleg, like the camera was like shaking. It was so good.
C: Yeah, I don't, so to answer your question, I don't really have any like updated current favorites, but in general, I did a lot of the musicals that I really liked when I was in high school. Like my senior show was In the Heights.
P: Oh, my God.
C: I know.
P: One of the best ones.
C: Fantastic.
P: They have to bring that back.
C: They have to, especially it's like so like right now I feel like.
P: Yes, it's very...
C: I can't think of the word. It's very current. Yes.
P: Yes. I heard that they're going to bring it back for like a short run at this one place. I think they did the same with ragtime. It's now on Broadway. So people are hoping that it transfers on the Broadway.
C: My fingers are crossed.
P: Because I would go see that.
C: Exactly.
P: Literally.
C: If they do that, I'm going to have to plan a trip, for sure. But yeah, my, I love, I love Hamilton, of course. That came out when I was in high school, like peak theater kid, 2016. So that was a time. Yeah. Yeah. I still love them. I wish I could be more into them, but work just makes it hard.
P: No, yeah, that makes sense. Does work, like, really impact, like, sometimes, like…
C: my ability to do things?
P: Like, outside, like, yeah.
C: Yeah. I would say it does. Because it's, it's a very unconventional job where you don't like, and I mean, other teachers say that they do, I can't do it where you like close your laptop at the end of the day and you just leave all your stuff here and then you come back to it in the morning when you clock in. Like, I feel like with teaching and coaching, especially, you can't, you don't have that luxury of just like being mindless when you go home. It's very much like students, like you have to go home and do homework, think about deadlines. I feel like that never stops when you take the role of being a teacher. So, and it did, especially my 1st year, was really hard. I feel like I lost contact with like a lot of my college friends who were still in college when I had started working. So it was also just very different places in life. So, yeah, I like kind of lost contact with people and I've reached out since and things have gotten easier as you get better at the job and learn a work-life balance. But for 1st year, 2nd year teachers, it's really hard. Yeah.
P: That makes sense. For someone that wants to become a teacher or is like going into their 1st year, like, what would you tell them, like, based off, like, your experience of, like, learning about all that and, like, actually, like, doing, like, teaching now?
C: Ooh, I would say, really focus on special education. I think. Because I think a lot of, and I kind of had this, like, I wanted to be a teacher because I am really great teachers, but you don't always know, like, how much they're doing behind the scenes.
P: Yeah.
C: And when, especially right now, like working in like city schools, you have a lot of diverse learners. Um, and so you'll be working with different kids on different levels, especially like in Philly, like all of you like go to not all of you, but like a lot of you go to different middle schools. So you have very different…
P: Experiences.
C: Exactly. And like things that you learn when you come here. So especially like special ed was really hard. Like teaching to like different grade levels. Like kids different on different reading levels. Differentiating or like changing assignments for specific kids was like something that I feel like was talked about when I was in college, but not really taught on how to do it really well. So I would say that for people who are currently in school for education, like I, that's the advice I would give them. But for people who are just interested in becoming teachers, just go to like, go to school. You know? Like, ask if you can just shadow at, like, maybe 2 different schools so you get an idea of, like, every school's different. Every group of kids is different. If you can feel like you can work Like you would not enjoy the experience, but like that the experience of both schools is for you. I do think that's a good sign that you are passionate about the work and that you could work in any space. Yeah, that would be my advice.
P: I feel like with special ed kids, especially with our school, you get the nice, like, different, like, levels and like how kids are. Because, like, there's some kids that have 504 plans and some kids that have like IEPs and we get to see, like, how that works out for, like, each kid. Cause, like, I know I have IEP and I'm ahead of, like, some other kids, like, and I know that. But like, I still have my IEP.
C: Exactly. And also, we have a great special ed team here.
P: Yeah, that's awesome.
C: Yeah, which is like so helpful, especially when I felt like I didn't have the experience I wanted in that in special ed.
P: Yeah.
C: But other schools don't, which is really sad because our government isn't funding a lot of it.
P: I heard about the, that they're supposedly gonna fire some teachers, like, here.
C: Here at SLA?
P: No, not here, but like in the district.
C: In the district.
P: Like, like a big amount.
C: They change their, take away their positions?
P: Like, yeah, and I'm scared that it's going to be aids that go first, like especially, like, I feel like people really need to, like, see those kids, and I feel like aids are going to be the ones that go first because they're only for a small amount of kids.
C: Exactly.
P: Compared to, like, teachers where they're, like, 30, sometimes even more kids in a class. So it's like…
C: Yeah.
P: Which one's gonna go first?
C: And I do think you're right. I think a lot of, and I think that's why, like, teaching is so difficult for a lot of people, but especially now, where they're eliminating those positions, like aids and paraprofessionals, one-to-ones, and they're like, well, the teacher, the person who's, like, we're paying can do all of that. But that is like, yeah, like you said, so many roles within one by taking away all the other supports for special ed. It's just gonna, it's make makes the whole system a lot more difficult. So definitely, like, that's something I wish I had spent more time on in college and had more access to when I was learning. Yeah.
P: That makes sense, yeah. Going outside of like all this stuff. What is, like, a funny memory from, like, high school or, like, something that you think about and you're, like, dang.
C: From when I was in high school? I tell this story. Oh, God. I've told, like, my advises this story. And I usually tell it at the end of the year to like make the kids laugh. So I was athletic. I played field hockey for 5 years in lacrosse for three. But I can't play basketball to save my life.
P: Don't you coach basketball?
C: No.
P: Oh, you coach volleyball.
C: Volleyball. That's Ms. Gade. She can handle the basketball. See, she's fantastic at basketball. I am not. And do you know, um, we don't really have like pep rallies at SLA much.
P: No, but I know what they're like.
C: Exactly.
P: My middle school did pep rallies, I know.
C: We gotta bring that here. We gotta bring that back here. But we had a pep rally for every sports season when I was in high school. So like winter sports, they had like meet, its meet the Panthers because that was our mascot. And they had a raffle during that pep rally of like a half-court shot.
P: Oh, no.
C: Yeah, you know where it's going. And I have never won a raffle before. Like, ever. And so it was like, you know what? I'll support the teams. I drop my name and I pay a dollar. I am selected for a half-court shot. My friend, all my friends, I'm like, guys, I can't do this. I can't shoot it from like the one line, let alone the middle of the court. That's, that's insane. But my friends are, like, just underhanded. They'll be fine. da da da da da. I go up to see who's gonna give me the ball to shoot it. It's my crush. Yeah. So even though it's already gonna be bad. So he's like, you got this. Just do your best. And I underhand it. This was the hoop. This was my ball. It was, it was nowhere near the, near the hoop.
P: No, I understand.
C: It was bad. It was so, and it was in front of the whole school. And I went to school with like a 1000 kids. So quite a bit.
P: A 1000?
C: Like a 1000 kids. It was very embarrassing.
P: I feel like I can't judge you, though. You're not like a basketball player.
C: I'm not a basketball. I think it was my reaction that was more embarrassing. I like ran off the court immediately. I was like, I'm getting out of here. I'm done. And then I'm like, yeah, at least it's over. And then they come and they're like, you have to do it again.
P: Wait, what?
C: They made me do it again.
P: Why?
C: And they were like, everyone gets a 2nd try. I'm like, I don't want a 2nd try.
P: One and done.
C: One and done. That was enough. And I tried to redeem myself, and I did better the second time, but the first incidents had already happened. So, yeah, and they got it on video, and they put it in our senior video.
P: They put…
C: Yeah. So that's why it's... It's an embarrassing, but it’s very funny.
P: So it's like memorialized.
C: Yeah. still have the video. I'll show it to you, like, another day. Just remind me. It's embarrassing.
P: Oh my god.
C: But it's funny.
P: Why would they keep the video?
C: I don't I don't know. I tried to, like, bribe the people in yearbook, be like, please take that video out. I'm like, it's already in. We already sent it. So, but it's funny now. Like, I feel like I can look back and laugh at it.
P: But yeah, I get it. My, I would say, like, like, it's, like, I have a similar, I had this other thing with, like, I had baseball, like, that's actually I can, like, do baseball, but in front of, like, I'd say, like, I was, like, 8th grade, and there was, like, whole class, play baseball in the gym. So like, its even smaller.
C: It's already not outside.
P: Oh, yeah. Somebody, like, was, like hit the ball and I hear, like, all my classmates yelling at me. Get the ball! And I'm like, where is it? You're telling me to get the ball.
C: What ball!
P: And there's like, and the next thing I know, it's like, boop.
C: No. And it was a real baseball?
P: It was a waffle. No, it was a softball, I think.
C: Oh, that's even, oh my god, that's even worse.
P: Softball, and I went, boop.
C: Oh, no.
P: And it hit right square in the head. I was like, where is it?
C: Where's the ball? There's the ball.
P: And I was like, oh, no.
C: It's, yeah.
P: It was like our whole grade too because it was like our field day. So, whole 8th grade, I was with my class specifically. They're watching.
C: Perfect. Just know you're not alone. I have a similar story. We are we are one.
P: With sports.
C: Yes. Like some sports work, other sports just…
P: They don't.
C: Do not. That's all, yeah. Yeah, yeah, that's my story.
P: What would you, like, what would you say is your biggest influence? Like, in, like, it could be, like, in, like, school wise, like, or like just in general.
C: Hmm. Greatest influence? Like, probably my mom and my grandma. Yeah, like my mom, when you're younger, it's like almost a thing of like, I don't want to be compared to my mom, blah, blah, blah, blah, blah. Like I don't look like my mom. And then you grow up and you're like, I want to be my mom. Like, yeah. And then it's not even like a thing of like, I want to be my mom. You just start, like, seeing yourself and realizing, like, all the connections between you and your mom. My 2 older brothers, like, had a really hard time in school. Like, both of them almost didn't graduate. And so I like saw that and how much stress it caused on like my my parents, but my mom especially. So she was a great motivator for me to, like, do well and succeed and not be, like, a problem to add to all the other list of problems. But my grandma, especially, she, I'm very similar to her in the sense of like very excited and like warm and blah, blah, blah. Like my love for cats like comes from my grandma.
P: Yes.
C: I know. And then I realized like after I lived by myself now, and I decorated my house and I had my grandma down, and she was like, it looks like my house. I was like, oh my god, it really does. So probably just like the women who raised me, I feel my greatest influences.
P: That makes sense. That's always you have to, you'll always have to appreciate the women.
C: The people who came before you. Yeah.
P: I will say, I love your tattoos.
C: Thank you.
P: So I want to ask, like, what are some of the inspirations of, like, why you got them and, like, do you want to get more in the future?
C: Well, one, yes, I definitely want to get more in the future. I just have to make more money first. Because they are not cheap.
P: No, yeah.
C: My 1st few ones, I got this one first. And it has like no story behind it. I just, I made a plan with myself that I wanted to get a tattoo before I left for college and it was 3 days before I did, I moved inro Temple. And my brother reminded me that I once said I would get a tattoo. So we just booked, we asked for like a walk in, me and my brother went. I got this, which I guess is supposed to be like a sunrise or a sunset, depending on how you look at it. And then my brother got a 4 leaf clover cause we’re Irish. So that was nice. There's no really story behind it or this one with the cat on the moon. I just…
P: It's so cute.
C: I just love cats. This one actually has a nice story. The cherry hearts. It was the 1st like lift from lockdown during COVID.
P: Oh wow.
C: And I was like my 1st time seeing my friends in like 3 months. So we were all just hanging out and we were like, we should get tattoos. But, like, no place was open. Like, we called, I want to say, like, 18 different places. And we finally found one, and all my friends were getting, like, finger tattoos, but this was before I was a teacher, and I was like, I don't want to get a hand tattoo yet. I think that's too much. So they all got hearts and then I just got this on my end with them and yeah, this one doesn't have a story. I just think it's really cute. And I wanted something a bit like bigger. And then this is my most recent one, the little angel baby, which from some angles, looks like a dinosaur. So it's all about perspective. But corny as it is, I actually got this when Liam Payne from One Direction passed away.
P: Oh, wow.
C: Yeah. One Direction, other than like my mom and my grandma would probably be like my biggest influence as to who I am today. Because a lot of my interests came from the people I met because of One Direction and then the things that followed. So they were a really big part of my life. And my favorite song by them is Hey Angel. Great song. So I just got a little tattoo.
P: You mentioned One Direction.
C: Boy, do I mention One Direction?
P: I feel like you didn't really mention them when I had you.
C: I didn't. And then, because I, because kind of grew up and I was more worried about like just getting like getting situated for teaching wise that I didn't feel like I could share too much. And then and then I got really comfortable as you get, there's a one direction mural on my backboard. And it was when Liam passed away that I, like, you fell back into that very heavily. And I've kind of just, like, been back in that mindset since.
P: Are you going to the Harry Styles concert?
C: I wish, but I don't have $400.
P: It’s so expensive. I literally was like watching everybody be like, oh my god.
C: I know. But Niall Horn is dropping a new album.
P: He is, I will say he was my favorite out of them.
C: He's my favorite too. And I think he, out of all of the, the, in their solo ventures, I think I like his music the most. So I'm, and I don't think his will be as expensive as Harry's.
P: No.
C: So I would like to go see Niall. Yeah. Love you, Harry, but I'll be watching from YouTube. Yeah.
P: So yeah, you mentioned One Direction. Like, what is like some of the influence of like them and like, how is that like? How's your music been known for you and everything?
C: Like a huge part. They became a band in 2010, like 2011. And I got them to them when I was 12, so like 2012. And they were just like boy band fever.
P: Oh, yeah.
C: Like, obviously, when you're young in a middle school and you like cute teenage boys.
P: There's always that one boy band.
C: Always that one boy band. and I, do you have a boyband?
P: I did.
P: My boy band, I was really in the K-pop.
C: Oh, I love K-pop. BTS?
P: Yes, BTS, yeah.
C: Did you listen to the new album?
P: I did not yet. I have to. I kind of like after during COVID, I go into a ton of other groups.
C: Same.
P: So, like, it was more like I was like venturing off and I found out I do like noise music. I was…
C: Stray Kids?
P: I was more Ateez.
C: I... Oh my gosh, I love Ateez.
P: They're like, they were the group I found. I was like, oh.
C: Their performance level... Skyrockets, like, wow, like, I love, I love Ateez. And I think I got into K-pop and K-pop bands because of One Direction.
P: Yeah, I was into One Direction first, and I was like, if you see the like the pipeline of like boy bands, they're like…
C: They all connect.
P: They're somehow all connected.
C: Yes.
P: Because, like-
C: Yep.
P: I've been listening to also the older music till I'm listening to, like, Backstreet Boys, all those older groups.
C: I need to show you the most recently added song. That is so funny that you say that. I am very much in my Backstreet Boys era right now. Oh, that was so funny.
P: So yeah, all the there's like a pipeline. You always have the boy bands.
C: They all connect. Yep.
P: NSYNC, all them.
C: I love NSYNC. But yeah, so I would say, from a really young age, like they were just like a big interest to get into. And then like all like, I made really close friends when I was in high school because I went to different middle schools than these girls. But we were like, oh, like we both love One Direction. And we also love the 1975.
P: Oh, yes.
C: Yes. And so those friendships that I formed because of One Direction, like, I'm still best friends, like, with them now, and we don't even live in the same city. which is really nice. And then all the other things that kind of came from it, like niche, like 2014 Tumblr.
P: Oh, yeah.
C: Yeah. The like indie phase.
P: What an era.
C: Yeah, yeah.
P: I wasn't in that part, but I've, I've entered my tumblr era in like 2020. So, like, I learned all the lore of, like, all the past stuff.
C: The lore is deep. It runs deep, runs deep. And that got me into, like, Lana Del Rey-
P: Of course.
C: Down the Line and Marina and the Diamonds, blah, blah, blah. The best. And I do feel like it has like influenced my ability to be versatile in my music taste.
P: Same. Yeah.
C: Yeah. Like, that intro didn't keep me, like, my friends that I loved dearly because in One Direction, like, could not get in the K-pop. Which is really interesting to me. And I was like, I feel as though like that expanded mine.
P: Yeah.
C: My library, rather than like limited it. Yeah.
P: Talk about boy bands just to figure out goofy things. Did you see the whole Justin Timberlake?
C: The DUI? I'm on world tour.
P: Did you see they released more of the footage?
C: No.
P: They released more. You have to watch. He's like, wait, one of the cops put down of, like, he saw that they put that him down as white and he'd, like, white? And he's like, I'm joking. I'm joking.
C: I'm joking. Sure, you are.
P: So I was like, oh my god, that got me thinking of him.
C: Thank you for telling me there's more to it.
P: There's more, they released more.
C: Ooh, I will be watching those. So funny. My god. He was a mess.
P: And also, supposedly, the shirt he was wearing was, like, what he wore in a photo shoot, like, all the way back, and he still had the same shirt. Yeah, it was, like, old, boy band era.
C: JT. Baby, there's nostalgia, and then there's...moving on. Like, please.
P: It was something.
C: He's, he's, an interesting celebrity. Yeah, for sure. Yeah.
P: To put it, to put it, to put it simple. Interesting is…
C: The word.
P: the word. Yeah. I know you haven't been teaching for too long. This is your 4th year now?
C: 4th year, yeah.
P: What would you say so far has been your, like, greatest teaching moment or, like, biggest, like, I'm I'm here, I'm doing this right.
C: Weirdly enough, this year, and it was one comment said by one of my freshmen, to be honest, like I've been struggling with some of the freshmen this year. Not as much as your class. For sure. I don't think I'll ever struggle that much again.
P: Yeah, yeah, yeah.
C: But definitely they're a new, because they're the last gener- like year before Gen Alpha. And I feel like it's really bleeding into this group. But I was just talking to one of my freshmen and like she was like walking out of the door. It was like the end of the day. And she just turned and looked at me, and she said, I forget that you are new to this because you were just so good at it. Oh, I was like, oh, you think so? And then her friends in the hall were like, yeah, like you're you're one of the like best teachers that we have. And I try to separate, like, a lot of kids like me because I'm younger and I'm more silly, blah, blah, blah, but I don't want that to just be the only reason I want them to actually, like, learn stuff from me. So that comment made me feel like I was really on the right track. And when I'm talking to students that I taught last year, this year, and I'm like, do you remember that? Like they're learning that right now. They're like, oh I remember that so much. Like, blah, blah, blah, blah, blah. Because I think that shows, like, when you guys graduate, like, you'll forget a lot of the things you learned and stuff like that and stuff like that, like, details. But, like, if there's one thing that sticks with you past high school, that's, I feel like, I'm successful in my job.
P: I remember a lot of this class.
C: Do you really?
P: Yeah, I liked all of our projects. I will say vividly remember most of Hernán Cortés.
C: Oh, yeah. They just finished the trial.
P: I literally, when I came in here to ask you, I saw the thing. I was like, how did my group, because I was from Hernán Cortés, and I remember we got last. I saw both of them had King Charles below. I'm like, they actually did it.
C: I know. Hernán Cortés won this year.
P: He won?
C: They they won. They argued that case so well, he won the trial. I know. I know.
P: That's crazy.
C: I never thought that day would come.
P: Man…
C: Yeah.
P: I'm jealous of them. Like, how could that happen?
C: But a lot of it is also like the jury, too.
P: That I think that also plays an impact.
C: Yeah, because if I could just make the scores myself, like my rankings would always look very different from some of the ones that were chosen by the jury.
P: Yeah, like we're doing a court case right now. I'm in Civil Liberties. So yeah, I'm in Civil Liberties right now, and we were doing the court case, and it's so interesting, like, how this jury is. Like, they're so like, we're not supposed to talk about the case, but they're already talking about it. They're so impartial because the way they're, like, actually, like, arguing over the facts of, like, what's being brought up compared to, like, oh, this is my friend. Of course, I'm gonna side with it.
C: I'm biased.
P: So, like, they're like, literally, Jae and I think Kade got into it and were like.
C: Really?
P: They're like, but like this, and they're like, like one of them was like going for like the defendant, the other was going for the plaintiff. It was so interesting to actually like hear them arguing based off of the facts, not like, so like, they'll get there eventually. They'll start…
C: Hopefully, yeah, I'm sending them off to Clapper and Block.
P: Oh, clapper, he’ll set them straight. With the... With history.
C: Yeah, yeah. I hope so.
P: So, like, one of the last questions, this is probably like 2nd last. How much, like, how do you, like, make sure, like, kids can feel comfortable in your class? Like, and what is the importance of that to you?
C: That's like a really important thing to me. In college, like for teaching programs, especially now, they really stress like building relationships with the kids. And when I was, not even when I was in high school, I would say like when, like my older siblings were in high school, like it was not common to have a bond with your teacher.
P: Oh, yeah.
C: Like you could have like preferential teachers, but like there was no expectation that teachers had to make kids comfortable or or build like rapport with them. Like you were expected to go to school and learn, and that was it.
C: But that's changed a lot, which I think is a really good thing. I, one, just want to let kids know, like, I'm not your enemy. Right? I'm here to teach you. I'm not, and if I'm gonna push you, it's because I expect high good things of you, right? Like, and I know you can reach those expectations. But a lot of it is, like, I do the check-ins. Do you remember that?
P: Yeah, yeah, yeah. I loved those.
C: And I think those are a great, from day one, like, those are a really great way to, like, check in, see how the day is going, because, like, if a kid is super different that day, I'll know why.
P: Yeah.
C: Yeah. So that's probably the number one thing I do is the check-ins.
P: Last question is, like, what do you want kids to, like, know about you before they have you and, like, what do you want them to come out with?
C: One thing I want kids to know before they have me, I am strict on my rules. So I will say I come into that a lot. Like I have very, I don't have many rules, but when I do have them, I'm very set on them. like no throwing, no cheat, no AI.
P: Oh yeah.
C: I'm not one of those teachers like, I'll work with it and all, blah, blah, blah.
P: No, yeah.
C: No AI.
P: Makes sense.
C: Yeah. And also, I just want them to know, like, you can trust me. You can come and talk to me about anything. If I'm busy, just find me later. Right? Like, I'll always make the time. I may not have it in the moment, but I will make the time later. So, like, those are the really big things that I wanted to know.
P: Right. Thank you so much.
C: Yay, you're welcome.
P: Thank you so much for listening to this episode of Teachers Lounge. If you want to give me any feedback or just a review of the episode in general, please fill out the form in the description. If you want a transcription of the interview, check out the website also in the description. In upcoming days, the next episode will be out and that will feature our Spanish 2 and 3 teacher, Mrs. Garcia. I hope that you enjoyed and see you in the next episode.
EP 3: ¡Hola Mrs. Garcia!
Hello and welcome to another episode of Teachers Lounge! I am very happy to bring you this episode. I sat down and interviewed Mrs. Garcia for this episode. I had a really nice time filming this episode with her. We talked about some serious things like why she is a teacher, the importance of teaching Spanish, and other important things to her. On the other side of things, we talked about her favorite travel spots, scuba diving, and funny family stories. I hope that you enjoy this episode and learn more about Mrs. Garcia.
Transcript
P - Penelope Fratanduono G - Mrs. Garcia
P: Hello and welcome to another episode of Teachers Lounge. I am your host Penelope Fratanduono and I am excited to bring this episode to you. Today I interviewed Mrs. Garcia, our Spanish 2 and 3 teacher and current senior advisor. I had a really nice time interviewing Mrs. Garcia and liked how it came out. Same as the last episode, sorry for the skips in the audio, I tried to edit out all of the interruptions and things along those lines. Other than that, I really enjoyed making this episode and am very excited to share it with you.
P: Hello, this is Penelope Franuano, and I am with…
G: Miss Garcia.
P: Can you give me a little intro?
G: Sure. So, I guess, what kind of intro do you want, like?
P: Just like, like what you teach and like, if you want, like, a little bit about, like, your class.
G: Okay. So I teach students Spanish 2 and 3 this year. In the past, I taught students Spanish 1 and 2. This is my 4th year here in SLA, but my 11th year in Philadelphia. I guess what I teach is Español. Language, culture, through a whole bunch of different means. Through, like, you know, story books, food, recipes, holidays. Just, like, looking at what life in different countries is like and incorporating, you know, just the appropriate book having grammar.
P: So you mentioned you've been teaching for 11 years. Like, how's your experience been, like, with being in different places?
G: So, before teaching students Spanish here, I actually taught biology.
P: Really?
G: Mm hmm. I taught biology at Ben Franklin, so right across the hallway. I was a jack of all trades over there. So the transition was really interesting because of many factors, not just the different, like, school populations, but also, like, personal factors of being a mom. It was my 1st time, you know, teaching as a parent. And it was also, you know, teaching post-COVID.
P: That's an adventure in itself, yeah.
G: Yeah, I mean, each school year is so different. Because I like to meet students where they are. You know, we have an idea of what we're going to be covering for the year, but it gets modified depending on, you know, what's students' needs are. And every group is different. So, you know, if I see that we're confident in one thing, we can move faster through that topic, and if we're struggling with another, we can slow down with it. So... I guess, you know, coming here to SLA, I became more reflective with that, of, like, trying to meet all the different needs of the class because it's, you know, such a wide range. Because we have students from all over, all over the city. So, you know, everyone, it's a pretty diverse group.
P: Yeah, all different experiences that probably influence everything.
G: Mm hmm.
P: You mentioned how you have to do, like, accommodations and stuff. How, like, how's it working with that? Because, like, I know I have an IEP, so, like, I know it's, like, like, communication and stuff. How is it, like, having that, like, communication and making sure, like, kids are doing well?
G: So, when it comes to, you know, accommodating for, like, different students, it. It all becomes, you know, how can you cater to them to make the work accessible? So that, you know, an assignment that would take one student, you know, 15 minutes doesn't take another student, 3 hours. So the first quarter, it's a lot of getting to know the student.
P: The learning process, right.
G: So it's a learning curve in that 1st quarter, you know, figuring out students' work habits, and, you know, just where they are. And as the year goes, you know, you figure out what works between the two of you, because every teacher is also different with their styles, right?
P: Yeah.
G: So it becomes like a, a relationship with the accommodations of like, you know, discrete check-ins here and there. Like, you remember being in my class. Like, hey, just time yourself for like 20 minutes with this.
P: Yeah.
G: Because I know that you're working hard and I know that it might just take longer. So, yeah, just all kind of getting to know the student in their style.
P: So you were talking about how you were also a biology teacher, so did you also have to, like, major in biology in college, like where you, like a biology major, and, like, how did you make, decide to make the switch to do Spanish instead?
G: So, I had minored in biology when I was in college, and I was part of Teach for America. And my placement school was Ben Franklin. So I was placed there to teach biology. And it was something that I wasn't, like, really passionate about.
P: Yeah.
G: It was something I was good at, but not, it wasn't my passion. And I taught for, I was at Franklin for seven years. And a lot of it became very, like, because it very, like, test driven. Next door, it's very like, hey, the goal was to push Keystone scores. So when I entered my 1st year at Franklin, I think the proficiency, like, for the school for biology, was 4% that kids were proficient. I was the sole biology teacher.
P: Oh, wow.
G: Yeah, so I didn't get to, like, co-plan or anything. When I left, the, like, proficiency was up to, like, 24%.
P: Wow, that's a big jump.
G: So we made some strides, but I realized just how... It was, it kind of became robotic and wasn't what I was looking for. I also had so many other jobs next door, like testing coordinator, athletic director, school based teacher leader, so there was, there was a lot more. And I guess, I forget how exactly, like, a conversation came up, but, essentially, it was, I found out that, like, I think it was back then, 4% of Spanish language teachers are native speakers.
P: Really?
G: In the state of Pennsylvania.
P: That's crazy. I would have thought there'd be more.
G: Exactly. That's why I was just like, What? So... that kind of, like... I don't know, I felt a certain way about it. Like I, I was born in Ecuador. I moved to the States when I was 6 and I went to school, like, I didn't know any English. So I went to like a special school where I was taught Spanish. Until eventually, I made the transition to, like, middle school. So, and my parents, you know, don't speak much English, so Spanish was the primary, like, 1st language in our home, and the primary language. So I was like, You know what? I feel like it's kind of a disservice to students, if they don't, you know, it's totally fine for non native, like, Spanish speaker to be teaching a language. But it's, you know, lovely to also have the exposure to someone who is. So, like, at least have one person in your apartment be a native Spanish speakers, so the students get that, you know, and it adds to, you know, when you co plan with other teachers, it adds to your curriculum of, like, having that extra voice, as well as having the non-native, like, speakers put their input because there's certain things I'm like, oh, this is how I see it, and they'll make you see it from their perspective, with, you know, how the students say of, like, oh, I never thought about how complex that was until you, described it that way. So, I guess when I found out that percentage of teachers, I was like, you know what? I think I want to teach Spanish, so I like, you know, got my certification, and I think that same year, Mr. Lehman's like, Hey, looking for a Spanish teacher. Are you interested? So, that's kind of how it'll start up.
P: That's crazy. So, you talking about how, like, if you don't mind me asking, like, you came here, like, when you were six. How was that, like, being, like, having that experience of, like, having to get used to a new language, and, like, having to, like, adapt to a new, like, place?
G: I mean, I remember, like, arriving to this country, like, being at, like, JFK airport, and, my cousin had traveled with us, and she was the only one in the group that spoke English, so she was the one talking to, like, the immigration officer. And I remember like looking at them just so confused like what words are being said right now like what is this? And you know, it was very confusing at first. Because, you know, it just came from a place only Spanish was spoken. To a place where it was just English, so it was just like I don't know when I'm reading or hearing or seeing. So it was a transition for sure. But I was young enough where, you know, I was able to pick up quickly. It's kind of how they, the full immersion, right? Yeah. That's how you best pick up a language. So, yeah, it got easier and it's just all about committing to it.
P: So to, like, go to, like, more, like, outside of, like, school stuff. What would you say is, like, an interest you have and, like, how's, like, like, tell me about it.
G: This is gonna sound so basic, but I love traveling. I, like, remember backpacking through Europe with my husband for a summer. We went to 8 different countries.
P: Wow.
G: And then we actually, we took our three year old daughter for three weeks. Oh, two summers ago. Yes, and we took her to four different countries, all in one, you know, just tree hopped, one next to the next. No breaks, just 'cause love being in new places. I love exploring. I love showing up with no itinerary.
P: I think that's the best way to do it. You just have to experience what, like, locals, I guess, are experiencing.
G: Oh, yeah. Like, that's how we do all our trips. We show up, and we figure it out once we're there. There's no itinerary, no like schedules we have to keep up with. It's very low stress that way too. You get to be flexible. You get to learn about the people, like, we were strolling through Portugal once. And, like, some shop owner was like, hey, it's, it's a Peretivo time. Like, join us, and we're like, sure, and, you know, he had like a whole spread of like fruits and like wine, and it was, you know, we wouldn't have had experiences like that if we were like, hey, we have to be at this museum, at this time we have to go to that, like, you know, we got to experience real life. We have, like, we'll meet up with friends of friends or friends of family members that we don't really know, and, like, you know, got, got to, like, explore Germany with, like, a friend of my uncle's that he met backpacking. And what was funny is she is a teacher in her husband's an engineer, and my husband's an engineer, too. So, like, we're like, whoa, we do the same things, and they, like, took us to this really cool festival that we would have never heard of. And tried all these different foods that I would have never explored. So, yeah.
P: That's always the fun of, like, traveling to new places is, like, experiencing all that, like, new culture. What is, like, your favorite place you traveled, and, like, how is that, like, really, like, like, best memory from there?
G: Oh, man. That's a tough one. So I have two favorites, I guess. And they're very different. I guess my... No. I'm more than two favorite. It's difficult. I mean, one of the places that stood out the most was, the island, Curacao. It is... absolutely gorgeous. It is, like, off of South America. It's actually, like, in between Aruba and Bond Air.
P: Oh, wow. Yeah.
G: And it's a tiny little island. Super cute, like, right by, like, Venezuela, especially. It's a Dutch, like, Caribbean island. So what was really interesting was... that... the native language, Papiamentu. We had never heard of it until, like, we were there. And it was the coolest language I've ever heard in my life. Because it was a blend of, like, Spanish, Portuguese, Dutch.
P: Oh, wow.
G: And English.
P: Four languages in one?
G: Mm hmm. And what was funny is, I remember our taxi driver was telling us that when the, like, kids there on the island, in order to graduate, to be proficient in Spanish, English, Papiamentu, and Dutch.
P: Oh, wow, so they have to be able to, like, speak all those fluently.
G: Mm hmm. So, like, every restaurant we'd go to, you know, some servers would, like, come to us and, you know, talk to us in English, or sometimes it'd be Spanish, or sometimes they'd, like, you know, talk to us in Dutch or Papiamentu. I be like, whoa, like, y'all are impressive. Like, but it was such an amazing island, because you see the blend of all these cultures. And it was just fascinating, like, walking through the island, listening to people, talking to people about, like, there. I just absolutely love the vibes there. So, I guess that was definitely one of the, you know, top travel destinations. I also went, like, scuba diving for the first time in my life. And I am like, open water, anxious kind of person, like, I don't do it.
P: No, I get that.
G: It gives me the nerves, and I didn't tell that to the, like, instructure, because I'm, like, I'm not gonna freak myself out. I'm not gonna freak myself out. My husband's certified. And, yeah, like, he got certified back in college and he's always wanted me to do it. I was like, nope, nope, nope. And we had gone to Curaçao for our 10 year wedding anniversary. So I was just like, You can have this wedding gift.
P: I'll go scuba diving.
G: He's like, I want to go scuba diving. I'm like, okay, would you prefer to go into, like, a really complex dive on your own with, like, you know, the instructor because you're certified it can do more? Or would you prefer to do, like, a very, like, an intro, like, basic one with me? And he's like, I want you to join me. I'm like, crap. Okay. And, when we were done, it was really fun. I was also, like, terrified at the same time, but I'm so happy I did it, you know, 'cause it was just an unforgettable moment. When we were done, the instructor looked at my oxygen tank and he was just like... Do you have any sort of anxiety? And I was like, I have a huge open water anxiety. He, like, I can tell. Apparently, I went through like twice as much oxygen.
P: Oh, wow.
G: compared to a normal person.
P: That's insane.
G: So, yeah, but I did.
P: Oh, yeah.
G: And I got cool pictures to say that I did it, and, you know, I pushed myself to do something that I'd normally, never, so.
P: You prove that you can get over a fear for a little bit at a time.
G: Whereas, like, I prove I could do hard things.
P: Yeah.
G: Well, that's not loading, but one day I'll show you pictures because we, there's like a photographer that follows us the whole time. So that at the end, they can do their whole pitch of like, hey, buy pictures. And I was like, yes, I'm buying a picture because I just did that.
P: I won't be doing that again. You talked about how, like, um, how the one island you visited, how they had to speak, like, all the language fluently. Do you think that should be something like, we should start implementing here? Like, I feel like in my opinion, I think that should. So…
G: Oh my gosh, I feel so strongly about this. I think we should start learning other languages as soon as we start elementary schools.
P: Yeah.
G: I think it's a disservice to everyone, if your first exposure to learning another language is in high school.
P: Yeah.
G: And you can look at so many other countries, how, you know, they all start teaching English, even though English isn't, you know, their official language. And then the ones who do have English as an official language, like you, England or Australia, they'll also start other languages. They have options of you know. Other languages, they can start in elementary, and you see how so much more of the rest of the world is, you know, multilingual. And how so few Americans are.
P: Yeah. They really shows how, I guess, behind we are, I feel like, we have to start seeing, like, like, things as they are, and the amount of people that speak, like, Spanish or, like, another language here, it's starting to grow, and I feel like, you have to start accommodating to that.
G: Mm hmm. I mean, we read an article in, like, Spanish class, beginning, on how, like, 92% of Europeans are multilingual. And how in the US it's closer to 50%.
P: Yeah. Like, I wonder how many, like, actual, like, people that, like, didn't come here, like, when they were young, like, how many actual people that, like, just grew up here are, like, just... speak English.
G: Oh, fact check myself, 'cause I couldn't remember the American percentage, but 20 to 23%.
P: That, yeah, that makes sense. It's sad. Other countries are... And.
G: You have some countries that. It nearly 99%...
P: Are multilingual. Yeah.
G: Like Netherlands, Sweden, Denmark, Mafia. And, you know, others who are over 90%, and it's just, it's so wild how little we care for, you know. acquiring a second language in the US. When there are so many, like, immigrants and... Yeah, it's so wild to me that it's still not a priority.
P: Like, it's literally, like, it's the, like, like, US is made from immigrants, so I feel like you have to, like, appreciate that more. Like, we wouldn't be here if it wasn't for people eventually coming here.
G: Right. Like, just Spanish speakers alone in the US, it's over 40 million people.
P: Yeah, that's... that has to be, like, close to, like, like, that's a ton of people. I feel like if we had to pick a second language, well, we should pick a second language. It should be Spanish, 'cause it, like, it's such so many people do speak it here. Like, it truly is, like, a large population.
G: I mean, in that can very, like, depending on where you live.
P: Live, yeah.
G: Like, where I grew up in New York, it was a very, like, Italian heavy community. So the like language offerings were Spanish and Italian and French. So I was like I already know Spanish like so I'm gonna take Italian. And, you know, even if the U.S. doesn't pick Spanish necessarily, I mean, that'd be ideal. But just offer…
P: Like a language.
G: Offer another language, like give families the option to pick between, you know, 2 languages, if you want, like Spanish, French. German, Italian, depending on, you know, your community. It makes such a difference for, like, your brain, like…
P: Yeah, it really is, like, helpful. Like, I started learning Spanish in high school. I wish I started earlier, but I, like, it really does. Like, I feel like I, like, I wouldn't say I see things more, but like, I feel like I can comprehend, like, things more. Like, I, like, when I'm listening to, like, stuff, like, when I listen to something in Spanish, because, like, recently I've been listening to more Spanish music, I feel like I'm actually able to, like, immerse myself. And then sometimes I even listen to, like, things in other languages. I'm like, oh, I can actually, like, hear the similarities in, like, like, especially, like, I sometimes listen to Italian things, like the similarities in Spanish and Italian are, like, there, so I'm able to sometimes pick up words. So, like, I feel like it benefits you so much more from learning what another language, 'cause you can actually, like, it can help you, like, see the little similarities in other things, and maybe help you, like, start to learn that language.
G: Oh, 100%. Like, it's, like, there's an estimate, 'cause there's no official number, but it's said that 30 to 40% of, like, English words have, like, or cognate, are related to, you know, Spanish. There are so many words and you start, especially with the romance languages, you see, you see all of it. But, yeah, I mean, there's so much research that, like, tells us that being bilingual or multilingual, how it, like, improves your brain's executive functioning, how it improves your memory. Even, like, it can delay the onset of dementia. Like there's so much out there so much information I'm like. Why it's so good how it's so good for you and we continue to keep spending another military. Other things.
P: Yeah, that. You mentioned how you were, like, you helped with, like, sports things at Ben, or you, did you do, like, any clubs or, like, clubs or sports when you were in, like, high school, middle school, even college?
G: Fun fact, I did marching band for, like... 12 years of my life.
P: What instrument did you play?
G: So, in orchestrats, known as a French horn.
P: Oh, what a lovely instrument. I love that.
G: This is a beautiful instrument. And, in marching band, it's called a mellophone.
P: Of course, it's different.
G: I'll show you. It looks like a ginormous trumpet. So it's the same, like, keys, you know, how the French ones.
P: Is a circle, yeah.
G: So that doesn't work for marching band because you're playing to the stands. Yeah, you need the horn to be facing forward. So... here comes a mellophone.
P: Oh, yeah, yeah, yeah. I've seen those before.
G: So... Lots and lots of years of that. Um, what else? At a choir as well, in high school. And, like, in New York they have this, like... Oh, I forget what it's called. Like. It's... Like, you sing or play for essentially a judge. A piece that you've been working on, and they grade you, and like it's with the New York, like New York State School music association, so it's. The same grading scale, like statewide. And, you know, you'll get scored out of those, like, kind of like a rubric. But the, like, top scoring vocalist or instrumentalist will get nominated to do, like, an all-state band or also.
P: Oh yeah, All City, yeah. They have that in Philly, too.
G: Yep. So, um, they'll, you know, they had that in New York, so I actually made the all, I made the county one, and the state, um, one for choir in high school. What else did I do? So I was a choir and bandchild. I did random, like, clubs. Like this psychology one in college. Kind of coordinating things for psychology, majors and whatnot. I worked in a research lab as well in college.
P: Oh, wow.
G: For like a. She was a behavioral psychologist. She was one of the 1st women to graduate from MIT.
P: Oh, wow.
G: So she was a very impressive woman. So I had an internship with her working in her lab, which was, like, in neuropsychology. And I guess I had a track for what I, well, I thought I wanted to do in college, and I thought I was gonna go into like the medical. But then I realized, and I wasn't exactly sure what I wanted to do right outside of college, 'cause I didn't want to jump into, like, grad school immediately. I was like, let me break. So I did TFA, and then I just never left teaching.
P: Yeah. I know we talked earlier about you teaching, like, and how, like, you use, like, books and stuff, like, what are some things you would tell kids to do, like, outside of class other than, like, the obvious of, like, immersing yourself, like, going to that place? like to help learn a language.
G: So, I tell students, if you have a show, a movie that you know by heart, like, I can tell you most of the Lord of the Rings lines by heart.
P: That's impressive.
G: Watch that in Spanish. Put your subtitles in to help you out. I'll say, you know, put the audio in Spanish, and then the subtitles in English, so you can, you know, still comprehend a bit, or do it the other way around, if you, if, like, you know, if the speaking is too quickly for you, like too fast for you, like, and you're like, hey, I need to slow this down a bit. You know, leave the audio in English, put the subtitles in Spanish because what you'll notice is that you just end up reading the whole time. So you can do that. I always say that, like, the toddler shows, like Peppa Pig, Bluey, PAW Patrol. those are really good for learning.
P: Yeah, that makes sense.
G: Another language. And streaming services have made it really easy to, like, change the language. You literally just go in your like as soon as you start your episode, just open the menu where you would normally turn on your subtitles. There's also the audio, like option, and you can change the audio to either Latin American Spanish. Or you know, you can have your Castilia.
P: Oh, the question I was thinking of before, was, like, you obviously said, like, you did band and you did choir. What has, like, been the influence of, like, music with you, 'cause it seems like you did it for, like, a very long time.
G: I mean, we have Música, Martas, Música, miacolas, right? I mean, I love music as, like, just my unwinding, like, I wish I had more time for music in class, but, I mean, we did, like, a March Madness music competition.
P: Oh, yeah.
G: This year we did one that was, like, a nationwide one. In the past, we did just like our, like, class one.
P: I think I remember that. Yeah.
G: This year, thanks to Miss Kane, she was telling me how there's, like, a nationwide one. And I was like, wait, what? So like, students got to vote with students from all over, like, the country.
P: That's awesome. Wow.
G: So, it felt like there was, like, stakes here. It was a really awesome time, and it was, like, kids loved it. Like, I have, like, the instruments in the back now, like Moroccas, and, you know, we'd get into the music. It's like, can we listen to that again and like play with it? And like, yes, let's take the instruments out. Let's sing along, and it's such a nice way to learn a language too, because you learn. You learn it in like an authentic context way, like it's not the, hey, feeling the blank here, circle the multiple choice there. It's like, hey, this is what it can naturally sound like.
P: Do you remember what song won?
G: This year was music sessions by Daddy Yankee. It was a tough one because the other one was Alvaro Soler and it was Regalo. I was so torn. I was like, I love both, but Alvaro has won the past like five years in a row, so it was time. for someone else to get that crown.
P: Daddy Yankee got it.
G: Daddy Yankee. What's funny is, like, the week before that, we had my daughter's birthday party at our house, and my family's all about karaoke. Like, my dad has a karaoke machine he travels with. So he brought the karaoke machine, and the Daddy Yankee song was done by my niece.
P: That's awesome.
G: I was in the room. Like, next door. And I hear it, I was like, wait a minute. I know this song. I know something that's current. I know something that's not bluey or PAW Patrol. I know this song, and I go, I'm like, oh, oh, March madness one.
P: That's great. You mentioned how, like, like, you just mentioned your last story, like, being with your family and stuff. Like, what is it, like, an influence from, like, that you've had, like, over the years?
G: With my family?
P: Family or anything? Like, I know, like, like, I've had both teachers before that said, like, they're, like, a parent.
G: I mean, what I can tell you is... my family... is everything. Like, we have a group FaceTime. My parents and my three sisters, and that FaceTime goes off a minimum of three times a day. And the way it works, it's like, you know, someone calls, like, oh, I feel like talking to the family. And the expectation is you pick up if you want and you don't pick up if you don't want so like it's always a different like group. And then when you have, like, all, you know, 6 of us, it's like, hey, like, family reunion. So it, it's, I don't know, very family centric, everything that, like, my husband was, my husband's not Latino. So when he met my family, and, like, him hearing stories, he's just like, how do you all, like, tolerate so much? Because there's, like, he's like, one, there's, like, 0 privacy. Everyone knows everyone's business. And, like, two, just y'all tell each other everything. Like, don't, like, don't y'all ever get tired of it? I'm like, no. Like... no. So. I don't know there it's. Like with my family, it's like we tell each other everything so I guess I'm like that. Like in life, I tell everyone everything, even if they don't want to hear it. I'm like, when someone's like, okay, like, you know, trying to walk by, just like, how are you? I'll tell them how I actually feel. And not just like, good. Like, I will go on in the schooler. like, I am exhausted because Ava woke up at 3 in the morning and like, and I guess that's just how life with my family always was. It was never like a one worded response. It was like, say more. So I'm, you know, definitely an overshare in my classroom. Like, students always know how I'm feeling, because I'll let them know, like, I'm really tired, because X, Y, and Z, or, like, hey, y'all, I'm feeling hype, because it's my birthday on Monday. So that's definitely, definitely props to the family of, like, I don't know, always making me an open person also just. There's so many different personalities within my family, and I'm the youngest.
P: Ah, yes.
G: So... definitely the influence of my family, in my, like, classroom here, I see, you know, just being flexible, patient, and compassionate. Definitely empathetic. Because there's always so much going on in everyone's lives. And you don't always know that. And you don't always have to know that. Like, I don't know, sometimes once I... have students for a little bit, I know what their, like, main vibe energy is like, and when they come in, my door, and I just feel like they're off, or I see, I'm like, hey, like, are you okay? Like, do you need? Do you put your head down for you know a little bit? Do you need to go for a walk? So. I feel like. It's made me very receptive to my students. And I always want students to, you know, come in my room and be excited to come to Spanish. Not like, crap, I have Spanish. So I try to make it welcoming. I try to, you know, show that I am not just a teacher and like, I care about you as a whole human. Like, you know, I had a plan of giving homework this weekend. I had it printed. I had, we did the lesson of it. I saw the weather. And I'm like, it's gorgeous this weekend. Do me a favor and have fun. Listen to Spanish music or watch something Spanish, but like the actual written homework. I’ll save that for one day. Like and enjoy the weekend. You know, I see with my nephews and nieces. Like, when I went to visit them over spring break and they, they're down south, so they're didn’t have spring break the same week we did. They come home. They come home from school at like four or 4:30 because they're done at four. They go straight to doing their homework, and then they go to do, you know, my nephew does lacrosse in my niece does marching band. They go do that at, like, 6 o'clockish, and then they're not back till, like, 9. And then at nine, I was like, quick dinner, finish up whatever is left of their homework in bed.
P: Yeah.
G: I hate that so much that you don't have time to be a kid. Like my nephew is in middle school.
P: Oh wow.
G: Yeah, like he is in eighth grade. And my niece is in 10th grade. And I'm like, So much of your day, your entire day just went to school. Like I remember waking up at 6:30 and my nephew was already up, leaving to catch the bus. I just... to know that, you know, he's home at four, do homework, go to lacrosse at six, back at nine.
P: Yeah, that's a long day.
G: As an eighth grader. And, you know, same with my niece. Like, she got to sleep in longer 'cause she drives to school. but still, I was just like, wow, y'all don't really have time to be, you know, kids. So I try to be conscious of that with my students and I'm like, I know you're getting a lot of work from other classes. So. It makes me think about my approach with my own workload, and depending on what's going on, either you know, holidays are coming up or the weather's nice. I modify just the workload because I think it's important for you all to be well rounded, have time to just be an adolescent, and not be stressing over homework and not be stuck indoors on the gorgeous day.
P: All right, thank you so much.
G: Of course.
P: Thank you so much for listening to this episode of Teachers Lounge. If you want to give me any feedback or just a review of the episode in general, please fill out the form in the description. If you want a transcription of the interview, check out the website also in the description. Within the next day, I will be releasing the last 2 episodes of Teachers Lounge. The first one of the two will be with one of our Biochem 1 and senior science teacher Mr. Henkel. The last one will be revealed in the next episode. I hope that you enjoyed and see you in the next episode.
EP 4: Hey Mr. Henkel!
Hello and welcome to another episode of Teachers Lounge! I am very happy to bring you this episode. I sat down and interviewed Mr. Henkel for this episode. I had a great time filming this episode with him. We talked about some serious things like the importance of caring for students, how his mother influenced him into to becoming a teacher, and how he has adapted to changes. On the other hand, we talked about how he met his wife and failing at sports. I hope that you enjoy this episode.
Transcript
P - Penelope Fratanduono H - Mr. Henkel
P: Hello and welcome to another episode of Teachers Lounge. I am your host Penelope Fratanduono and I am glad to be bring you another episode. In today's episode, I interviewed our Biochem 1 and one of the senior science teachers, Mr. Henkel. I enjoyed doing this interview with Mr. Henkel. Like the last times, sorry for the skips in the audio, I tried to edit out all of the interruptions and things along those lines. But I am very happy to share this episode with you and happy you enjoy it.
P: Hello, this is Penelope, and I am with…
H: Mr. Henkel.
P: Tell me a little intro.
H: This is my seventh year teaching students at SLA, and my... 11th year teaching kids overall. I teach freshman biochemistry one and seniors 2 different science electives in the fall, I teach senior, science and society, in the spring, I teach seniors anatomy and physiology.
P: So, why don't you pick to choose science as a career?
H: My mom was a teacher, a 2nd grade teacher in Philadelphia for 25 years before she retired 5 years ago now. And so based on her experience, I know, I've always known that I wanted to teach, but I had a really, really great bio teacher who was also, my high school's version of an advisor. throughout high school. And I was also good at it. So I chose biology.
P: So you said your mother was a teacher? Was that like a big influence of like how you are today like what your teaching style is?
H: She thought 2nd graders, so I would say definitely who I am today as a person and a teacher, but not quite like my teaching style. When I was probably like kindergarten through 8th grade, I would say. I remember going into my mom's classroom and like being the helper. which I love doing. And as I got older, it was more of like, like tutoring organization type thing, which I loved. So yes, absolutely. Just being a teacher in general, huge influence there.
P: So, how are you, like, as a student? Like, would you say that…
H: Do I have to answer that honestly? As a high school student, I went to a Catholic school who they were very strict on discipline, uniforms. We got demerits for doing things wrong. And you know me fairly well. The type of person that I am, my push back to that type of system was not being a good student. So I didn't put a full effort in, but I really latched onto the things that I enjoyed. So, I really enjoyed stagecrew in high school. I really enjoyed playing Ultimate Frisbee in high school, and those are 2 things that I still do to this day, and I still have friends that I made then who are my best friends today. So, I think I always question, like, if I went to SLA, would I have been a different student? And yes, because here it's about the person and not the student. Which I think I really could have used as a high schooler.
P: As a teacher, have you taught anywhere else? And if not, how has, like, SLA made you learn how to be, like, a good teacher and, like, that perspective?
H: Yeah, I was at another high school or another school, I should say, for four years, when I was there, I taught a fifth grader STEM, sixth grader STEM, seventh graders biology, never taught eighth graders, never taught ninth graders, and then tenth grade biology. On, like, various years throughout my career there. They tried to do what SLA does, but they were missing something really important, which is this, like, ethic of care where we put the student first, where we care about the whole human being, and not just grades, not just academics. So they tried to do a lot of stuff that we do in terms of project-based learning and inquiry and labs and things. And they did it well, but that care piece was missing. So when I got to be here, it was a huge upgrade. It's a great place to work.
P: You talked about care. Is that, like, a very important thing to you of, like, students, like, how they are?
H: Yeah, I don't think students learn well in a classroom run by someone who doesn't care. I think students are humans first, and all humans recognize when someone does or does not care about them. And I think at SLA, you have a 100% chance of getting a teacher who cares. We all showed in different ways, but we all care, and students learn better when they know that they're cared about and cared for.
P: So you talk about theater production and stuff and, like, ultimate Frisbee, like, how would you say, like, outside of, like, teaching, like, are the, like, things that you like to do and, like, what are they?
H: Yeah, so I have a wife and a 3 year old child and Ruby. So I spend most of my time with them when I'm not being husband or dad. I still play Ultimate Frisbee in the Philly area. I've been playing that, like I said, since high school, and then every spring, I am part of a theater production, I do stage crew, for that, still as an adult. I really enjoy eating out at restaurants. I will always try new food. And yeah, family is a really big part of my life.
P: What would you say is your favorite food? Just random, since you talked about.
H: Oh, favorite food. That's a really hard one. I think big bowl of pasta would be my go to. Maybe a chicken cup that thrown in there. Because I love cooking. That's my go-to meal to cook. So.
P: Simple, but good.
H: Yeah. Yep. Yep.
P: So is this your 1st or 2nd year teaching ninth graders?
H: This is, I'm finishing my second year teaching ninth graders.
P: So how has it been, like, getting to, like, know these kids as, like, this is their first ever time in this class? How has it been, like, trying to, and, like, get them used to this school and, like, get to know how to, like, do all that?
H: Difficult. Every student who comes into SLA is from a different place. It's not like we have one feeder school, and we know what that middle school taught, and how they taught, and what the expectations were. So we get people who have had science for eight years, and then other students who have never had a real science course. Like, it was once a week and they would, like, I don't know, do a lab. So it's really difficult to design instruction that meets the needs of all freshmen coming in, not knowing what their, like, academic science background is. With that, I really have to get to know the students first. Before anything else. and understand kind of what they're coming in with, and design instruction accordingly.
P: Yeah. Going outside of, like, teaching stuff, you said how you played Ultimate Frisbee? Is there any other sports you like and, like, you just ultimate?
H: I'll tell you a good story. I tried to play 2 different sports in middle school. They were baseball and football.
P: Very different.
H: Yep. When I say play, I mean, like, attempted to play. I played one game of each, when I played baseball. I got up to bat 2 times, and I got hit with the ball 2 times, and I quit, and never played again. And then football, they put me in one game, one play. I was playing defensive safety. And there was a run play, and the running back just was running right towards me. And, I don't remember, but what I was told afterwards is that he ran past me and then I dove after him and then I quit. Then I found Ultimate, when I was in 10th grade and had been playing ever since.
P: Where were you hit at the baseball? Was it like just…
H: My thigh. Two times. Two huge bruises on my thigh.
P: So just a horrible pitcher.
H: Yes. Or he meant to. I don't know. But I quit. I never got the chance to find out because that was the worst.
P: Understandable. For just, you are, like, you're currently teaching seniors, and we're all going into college and everything. So, like, what's some advice of like, you are a college student, obviously? So what are some advice you'd give someone? And if they're going into like a science field, what would you say about that?
H: Sure. For college in general, you are given a class schedule with a lot of gaps in between. You should treat studying as a scheduled class. So if you have a gap in your schedule on every Tuesday and Thursday from 9 AM to 10 AM, you don't have free time. You go to library, find a place, find your dorm, whatever that place is, and that is your study time. I think for specifically SLA students, the way our classes are formatted, you are very used to learning and mastering the content while you are in the classroom. And that's just not the way college works, where you are going to be introduced to the content during your classes. And then you learn the content by studying it.
P: Yeah.
H: So dedicating time to do that is really important. In terms of science, find a professor that you like, and get to be a lab assistant, get to be a TA, like, do something with them and pursue something outside of your classes to do with that professor. I ended up co authoring a research paper on snail evolution. When I was an undergrad, I was a lab assistant, essentially, over five or six months. And that's a really good look on a resume. I was... 22 applying to be a teacher, and on my resume I had, I co-authored and published research paper. So, it's cool. So do that.
P: So, in class, I know if you mentioned this, how you have, like, a certain, you always, like, recommend us a certain way of, like, studying. How did you get to, like, know that that way of studying works for you and everything?
H: Yeah. So I told you that I wasn't the best high school student. And then I wasn't the best, first semester freshman, either. I had a 1.7 GPA, my first semester, of freshman year of college, because I had no idea how to study. I had this amazing friend, Sean Wellis. He is a physician assistant now. And he was a, he was older. He was a TA, and for some reason, he had the keys to one of the science buildings. He was the TA for a professor, and he had the keys to the whole science building, as well as a classroom in there. And so, we would go in after hours, and, like, a week before any exam, we would just go into that classroom and just teach each other from, like, 10 PM to, like, 1 AM for a week straight. And what I learned through that was not that breaking entering is okay. What I learned through that is the best way that I learn is by teaching it. But that doesn't mean that that works for everyone. So I hope that you notice in class, I don't say, like, study like this, say, try this, and try this, and try this, and try this, and try this. And then do what works for you. Studying is not a one size fits all. You have to find what works.
P: You mentioned earlier your family, like, how has that, like, you, I know you had a daughter and you mentioned, like, her in class sometimes. How has that, like, impact you? Like having?
H: As a teacher or as like a human…
P: As a human.
H: Oh, man. You... It's like there's a whole part of my brain dedicated to this other tiny human that is just always thinking about her and always concerned about her well being that I didn't have prior to being dead. And then in terms of teaching, before, when I thought about, like, what is best for my students, I just thought, what is best? What's the best thing I can do for them right now? But a lot of the time, now it's, how would I want Ruby to be treated in a classroom? And how would I want her to learn and what experience would I want her to have? And I think about it that way. and plan accordingly.
P: So you mentioned how you were not the best student in high school. Would you say there's any like distinct memory you have of like, that's just funny or like very like interesting?
H: That I can share? Yeah. Oh man. So... I would say... that one of my favorite memories from high school. Okay, I'll tell you how I met my wife. That a good one. My wife and I went to the same middle school, high school, college together.
P: Oh, wow.
H: We were like, she's a grade younger than me. Same age, grade younger. And we just like follow the same path for some reason, but we weren't friends. Like, we knew of each other, but didn't really, like, know each other at all. And in high school, like I said, I did stage crew and she's a theater girl. She's still, so we do the same theater thing now, but she does the on stage singing, acting, dancing. She's super talented. And I've always been behind scenes. So, same thing in high school. We were doing Annie in high school. It was my... senior year and her junior year, I think, and there is one scene where all of the little orphans are opening presents.
P: Yeah.
H: And there's a door on stage, and that door is facing into the side wing, where I am. So, when the orphans, like, open the door, they see, they have to pretend that, I think presents are there, or they have to pretend that they're talking to someone. I dont really remember, but they have to maintain like a somewhat serious face. Every time Katie opened the door while on stage, my friend and I would be there just progressively doing funnier things to make her break on stage. And she remembers that, it's a memory that we both share. So, there you go.
P: Did you eventually get her to break?
H: Every night. Yes, she had to, she, yes, every night she smiled and she wasn't supposed to be smiling.
P: Is there a favorite production that you worked on that, like, you enjoyed the most?
H: Man, I've done so many. From not just high school, I would say behind the scenes. Wizard of Oz was really cool. We got to fly the balloon itself.
P: Oh, wow.
H: So it wasn't like a backdrop or anything. We attached it to a curtain, and, like, hung it, so it was on cross stage. That was cool. Shrek is just fun. Beauty and the Beast was fun. In high school, we did Titanic, and…
P: Oh, wow.
H: We actually built a boat that, as it sunk, it would rise up, and it was, like, it had a forklift underneath. And so it looked like it was sinking. And then the actors were on top and it would only go, like, a really, like, soft angle, but it was cool.
P: No, that's impressive for, like, a high school production.
H: It was intense. Yeah, it was we had a really good theater program at the time. That's nice.
P: Outside of, like, school stuff, like, how would you say a regular day is to you? Like, it can be like weekend or like a school day, like, how do you go about your day?
H: I'll talk school day. 5 AM, wake up, either walk my dog, or do yoga, or work out in some way. Sometimes it's gym, sometimes it's at home, sometimes it's just a run or a walk. 6 a.m. shower, 6:30, 8, 7 o'clock, leave the house, get to school 7:45. Day starts, I teach. I do text stuff, day ends, I pick up my daughter. Snack and TV for about 30 minutes, go outside when it's warm and play, when it's cold, hate our lives. 7:30 bedtime, 8 o'clock now. Hang out with my wife, sleep by, like, 10 o'clock, which is great. So that's the average day.
P: Yeah. Wait, so you're more of a, like, a spring and summer person than a fall winter?
H: I hate the fall winter. Fall's okay. I hate the winter. I hate the winter. Give me, like, 90 degree days every day.
P: Why do you prefer the summer? Is it because of, like, out just being outside?
H: Yeah, I am so much happier when I get to be outside.
P: Well, so you mentioned earlier how, like, your mother played a big role and everything? Would you say she's your biggest influence or would you say somebody else is your base influence?
H: Yeah, obviously, my parents are, like, huge influences on my life in who I am. But outside of my parents, I had 3 educators in my life that, like, were very, very, very important to me. One was my stage crew director, Ed Allen, who was also my cousin, but, like, weird, like, third, fourth degree dads, cousins, uncles, like, cousin. So, I know, who, weirdly enough, Mr. Lehman knew really well. He has since passed away, but he was an educator. Very, very, very important to my high school life. Tom Cook was my ultimate coach. I am actually picking up, he's captaining a little, like, spring league team. and I'm playing with him on Saturday. So he's still in my life, still a friend of mine. And then Tom Berger was my bio teacher and advisor, who… Yeah, still good friend. He was in here two years ago. watching me teach rat dissections, giving me tips, hints, tricks. So I would say those three had a huge impact on, like, me as an educator.
P: So, it, like, so, you seem to have, like, it's important to you about, like, teacher, student, like, communication, relationship. Would you say like, was that something that you cared about, like, from when you were young and, like, why is that so important to you?
H: No, didn't care about it young. Didn't realize the importance of it as a student. I think I find it so important today because... I'm looking back, I can see what I needed as a student and what I didn't get as a student, which was care, which was support, which was authenticity. And I like to be that and do that for my current students. What you see like how I behave, how I act, who I am in front of the room is exactly who I am everywhere else. Like, I don't change all that much from location to location. And I think that's really important.
P: So, again, going out of, like, school stuff and all that talk, would you say you've, like, well, never mind, let me word this better. Vacations. Like, have you done many of them? And is there one that, like, you would like to do or like, that's your favorite?
H: Give me a shore house with my friends in Jersey.
P: Which shore place do you like, the, like, shore point do you like the best?
H: Man, I have two very conflicting points of view on this one. My wife is a Sea Isle girl through and through. She's been going to Sea Isle her entire life. So I've grown to love Sea Isle a lot. But, Wildwood.
P: Yes!
H: Give me, give me a good wild vacation anyway. The world's largest ultimate beach tournament is held there.
P: Yeah, I've seen like their stuff before, it’s really cool.
H: I go every year. So, yeah, give me give me a Wildwood every day.
P: No, yeah. That's where I have like a little like condo place with my family there.
H: Nice. Love it.
P: I love that short point. But is there any place you would like to visit that, like, in general?
H: I am very much a homebody. Like, I've been to Italy. My 1st job out of college was living in California. Wasn't teaching at the time. But I always make my way back here. Yeah, give me Jersey, New York, Philly.
P: East coast.
H: Give me east coast and I'll be happy. Yes.
P: So you live in California. How was that like?
H: Yeah. So as an undergrad, I was in a fraternity. After graduating that fraternity, they offered me a job being in charge of other chapters. So I had 18 chapters, universities out in California. And for about a year of my life, I was traveling from university, university, university. Just going back and forth, making sure that they're doing the right thing, giving them opportunities for philanthropy, finances, social connection, all that. And then right after that, I continued to work for that same organization in Richmond, Virginia. Both were awesome experiences that I would never do again. Wouldn't change a thing about them. Never could you pay me enough money to live out my car and work for a fraternity ever again.
P: Did you enjoy being in one? Because I know people like fraternities are like different opinions.
H: Loved it. Yeah, it was a pretty definitive part of my college career. Still have friends from Westchester, through it. Still have friends after, like, working for the National Organization that were my wedding.
P: Oh, wow.
H: Yeah. So, yeah, really important part of my life.
P: Yeah. So you, I think you mentioned to me that you originally were a biology major. Why did you choose biochem as like your point of like biology you want to focus on?
H: I didn’t. So biochem is a very SLA specific course. And I had to become chem certified in order to teach it. So I went through four years, got my undergrad in biology, since having gotten my master's in education from Temple. But then I had to do a state test in order to teach biochemistry. So I had to do take the Praxis it's called in chemistry in order to teach biochem.
P: It's very complicated, like, long thing. Would you have preferred, like, would you have liked to just teach biology? Do you prefer teaching biochem? like out of the two?
H: I think if you would have asked me that 7 years ago, like when I first started, maybe 6 years ago, when I 1st started SLA, I would say bio. Like, just give me strict bio. But after teaching biochem 2 for five years, and now biochem 1 for two, I think this chemistry background, and making sure that students have this, like, foundational chemistry knowledge to understand the bigger biological topics, is really important.
P: With the senior classes, anatomy, how you're doing that. Did you, like, how did you come to, like, teach that and, like, decide how that course work was? Because like when you were talking to us about it, like you were like saying how like things are still changing with like learning about stuff coming out from like scientists or like how have you had to like adjust to that or like change the curriculum?
H: I think, so the change in curriculum hasn't necessarily been a product of like new discoveries or new, like, scientific approaches or anything. What the biggest change was my predecessor, who taught Anatomy at SLA before me, Tim Best, really made it a neuroscience focus. So it was 2 quarters a semester of neuroscience. I enjoy neuroscience. I think it's really cool. I still the unit on the nervous system. But I think that in order to really prepare students for college anatomy and physiology, teaching at least one other system is really important. So before teaching the cardiovascular system, so first it was a year of nervous, or a semester of nervous system, then I added in the skeletal system and muscular system as a unit. And then I realize, and then the nerve system. I realized that the muscular and skeletal systems were pretty boring. It's just, like, a lot of memorization. We did a cool project where students had to make a TikTok of like the different types of muscle movement, which was neat. But overall, it's kind of boring. So then I decided to teach the cardiovascular system, specifically the circulatory system, and it's been good since then. Maybe next year will be a different system, but we'll see. Depends on what I'm feeling.
P: So, I know we talked like about you teaching biochem one. Like, and you, I actually like recently told, us, the seniors that like you were changing one of the projects. How did, how were you adjusting to like, like getting to see all the projects that they did before and like wanting to add your own, like, flair to it?
H: Yeah, I think we've made, since I started here 7 years ago, we've made a lot of small adjustments every year to both the Biochem 1 and Biochem 2 curriculum. Right now, it spirals really well, which means the topics that we hit in freshman year are then, like, viewed on a different level sophomore year. That's been one change. And then in terms of projects, I did this project last year, the Who Am I essay? Yeah. And... It was challenging for students to write a good essay that was both scientific in nature and personal in nature. That's a hard balance to strike for anyone, but especially for freshmen. So this year, I made it into a poster project where they have to explain the science of DNA and heredity, but also, do a reflection on themselves and their identity, and make a decision, what is more important to their identity? Is it their DNA and their nature? Or is it how they were raised and the people they surround themselves with? So it's the essay, but in a more collaborative, creative, presentation-esque way.
P: My final question is, so you have your current freshman students. What would you tell them about SLA and like going forward? would you want them to know? And we also recently just had the upcoming freshmen come in and meet their advisors. What would you want them to know about you before having you?
H: So, my current freshman, I hope that in future years… they understand that knowledge doesn't just make it and understanding, knowledge and understanding doesn't just seep into their brains. They can't just sit in class…
P: Have a go out, go in one year out the other.
H: Right. And just hope, right? The assignments that I give, the labs that we do together, the projects that I create for them, are all tools to help them learn. And if they don't put in that time and effort, then they're not going to learn. So I hope moving forward that this group of freshmen can understand that. With the incoming freshman, biggest piece of advice, incoming freshmen. Assume positive intent. They are going to see their freshman teachers care about them in a variety of ways. For me, a lot of the time, that caring is about holding them accountable to expectations.
P: Yeah.
H: And sometimes freshmen come in with this attitude of those that are holding me to higher expectations are mean or don't care. But that idea of assuming positive intent is like, hey, I'm going to make the assumption that what you are doing is a positive thing, that you are doing this because you care about me. And that goes a long way in just being happy in this place.
P: All right, thank you so much for doing this.
H: Of course. Of course. Good luck with it.
P: Thank you.
P: Thank you so much for listening to this episode of Teachers Lounge. If you want to give me any feedback or just a review of the episode in general, please fill out the form in the description. If you want a transcription of the interview, check out the website also in the description. The last episode of Teachers Lounge will be featuring Mrs. Menasion. I hoped you enjoyed this episode and hope to you at the next one.
EP 5: Hey Mrs. Menasion!
Hello and welcome to the last episode of Teachers Lounge! I am very happy to bring you this episode. I sat down and interviewed Mrs. Menasion for this episode. I had a great time filming this episode with her. We talked about some serious things like why she decided to do this career and how much she cares about helping people. On the other hand, we talked about her favorite music genre and what she likes to do outside of school. I hope you enjoy this episode.
Transcript
P - Penelope Fratanduono M - Mrs. Menasion
P: Hello and welcome to the last episode of Teachers Lounge. I am your host Penelope Fratanduono and I am glad to be bring you another episode. In today's episode, I interviewed one our study skills teachers Mrs. Menasion. I had a lovely conversation with her. Like the last times, sorry for the skips in the audio, I tried to edit out all of the interruptions and things along those lines. But I am very happy to share this episode with you and hope you enjoy it.
P: Hello, my name is Penelope, and I am with…
M: Beth Manasian.
P: Tell me a little intro about yourself.
M: Hi. Well, so I am, I support students with different learning needs and abilities at SLA. And, you know, I really enjoy being outdoors. I'm an outdoorsy person. I like hiking. I like reading, I like riding my bike. I enjoy music. I have 2 sons and they both went to SLA. So I'm also an SLA parent. And yeah, I, I love working here.
P: What made you go down this path of special education?
M: Well, so when I was in high school, I didn't really know what I wanted to do, but I knew that I was really interested in human development and how, you know, how people learn. And I happened to work at a camp for, for actually adults with disabilities. And I really, really enjoyed it. And I, like, I saw how happy the, the clients at the camp were every summer when they got to go and, you know, like, like practice social skills and, you know, just do fun activities and be themselves and be comfortable in their own skin. And, like, I just, it made me really happy. So, you know, I, I decided that I wanted to go into a profession where I got to like learn more about how, how to help people to succeed and to, to be happy and be the best versions of themselves no matter what challenges they face in the world.
P: How over the years of, like, teaching, like, being a, like, helpful provider, like, teacher person, how is that, like, how have you learned from, like, the, like, from when you 1st started to where you are now?
M: You know, I, I think. I, I guess what I learned was that even more important than, like, strategies, well, strategies are important for, like, for helping students for sure. But I think even more important than that is forming connections. And helping students to feel safe in their environment. I feel like I didn't fully understand that when I started teaching. And I think I kind of, I grew into my understanding of the importance of relationships and connection and feeling safe and comfortable and, you know, and, yeah, I think, I think that's really important.
P: You talk about, like, the importance to you of, like, feeling safe and comfortable. Was there a certain moment that made you like realize that of like how important it is or was it just something that you naturally learned over time?
M: No, you know what? Actually, I, I don't think there was like an aha moment, like an epiphany. I just think it was, it's something that I grew into understanding and, and it happened over time.
P: Did you have any, like, aha moments of like, just like, how like you enjoyed doing this or like being in like the school environment, like…
M: Yeah, I mean, I guess, I guess working in SLA was kind of an aha moment for me because I spent the 1st 5 years of my career as a special ed teacher in a much different learning environment. And that was in Kensington at 4th and York Street at the Welsh school. That was a K to 8th school. And it was a much different model of special education, like, like, the students that I taught were in a self-contained classroom, and they were there for most of the day. And it was more how things were done in that time, you know, and, and I don't agree with that. And I never really did. Also, it was very much like you have to walk in straight lines and every kid had to wear a uniform and the principal would walk around and say like and inspect your lines and inspect to make sure that the kids' shirts were tucked in and all of that. And it was, you know, it just felt very controlled to me and I, I did it, you know? I worked there, obviously, but I didn't, I didn't love the dynamic. I didn't like the feeling of control and, you know, like highly structured learning environment that it was. I think it's maybe it's good for some students, but not all students. And I, I very much think that SLA is a more, as a more flexible place for students to learn is, is, is just better in general. And more, you know, help students learn.
P: Yeah. How was that transition of going between like that school to SLA?
M: Well, so it wasn't, it wasn't that I transitioned directly from that school to SLA. Actually, like in between. I had my 2nd son and I also, got a job. I took like an extended maternity leave and got a job at a preschool. So I was I was like a preschool teacher for, for a couple years before I came to SLA. And that was really different. And the really interesting thing for me is that I worked, you know, with kids ranging from toddler age to seniors in high school. Yeah, yeah. And adults when I was in high school. So like, so my experience has really run the gamut in terms of the human development. But yeah, like, like, going from early childhood education to high school special education at a place like SLA was extremely different and it was refreshing, actually, because I went from, you know, like teaching kids how to wash their hands while saying the ABCs to, like, like, oh my gosh, like these high school students are so independent and, You know, they they don't need me to help them tie their shoes. Yeah, yeah, yeah. So it was, I, I, I learned a lot coming here about what, what a role is for supporting adolescence and, you know, helping kids move to independence in, in their lives.
P: In general, of, like, having all that experience of like working with all those different, like, that big age range, because that, like, helped you in, like, like your, like, main thing of, like, human development, of understanding it even better better.
M: Mhm. Yeah. Yeah, yeah. I mean, I think so, but, I mean, there's still a lot to learn, always, you know, I think I'm a firm believer that we're all lifetime learners, like there's no, like, you can't know everything about everything. And, you know, I, especially like as a parent, I'm, I've learned like, there's no right or wrong way because everybody is different and, you know, there's always gonna be something that you don't know.
P: Yep. As being a parent has that, like, influenced you in any way of, like, working with, like, high school students?
M: Oh yeah, absolutely. I think it's, it's influenced me in a lot of ways because I think I'm more empathetic to other parents. And also, you know, I understand what families go through, you know, because I've gone through a lot of family dynamics as well. You know, and, and I, Yeah, I think it, it helps me understand what other folks might be experiencing in a different way.
P: Yeah. Going outside of the school realm of everything you mentioned how you like music and you told me earlier that you liked more punk rock, punk rock. Is there any specific, like, people you like or like certain songs that like you really, like, mean a lot to you?
M: Oh, yeah. Well, so, I like when I was your age, when I was in high school, I was, I was really punk rock. I grew up in the 90s, and I really liked, you know, punk rock music and, and specifically, there was a genre called riot grrrl punk rock. And that was, that really influenced me. I used to go to shows in New York City and, and, you know, pick up zines. Yeah, there was a band called Bikini Kill, and I really liked them a lot. It really tapped into this feeling that women, you know, can do anything that a man can do, you know, because before that, the, the music scene was so dominated, especially that genre of punk rock by, by man. And, you know, it was, it just felt good. Yeah. Empowering.
P: Is there any song of those that you, like, specifically really like?
M: Oh, Bikini Kill, " Rebel Girl " is kind of like the anthem. Yeah, yeah. Yeah. But I also, I really like a band called Slater Kinney a whole lot, and actually they're still playing shows. And, like, more recently, I've gotten into Courtney Barnett, and yeah. She sings the song that is kind of a companion to the handmaid's tale called Nameless Faceless. That's really interesting. Yeah, yeah, yeah. So check it out.
P: Definitely will.
M: Yeah.
P: You mentioned how you would go to, like, New York and, like, go see other stuff, were you big and, like, going to concerts when you were younger? Like, do you still do that?
M: Yeah, I mean, not as much as I, you know, did, and I, I find like, my music taste is still kind of stuck in the 90s, and so, like, when I see that one of the bands that I used to like is, is playing or like having a reunion show or something, I, I, I try to go, but it's, it's not really the same.
P: Yeah, it makes sense.
M: Yeah.
P: You mentioned how, when you were talking about the band that you, how you found it very important that, like, it was a woman band and that they were doing it in a male dominated genre. What is the importance of like, like that, like, all that kind of stuff. Like I can't like put in words, but you understand what I'm trying to say.
M: Yeah, yeah, yeah. I mean, feminism is something that's really important to me, like, and, and I guess the term now that I would use is intersectionality, because, you know, feminism, as an idea, has, has also kind of grown into something else that is all inclusive. Much like, you know, I'm an inclusive ed teacher. I like everything to be inclusive. And for people to feel included. So the same goes for like my social justice, right? So, like, intersectionality is an idea that, like, like, everybody has a different perspective based on every part of their identity. And, and that, you know, it, it, you gotta work, walk in somebody's shoes to truly understand, you know, what they're going through in life. You know. and honors, you know, LGBTQ community, along with racial identity, and all of, you know, everything kind of fits together to make up who you are as a person. Yeah.
P: Where these things o, like, topics, something that also, like, was important to you, from like when you were, like, high school, college age, and, like, how has that, like, grown?
M: Yeah, yeah, yeah, yeah. I mean, I think when I was in high school, I, I, I grew up in a very, like, traditional, suburban community, and, and my high school is reflective of that, but I never, I was kind of like, a little bit different, right? You know, like, I wore combat boots and, you know, my clothes came from a thrift store and I had different colored hair. So, you know, I was I was always kind of like on the outs of the normal high school experience. And so, I don't know, it's it's just always been who I am. Like somebody who tries to understand a different point of view. I'm sorry, what was your original question there? Did I answer it?
P: Yeah, basically. The 2nd part was like, how has it grown from like when you were younger?
M: Right. Yeah, yeah, yeah. I mean, I wanted to be a vegetarian, you know? Yeah, so it was, you know, and I marched in animal rights protests and all sorts of, you know, different. I just was always a little bit different. Yeah.
P: Oh, you talked about how you are in, like, high school, how would you say your experience was and, like, like, just however you in general, like you already start to talk about that.
M: Yeah, what was my experience?
P: Yeah, like what was your experience?
M: Yeah, yeah, yeah. I mean, I, I don't know, like, I, I had a very small group of friends who I really enjoyed hanging out with. But, like, you know, I think if you've ever seen the movies, like from the 80s and 90s about high school.
P: Yeah.
M: They're, you know, there's like the popular crowd. You know? Like, pretty in pink and, you know, like, I, I feel like it was, it was kind of divisive. The way that people looked at each other and judged each other in high school, and that was very much my feeling. I felt like I was judged a lot. By people who were more mainstream and, you know, I, I don't think every high school experience was like that, and I think that's what I like about SLA is. I think, you know, I think there's a lot of diversity that I didn't have the experience of, or the benefit of when I was in high school. So, so I really appreciate the diversity here. There wasn't a whole lot of diversity where where I grew up. So yeah, so that made it, that made it kind of hard for me. But, you know, the important thing is that you always find your niche and, you know, I, I think when I went to college, the world really opened up and I found all sorts of other people who were like me and, you know, I, I, I think that's really important to to have that experience of going out into the world and finding your people.
P: Based off of, like, your high school experience, has that influenced how like you work with some high school students? Like trying to make sure they don't feel like they're getting judged.
M: Yeah, yeah, yeah. No, absolutely. It helps me to be more, more empathetic or empathic. I'm not sure how you say that word, but you know what I mean? Yeah.
P: So you mentioned how you liked doing like outdoor stuff. Like, is there a certain activity that you like to do and, like, was that, like, and just, yeah, if there's, like, is there a certain activity that you liked?
M: Yeah, I mean, I love, I, I love riding my bike and I now, I learn to love running when I'm, you know, at this point in my life, I never liked running until I was, you know, in my 40s, I guess. And I credit Jeremy Spry with helping me to love running.
P: You do Philly's run?
M: I did for a little while. I did students run Philly style. Yeah, and I try to run a couple times a week. I, you know, I also love, love biking. I think it's a great mode of transportation and swimming. And I have thought about doing a triathlon, but never, never quite had the guts to do it.
P: That’s, that's hard.
M: My older son did one.
P: How did he do? He, he placed 1st in his age group when he did it.
P: Oh, wow.
M: Yeah, he's a swimmer and that's, he got me into swimming and I was the swim coach at SLA for a couple years because of it. Yeah.
P: What would you say, like, just in general, like everything, what would you say is your biggest influence? That could be either on like how you are today or who you are as a teacher.
M: My biggest influence? Hmm. I don't know, you mean like person wise or anything?
P: It could be person, anything, yeah. Yeah, yeah, yeah.
M: I would say that my experience with the camp I worked at in high school was the biggest influence, and the director there was a really amazing guy who is still, like, it was called Camp New Day. And, you know, social justice has always been really important to him and still is like he's in his 80s now and still like, yeah, yeah. And it was really important for him to create a place where people felt that they could be, like, comfortable and safe and, you know, loved and happy. So, yeah, and and most of the people who attended the camp were also, you know, below the poverty line as well and didn't ever have access to recreational activities until they, you know, were recruited for the camp. So, it was, it was a really eye opening experience for me and, yeah, impactful.
P: So when new students come here as we're end of year is coming up, you're going to be getting some new students. How is it like adjusting and learning who they are and like figuring out how to, like, be that, like, support system to them.
M: Yeah, I mean, it's important to, you know, try to connect with each student as they're coming in and learning what they need and how that looks for them because it's so different for every student, you know? Some students, like, like, you. might just need like someone to check in with them every now and then. You know, and probably our best off being left alone most of the time, you know? And other students, you know, might need a much higher level of support. And other students might really not like support. And so it's important to, to try carefully with those kinds of students, to figure out how to best help them, if they're, you know, avoidant of of doing school, the traditional way, you know? So, it's it really does look different for every student and it's important to get to know them and connect on their level.
P: The last question is, with the new students coming soon, what would you want them to know about you before having you?
M: That I'm not scary. That, you know, I, I'm approachable and, you know, if they, if they need to talk or need somebody to lend an ear, if they're having a hard day, that I'm always there. Yeah. That’s it.
P: Thank you so much for doing that.
M: Of course.
P: Thank you so much for listening to this episode of Teachers Lounge. If you want to give me any feedback or just a review of the episode in general, please fill out the form in the description. If you want a transcription of the interview, check out the website also in the description. I am so happy that I was able t bring everyone these interviews. I truly had a wonderful time doing them and I appreciate everyone who listened to them. Again, thank you so much for listening. This was Teachers Lounge.