Interview Four: Colleen Wilber, Undergrad, Secondary English Education Major, SP22.
Written By: Cameron Vayansky, Undergrad, Secondary English Education Major, SP22.
Colleen Wilber is a double major in English and Secondary English Education here at Duquesne University. Colleen’s experience as an Undergrad with the Department of English and Theater Arts has been very pleasant. She has taken courses with many different professors, all of whom she has thoroughly enjoyed. Some of her favorite courses have been taken with Drs.Wright and St. Hilaire, including History and Structure of the English Language. The information taught in this course has helped her tremendously throughout her English career, especially during her student teaching experience. Colleen was skeptical as to what path she wanted to take after graduating high school. But, after some time reflecting on her experiences during school and with the help from an influential teacher, she realized that she wanted to continue on the path of changing children’s lives through education.
Colleen is currently student teaching at North Allegheny Intermediate High School. She teaches both freshman and sophomores throughout the district. Colleen teaches two sections of English 1, two sections of Honors English, and one Creative Writing course. Books she is teaching are The Hate U Give by Angie Thomas, The Scarlet Letter by Nathaniel Hawthorne, and The Gospel According to Larry by Janet Tashjian. Colleen has enjoyed her time student teaching because of the relationships formed with all her students. When her time is finished at North Allegheny, Colleen hopes that her students realize the importance of accepting one another for who they are. Her own biggest takeaway from student teaching is that all students are different, and it is important to celebrate these differences.
Read more about Colleen in the interview below.
What is your name, major, and concentration?
“My name is Colleen Wilber, and I am a double major in English and Secondary English Education.”
How has your experience been with the Department of English and Theater Arts?
“Overall, my experience has been very pleasant. I have had many professors that I have enjoyed. Dr. Wright has been one of my favorites. I think I have enjoyed her courses, and many other professors’ courses, because it is very rewarding working and learning alongside them, even when classes were online due to the pandemic.”
What has been your favorite English course taken at Duquesne?
“I would say my favorite course, surprisingly, would have to be History and Structure of the English Language with Dr. St. Hilaire. It was an extremely hard course, but it was also one of the most meaningful courses I have ever taken. I find myself reflecting on the course and utilizing many of the things I have learned during my student teaching experience.”
Why do you want to be an English teacher?
“My students ask me this all the time. Well, I have always enjoyed reading growing up. I did not like school much if I am being honest. I graduated high school unsure of what I wanted to do with my life. During this time, I remembered what it was like having teachers who were both supportive, and not very supportive. I saw both sides of the spectrum and I thought about how I would like to change this, particularly the bad experiences, and potentially impact someone’s life in a positive way. I had an influential high school English teacher, which also contributed to the idea of me wanting to be a teacher. She was a positive role model and encouraged me to go to college. I love working with children and seeing that “AHA” moment where something clicks. I think cycle of events that leads them to this moment it was makes it so beautiful.”
What is your placement for student teaching? What grade/classes are you teaching?
“I am at North Allegheny Intermediate High School. I am with 9th and 10th graders. North Allegheny’s English department is structured with the classes Impact English, English 1, Academic English, Honors English, and AP English courses. I am responsible for 9th grade English 1, 9th grade Honors English, and Creative Writing. I teach 2 sections of English 1, 2 sections of Honors, and one Creative Writing.”
What component of the English curriculum are students most excited about?
“In the English classes, we have recently started reading The Hate U Give by Angie Thomas. It is one of the first books that students have really enjoyed and done a lot of work related to it. We are learning about the media and how it influences bias. All English courses will be reading this text.”
What are you doing in your classes right now?
“In English 1, we are reading The Hate U Give or The Gospel According to Larry by Janet Tashjian. But because we are teaching 2 books, a lot of it is independent reading. On M, T, W, and TH students do journals and complete different activities. Then on Fridays we do a culminating activity aligned with the curriculum and essential questions. In my Honors course, we just finished writing an essay on To Kill a Mockingbird by Harper Lee. They are now reading The Hate U Give or the Scarlet Letter by Nathaniel Hawthorne. In Creative Writing, we are doing a short story unit.”
What is the pedagogical approach you plan to use teaching this text?
“A lot of it is independent work, which allows for the students to self-reflect. They are given the same tasks each week, but it is nice because you can differentiate the pacing and what you want to do with each class. There is also a lot of discussion-based activities where students share their thoughts and ideas with each other, but then they also discuss things as a whole class.”
What is something you hope your students take away from this lesson?
“I would say the biggest thing we have been focusing on this unit is that everyone has some sort of bias, whether they know it or not. But that sometimes you must really look through that bias and try to really understand a person. Don’t judge a book by its cover.”
What is the most valuable lesson you have learned while student teaching?
“Every student is different, and these differences should be celebrated. All the students in my class are incredibly different, not just through academics, but through their hobbies and interests. I have learned how to foster positive relationships with students, which makes teaching even more enjoyable.”
Interview Three: Brianna Tambellini, Undergrad, Secondary English Education Major, SP22.
Written By: Cameron Vayansky, Undergrad, Secondary English Education Major, SP22.
Brianna Tambellini is a Senior Secondary English Education major with a minor in German here at Duquesne University. Throughout her Undergrad years, she has found her time to be enjoyable and very eye opening. She thinks that the Department of English and Theater Arts does a wonderful job of exposing its students to diverse texts and ideas, which also influences her as a future teacher. A few of her favorite English courses are Medieval Romance and History and Structure of the English Language. Bri has also enjoyed classes such as English 101 because of the emphasis on creativity. Bri had no idea of her career choice until her Senior year of High School. It was during her time tutoring Middle Schoolers that she realized she wanted to become active in the field of Education.
Bri is currently student teaching at Baldwin High School. She oversees five different senior classes, all of which are an English course titled Science Fiction. The course analyzes different aspects of the genre and how Science Fiction authors have impacted literature. Some of the texts being taught by Bri are Jurassic Park by Michael Crichton, The Hunger Games by Suzanne Collins, Dune by Frank Herbert, 2001: A Space Odyssey by Arthur C. Clarke, and Andromeda Strain by Michael Crichton. Bri is really looking forward to starting a new unit because the students get to be much more independent when it comes to their work and how they will learn. Students will have the opportunity to read on their own and engage with the text in different ways. This unit also places emphasis on creativity, allowing students to create their own videos, slideshows, and utilize technology. After her student teaching experience is finished, Bri hopes that her students will understand that learning is fun and that you should always try to learn. She also would like for the students to come to the realization that making mistakes is okay. From being a student teacher, Bri has learned a lot, but thinks the focus is to always stay organized. She also explains that one should always have a backup plan.
Read more about Brianna Tambellini in the interview summary below.
What is your name, major, and concentration?
“My name is Brianna Tambellini, and I am a Secondary English Ed major.”
Do you have any minors?
“I have a minor in German.”
How has your experience been with the Department of English and Theater Arts?
“My experience has been great. I think we are exposed to a variety of diverse curriculum. All the courses are not the same and I learn something new each time because of this. I have really enjoyed my time here on campus.”
What has been your favorite English course taken at Duquesne?
“Well, I think I have two. The first is Medieval Romance. I really enjoyed working with older texts. The second is History and Structure of the English Language because we did a lot of work with Middle English, and I seriously love Middle English now. Another course I really enjoyed was English 101. We did a lot of writing, which included our own poetry and fiction. John Fried designed the course well, so it was very enjoyable.”
Why do you want to be an English teacher?
“I didn’t know I wanted to be a teacher until March Senior year of High School. I did cross age tutoring in High School, where we would go to the Middle School and tutor kids. I remember this one time; we were working on material that was not even English related and there was an “aha” moment with a student and it inspired me to become a teacher. I chose English because I think that it is something that I can connect to. I was never a big reader, but I always loved to write. However, since starting Student Teaching, I have started to read more and am beginning to enjoy it more, especially the science fiction and fantasy genres.”
What is your placement for student teaching? What grade/classes are you teaching?
“I am Baldwin High School. I am teaching twelfth grade. I have five sections of Science Fiction/Fantasy.”
What component of the English curriculum are students most excited about?
“I think they will really enjoy the upcoming unit. They are in control of their own learning which means they get to choose what they read and the work that goes along with it. There is also a creative project that will enhance their learning. I think that they also enjoyed our Mythology Unit that was recently completed. There is a lot of information that is relatable to modern society and students were really interested in this.”
What are you doing in your classes right now?
“We are learned the differences between the different elements of Science Fiction, and we also learned about some of the popular authors in this field of English. We just recently finished the Fantasy Unit where we discussed mainly Mythology and the Hero’s Journey.”
Is there a specific text you are teaching? If so, why did you select this text?
“The texts that I am teaching are Jurassic Park by Michael Crichton, The Hunger Games by Suzanne Collins, Dune by Frank Herbert, 2001: A Space Odyssey by Arthur C. Clarke, and Andromeda Strain by Michael Crichton. These texts were provided to me by my host teacher.”
What is the pedagogical approach you plan to use teaching this text?
“The awesome part of this course is that students choose “their own journey.” Each unit the students choose from four books (or one of their own, as long as they are sci-fi or fantasy). Towards the end of the unit, students discuss their selected book in small groups. The students read these texts on their own time, so the question then becomes ‘what do I do in between to supplement their learning?’ so I have done gallery walks, where students would go around and learn more material or information relating to their text and sharing it with others. I also incorporated creative options which gives them the opportunity to create videos, slideshows, and utilize their own technological outlets. We also analyze films! We just finished analyzing Star Wars Episode IV: A New Hope a couple weeks ago.”
What is something you hope your students take away from this lesson?
“That learning is fun and that you should always try to learn. I also think it is important for students to understand that making mistakes is okay.”
What is the most valuable lesson you have learned while student teaching?
“I have learned a lot, but I think the focus would be to stay organized. I also have learned that you should always have a backup plan. Things are often unpredictable, so it is best to always be prepared.”
Is there anything else about your experience with the Duquesne University Department of English and Theater Arts that you would like to share?
“I have had such an incredible experience with both the Department of English and Theater Arts, as well as the School of Ed. I am enjoying my student teaching experience and I feel prepared for life after graduation.”
Interview Two: Haley Radcliffe, Undergrad, Secondary English Education Major, SP22.
Written By: Cameron Vayansky, Undergrad, Secondary English Education Major, SP22.
Haley Radcliffe is a Secondary English Education major here at Duquesne University. She also has a minor in History. Haley is an incredible student, one who always strives to perfect her craft. Throughout her time at Duquesne as an Undergraduate, Haley has taken many courses through the Department of English and Theater Arts. She made it clear that she has thoroughly enjoyed her time spent on campus. She finds these courses to be extremely welcoming because of the class sizes and relationships formed with the professors. Along with that, the small class sizes give students an opportunity to do things that might not be available at another University. One of Haley’s favorite English courses is “History and Structure of the English Language” taught by Dr. Sarah Wright. It is an important class, especially as a future English teacher because it highlights the development of the English language and its impact on society over time.
Haley is currently student teaching at Upper St. Clair High School. She oversees three different courses. These include English 12, IB English 11, and IB English 12. These courses all focus on literature through different periods of time and their impact on society. These courses also give students the opportunity to explore literature on their own through research, writing, and discussion. IB stands for International Baccalaureate. Like AP courses, IB gives High School students the chance to earn college credits based on how well they perform on their tests at the end of Senior year. The IB courses are typically two-year programs, which means that students will enroll at the start of Junior year and finish with their External Assessments at the end of Senior year. Haley is enjoying her time at Upper St. Clair and hopes that by the end of her student teaching experience, students will understand the value of English. She stands firm in her belief that English puts an emphasis on core values, such as learning from others, and learning more about oneself and that this can potentially help someone with their future career.
What is your name, major, and concentration?
“My name is Haley Radcliffe, and I am a Secondary English Education major.”
Do you have any minors?
“Yes, I have a history minor.”
How has your experience been with the Department of English and Theater Arts?
“I have had a great experience with the Department of English and Theater Arts mostly because of their class sizes. There is usually a small number of students in the class, and this allows you to develop good relationships with the professors. As a result of these relationships, the professors can then write you recommendations, help you discover new things relating to English, and find different job opportunities. The community the Department creates is amazing. Because it is so small and inclusive, I have had many of the professors’ numerous times. Being familiar with the professors opens many doors as a student and I am given opportunities that others might not be given at another school.”
What has been your favorite English course taken at Duquesne?
“This might be a controversial opinion, but I enjoyed the course History and Structure of the English Language taught by Dr. Sarah Wright. I loved the structure of the class and how everything seemed to connect to the Field of Education. I took away a lot of information from this course and I see it benefitting me during my Student Teaching experience.”
Why do you want to be an English teacher?
“I want to be an English teacher because I really value reading and writing, and I want to pass this down to others. I know not everyone will want to be a reading teacher and it isn’t realistic to expect this, but the skills we teach can be valuable to all careers. I also like to read good books because it gives us, as readers, insight to new things. I think of reading as “mirrors” and “windows.” The idea of books being “windows” means that as readers, we can see into other people’s lives, especially their culture. It gives us the opportunity to take away different lessons and ideas and carry them with us. The idea of books being “mirrors” is the idea that it is a representation of the reader. The text is relatable and allows one to connect with the message of the story. I think the “windows” and “mirrors” ideology essentially makes people more empathetic.”
What is your placement for student teaching? What grade/classes are you teaching?
“I am at Upper St. Clair High School, and I am teaching 11th and 12th graders. The courses I am responsible for are English 12, IB English 11, and IB English 12. IB stands for International Baccalaureate. These classes are like AP, which means students take them for college credits. The main difference is that it’s a 2-year program. Most of the tests and assignments are completed during 12th grade. But it all starts in 11th grade. The focus of these courses is the External Assessments. Along with that, students are also asked to give an oral presentation on the global themes found in two of the texts they have read in the last two years. This is called an Interactive Oral.”
What component of the English curriculum are students most excited about?
“The English 12 students are mostly excited about the contemporary creative nonfiction unit. They will be reading Into the Wild by Jon Krakauer and Glass Castle by Jeanette Walls. I think that the students will appreciate reading texts in present day English. It will be much more relatable to students and something that may be easier to understand.”
What are you doing in your classes right now?
“In English 12, we are in the middle of the research project. It is a 7-week unit. The first 3 weeks are dedicated to the kids’ reading a novel of their choice. The Martian by Andy Weir, 1984 by George Orwell, The Curious Incident of the Dog in the Nighttime by Mark Haddon, and Ready Player 1 by Ernest Cline. The kids first read the book and they get quizzed on them. They also conduct some preliminary research. Around week 4 they conduct more research and go to the library and look for secondary sources. They then start the composition process. They add the body paragraphs, analysis, etc. The students seem to respond to this well. In IB English 11, we are starting a Unit on the text Wonderful Fool by Shusaku Endo. It is a text recommended by the IB program. It is a text that could be used for their assessment. The text is a Japanese translation. There are different perspectives, and it highlights Eastern and Western cultures. In IB English 12, we just started a unit on new journalism. They have discussed what it is, its significance, and introduced some of the most prominent writers for this new style of writing. New journalism is the process of writing that also utilizes elements of fiction.
Is there a specific text you are teaching? If so, why did you select this text?
“In English 12 students have the options of reading The Martian, The Curious Incident of the Dog in the Nighttime, 1984, and Ready Player 1. In IB English 11 students are reading Wonderful Full. In IB English 12 students are going to be reading Slouching Towards Bethlehem by Joan Didion.
What is the pedagogical approach you plan to use teaching this text?
“Well in English 12 the pedagogical approach I am using, or enforcing is the idea that the class is student led and research based. In IB English 11, it is a little different and it is a discussion-based approach to prepare them for college courses. It is student led and allows them to be completely engaged. It puts an emphasis on their learning. There will be supplemental quizzes occasionally, to gauge comprehension too. The main components are discussion, reading, and writing. In IB English 12 it is essentially the same thing as IB English 12, but with different texts.”
What is something you hope your students take away from this lesson?
“I would just like for them to be prepared for their future. I want them to have the skills they need to be successful in college and their future careers.”
What is the most valuable lesson you have learned while student teaching?
“One of the most valuable things I have learned while student teaching is that you are going to learn more from your students than they ever learn from you. Every day I am learning more about who they are and how to support them, about their daily lives, and their goals for the future. I think it is important to remember you are the teacher, but they can teach you a lot about life as well.”
Is there anything else about your experience with the Duquesne University Department of English and Theater Arts that you would like to share?
“I was in Sigma Tau Delta, which is the English Department’s Honor Society. I am also going to boost myself here for a moment, but I am participating in a workshop where I will present some of my previous scholarly work in the English Department to current students. I am pretty excited for this event.”
Interview One: Brianna Caridi, Undergrad, Secondary English Education Major, SP22.
Written By: Cameron Vayansky, Undergrad, Secondary English Education Major, SP22.
Brianna Caridi is a senior in the Secondary English Education program here at Duquesne University. While Bri does not have any minors under her belt, it is noteworthy to mention that she is a part of the Early Start Master’s Program for Reading and Literacy Education through Duquesne. This means that once she graduates, she will not only be a certified teacher, but she will also have the skills to develop English curriculums. The Early Start Master’s Program is through the School of Education, and it offers early start options for students who have demonstrated a strong academic background (GPA > 3.0) to begin graduate work during their undergraduate time at Duquesne University. During the junior or senior year, students have the opportunity to take up to 5 courses in a Master’s level program at the undergraduate tuition rate. Bri was also the President for the Honors English Fraternity, Sigma Tau Delta. For the last four years of Undergrad, Bri has taken numerous courses through the Department of English and Theater Arts. She describes her experiences in these classes to be exceptional. Some of her favorite English courses include Fiction and Poetry Workshops. These classes give students the chance to share their own stories and it helps students like Bri, to find their voice in a world where it often goes unheard. She has encountered many professors who have made an impact on her life and further encouraged her to become an English teacher. Some of these include, Dr. Sarah Wright, Dr. Emad Mirmotahari, as well as both Dr’s. Thomas and Linda Kinnahan.
Bri always knew she wanted to become a teacher; however, this idea did not become solidified until about the third grade. Like a lot of children, Bri would play “school” or mimic things that occurred in the classroom in which she was situated. Bri claims third grade was an important year for her because of the relationship she had with her teacher. The teacher was kind to Bri and everything she did seemed to be so captivating, even for someone at such a young age. Bri was able to easily recognize this and understood the positive change that was brought forth not only in her life, but her peers lives as well. Bri was compelled to act on this and now, sixteen years later, it is time for her to continue this positive cycle of making a lasting impression on students.
Bri is currently student teaching at West Allegheny Senior High School. She teaches an English 9 course, which is geared towards Freshman. She also teaches College Readiness English, which is a course geared towards seniors. Bri has described her experience at West Allegheny as positive and motivating. During these classes, Bri is covering texts such as To Kill a Mockingbird and The Great Gatsby. These texts can often be complex and because of this, Bri is approaching them in many ways. Bri plans on utilizing different discussion-based practices, which allows students to form their own opinions and support them with evidence. These types of lessons also give students the chance to practice public speaking and work on their self-confidence. Bri plans on incorporating a lot of scaffolding for students to fully grasp the material as well. Bri has some incredible ideas for both classes and the activities she has planned will keep students engaged and excited to learn. One of the main takeaways Bri has for her students during student teaching is to increase the level of confidence in themselves, as well as academic independence. Her students are extremely smart and hardworking, and she believes that they are all capable of taking it to the next level. It is her goal to get them there.
What is your name, major, and concentration?
“My name is Brianna Caridi, and I am a Secondary English Education and English major. I am a part of the Dual Degree tract.”
Do you have any minors?
“No, I do not have any minors, however I am doing the Early Start Master’s Program for Reading and Literacy Education.”
How has your experience been with the Department of English and Theater Arts?
“My experience with the Department of English and Theater Arts has been good. I have really enjoyed all my English professors. I always feel welcomed in their classes and there is this type of connection between all of us. I have had many of the same professors for different classes, so we have established relationships with one another. They are extremely personable and easy to talk to. I have learned a lot more in these English classes in comparison to some of the other classes offered through different departments on campus. I have enjoyed almost all the books we have read in my classes, and I look forward to utilizing some of them in my own classroom one day. Some of my favorite classes have been the workshops (Fiction and Poetry) and I also really like creative writing. The environment in these particular classes is different—I really get to work with the craft. While I have enjoyed all the professors in the Department of English and Theater Arts, some of my favorite professors consist of the Kinnahan’s (Dr. Thomas and Dr. Linda Kinnahan), Dr. Emad Mirmotahari, and Dr. Sarah Wright.”
What has been your favorite English course taken at Duquesne?
“My favorite English course taken through Duquesne would have to be the Poetry Workshops. I have taken three different ones. My most recent one being with Dr. Linda Kinnahan. I think I enjoy these classes so much because it is a form of creative writing, and it allows me to express myself in a unique way.
Why do you want to be an English teacher?
“Well, I kind of always knew I wanted to be a teacher, however I never really knew what subject or grade level I wanted to teach, until much later in life. Since I was a kid, I had this dream of becoming a teacher. The idea didn’t really settle with me until I was in the third grade. I admired my teacher at the time, and I couldn’t help but wish to be just like her. There was something about her helping others and creating positive change within the classroom that made me want to mimic this behavior. As I got older, I realized how much I enjoyed working with children, which is definitely important when going into the Field of Education. As I got to High School, I realized that I was drawn to English. I found it exciting and relatable to every student for different reasons. It was at this moment in time, that I realized I wanted to be a High School English teacher.”
What is your placement for student teaching? What grade/classes are you teaching?
“I am student teaching at West Allegheny Senior High School. I teach English Nine, which is an English class for Freshman. I also teach College Readiness English, which is an English class designed for Seniors with the idea that they will have the skills for college level courses once they graduate.”
What component of the English curriculum are students most excited about?
“This is a really interesting question. The Freshman seem to really like the creative writing aspect of the English curriculum. I think that they enjoy this so much because it gives them an opportunity to form their own opinions. It also gives them the chance to use their voice and stand firm in their beliefs. The creative writing element is also a way to get students to connect with each other. I currently see this happening now with some of my Freshman students. The Seniors are completely different and would much rather prefer discussion-based learning. They do well working alongside each other and learning from one another. The Seniors love to talk, so hosting a discussion is imperative to continue their development with the English course. These Seniors are also big on participation, so allowing for discussion to occur gives students a fair chance at speaking.”
What are you doing in your classes right now?
“Well, in English Nine, we are reading To Kill a Mockingbird Bird. Students will be doing a characterization essay at the end of the Unit. This essay will focus on character types, traits, and they may identify what type of character they are (flat, round, static, etc.) In order for students to be prepared for the essay, I plan on using a lot of creative tools to help them analyze the characters, such as graphic organizers. In College Readiness, we are reading The Great Gatsby. It is a whole Unit that incorporates secondary, or scholarly criticism. The goal is for students to be given the proper exposure to scholarly articles. There will also be an essay at the end of this unit utilizing secondary and scholarly sources. The overall theme or message of this unit is “American Dream” and everything that entails.”
Is there a specific text you are teaching? If so, why did you select this text?
“For the Freshman, as previously mentioned, they will be reading To Kill a Mockingbird. The curriculum for Freshman level English courses is strict and there is not much wiggle room. Because of this, there was not an opportunity to really choose a book of my own. While I did not choose To Kill a Mockingbird, I do think that it is a wonderful book with an important message. I think that the Freshman will really enjoy it. For the Seniors, as I had mentioned before, they are going to be reading The Great Gatsby. The curriculum for Senior level English courses is currently being rewritten. Because of this, there is a lot more flexibility when it comes to choosing a text. I did not choose The Great Gatsby either, but I also find this book to be valuable for students, especially Seniors.”
What is the pedagogical approach you plan to use teaching this text?
“With the Freshman, who are working with To Kill a Mockingbird, it is important that they receive a lot of scaffolding. This refers to a variety of instructional techniques used to move students progressively toward stronger understanding and, ultimately, greater independence in the learning process. The text itself can often be confusing and rather complex for students, which is why the scaffolding technique will be beneficial for students. I also plan on giving them different supplemental materials to enhance their understanding of the text. The Seniors, who are dealing with The Great Gatsby, will be indulging in discussion-based activities. As mentioned earlier, this seems to be one of the best approaches to learning the material, at least with this specific group of students. It also gives them the opportunity to engage with the essential of “What is the American Dream, and is it attainable for everyone?” This Unit requires students to conduct some of their own research and utilize scholarly sources as well. Students will be given many different opportunities to do so, especially at the end of the Unit with their essays.”
What is something you hope your students take away from this lesson?
“As far as the Freshman, I would just like them to have a little bit more independence when it comes to their academic learning. I would love to see them grow, both as students, and as young adults. There are so many opportunities available to them and I would love to see them achieve their academic goals. Regarding the Seniors, I would like them to understand that the American Dream is not as attainable as one might think. There often seems to be this disconnect from reality and the world in which many of the students live. I would like for them to understand that while the American Dream is real and certainly attainable for some, it is not designed for everyone to succeed. I want them to walk away from this lesson and be conscious of different experiences or viewpoints relating to the American Dream.”
What is the most valuable lesson you have learned while student teaching?
“One of the most valuable lessons I have learned so far while student teaching, is that the students can tell you so much more about themselves than any other teacher or piece of paper could. What I mean by this is that you should never form an opinion or enforce a negative stereotype on a student based on things such as their IEP or 504 plan, disciplinary report, or the experiences other teachers have had with the student. It is important as teachers to act as a positive reinforcement in a student’s life. Because of this, I have learned to develop positive relationships with the students that not only aids in classroom management, but also makes teaching that much more enjoyable.”
Is there anything else about your experience with the Duquesne University Department of English and Theater Arts that you would like to share?
“Not really, there isn’t anything I can think of. Well, I mean I was the president of Sigma Tau Delta which is the English Department’s Honor Fraternity. Other than that, I formed a lot of good relationships with the Secondary Ed and English majors. We were all in a lot of the same classes throughout the years and it created this fun environment for all of us. There is this undeniable bond between all of us and I think that it has helped me get through some difficult semesters. Like I had said before, overall, my experience with Duquesne’s Department of English and Theater Arts was great experience. I will definitely miss this place when I graduate.”
Building Bridges 