In 2004, I began teaching sixth-grade language arts, a major shift after teaching at the prison. The work was more demanding, with lesson plans to create, papers to grade for over 200 students, and the challenge of managing more than 30 rambunctious middle school students in each class. I won’t lie; some days I missed my comfortable teaching job at the prison, where I had smaller class sizes, paraprofessionals to assist with paperwork and grading, and adults who quietly and respectfully engaged with their assignments. While the prison system had its moments, nothing was quite as daunting as preteens filled with bottled-up energy, classroom hijinks, while mixing in attitude swings and sass.
In my early days, I struggled to manage large classrooms, spending late nights grading papers and tweaking lesson plans to make my writing and grammar lessons more appealing for my clamorous crew. I still chuckle at some of the sentences we created for our grammar lessons. Of course, the boys always had to feature something disgusting, but it worked; most of them remembered their subjects and verbs.
After two years of teaching at the middle school, our district received a grant to fund teachers’ attendance in the Adams State Culturally and Linguistically Diverse gradute program. Our nation faced a shortage of teachers trained to support English Language Learners (ELL), and our school district felt the impact. As an instructor, I had ELL students in my classroom, many of whom spoke Spanish, Korean, Chinese, or Polish as their first languages. These students often struggled as they were still acquiring language skills.
Fortunately, the prison allowed me to take some English as a Second Language (ESL) books that were being removed from circulation. These books became priceless resources for all my students, especially for struggling readers. However, I knew I needed to learn more strategies to assist my English Language Learners.
When the district offered a graduate program for its teachers, I wrestled over the idea of returning to school. I hadn’t forgotten the long hours and sleepless nights I endured while working on my English degree, all while only working part-time. How could I manage returning to school with such a demanding full-time job? Self-doubt entered; I was no spring chicken. What if I couldn’t juggle my job and graduate school?
Ultimately, a coworker, Louise, and I decided to pursue the program together and started in the summer of 2006. We would support each other along the way, united through our common desire to keep learning and find ways to help our students. Together, we signed up for the linguistics graduate degree through Adams State. It was convenient that most of our classes met in Pueblo County. Louise and I spent many hours together, both in and out of the classroom, working on projects and assignments, and we often stopped at Starbucks on our way to weekend classes. Our 18-month program was intense, and her support and friendship kept me motivated.
My days remained busy as I taught students, attended staff meetings, and participated in parent-teacher conferences. Yet, I had it easier than most. As a single woman with a married daughter, I didn’t have the additional responsibilities of cooking dinner or handling family obligations. When I was home, I could focus my energy on lesson plans and graduate school. My heart went out to classmates who juggled extra responsibilities, especially since I felt overloaded with work and worry.
The after-hours studying at the kitchen table, powered by coffee and endless articles, was exhausting. At times, this new challenge felt intense; I was tired, and self-doubt returned. I felt as if I were starting over after so many years away from school. However, I soon began making important discoveries and realized how overwhelmed my ELL students were in the classroom. They were not only trying to learn but also translating all day! It had to be exhausting! This realization humbled me.
Over time, I gradually witnessed a change in my classroom. Quiet students began participating and raising their hands. They asked questions and engaged in discussions. My students gained confidence and became more interested in their studies. This program changed my perspective, and the skills I acquired benefited all of my students.
In 2007, I earned my degree from Adams State with a 4.0 GPA. I was proud of my accomplishments and steadfastness. This degree represented validation, improved skills, and, most importantly, the ability to reach struggling students. Through my studies, I felt increasingly confident as both a teacher and a learner, and I realized that teaching is a lifelong journey of learning. This experience changed my teaching philosophy. I discerned that teaching is not exclusively about delivering information; it is about removing barriers. Every student can succeed when given the proper tools.
And most importantly, I didn’t just earn a degree; I learned to become the teacher my students needed. That year, I discovered teaching wasn’t just about lessons; it was about relationships. What I gained was more than a degree; it was the ability to open doors for students who once felt invisible.
Tales of a Family 