Platform : ‘The Reward Is Seeing a Child Take on the Responsibility of Learning’

The shooting of Figueroa Elementary School teacher Alfredo Perez in the school library last month is only the latest insult to a beleaguered profession. Yet with all the bad press about schools--violence, cumbersome bureaucracies, inadequate budgets--as well as the low pay and general lack of respect, there still is no shortage of people who want to be teachers. Job security and three months of vacation may have something to do with it, but there has to be more. JIM BLAIR spoke with student teachers: some still in or just out of college, others in the LAUSD teacher training program after switching careers.

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LYDIA MASON

LAUSD teacher training intern; Audubon Middle School, Los Angeles.

It’s important that our children, inner-city children, are educated, cared-for and nurtured into being responsible, productive individuals who will be able to live happy, prosperous, successful lives.

I realize it’s dangerous out there and it may be dangerous in the schools, but I don’t think about that. It’s important to me to provide a safe, comfortable place in my room where students want to be. We just have to work to make sure that while they are here and with their friends and having a good time that we’re educating and nurturing them and helping them grow.

I love English literature. I have a passion for it. I have a passion for the children growing into responsible adults. I like to teach. It’s a challenge a lot of times. It does infuriate me that teachers are not given the kind of respect that they deserve. But I just constantly remind myself what I’m here for, the students.

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MIKE HUBBARD

LAUSD teacher training intern; Normandie Elementary School, South-Central Los Angeles.

I spent 20 years with the Air Force, retired and then had seven very productive years with industry. Then the job market went all to hell and there I was saying to myself, gee, what do I want to do when I grow up? I went to one of these standard [LAUSD] orientation meetings and said I’d take a look at elementary, because I kept asking myself where can I make the biggest impact.

One of the most unique, beautiful things happened. I never realized the impact a male can have when he steps on a campus. The first time I went out to a school to student teach, all these children came running over to me, particularly young boys. And they just grabbed hold of me and they held on to me. I hadn’t stopped to even think that so many of them need some strong male modeling. And I started crying. It touched me.

Since that time it’s been one fantastic experience. I’ve loved it. All the experiences [I’ve had] and the running all around the world that I’ve done really helps in the classroom. The kids just love that kind of stuff.

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LAUREN BROWN

UC Irvine; George Washington Carver Elementary School, Santa Ana.

I feel a real sense of joy and relief seeing those children take [what] I teach them every day and apply it to the world the minute they step out the door. And then to know that that piece of education that I gave them is a building block for them to become better citizens.

My goal is to be a bilingual teacher. I obtained a CCLAD [Cross Cultural Language and Academic Development] certificate, which will help increase my pay, but only a couple of thousand dollars. I realize that I may hit a maximum of about $30,000 to $35,000. But because I put so much value in education and it’s something that I’ve wanted to do for so long, a way to make change in our community, I’m willing to take that.

The only way we’re going to see change in any system we have right now is through education. If we continue to educate our children in a way that [meets] their needs, then we will be able to see those changes.

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HUY TRAN

USC; Dayton Heights Elementary School, Los Angeles.

When I was in high school, I volunteered to teach an art workshop for some grade school kids. It was really depressing. The kids were a bunch of little hellions. Then, the last day of class, I noticed one student who was very depressed. He said, “I’ve had this art workshop and you haven’t really taught me anything.” I explained to him that I was just doing what I thought everyone would like to do. What did he want? He wanted to learn to draw people. So I showed him. The amazing thing was that not only did he understand what I was saying, but he was a step ahead of me. It was that instant when you explain something to a student and they get it. They see what you see and not only do they get just that part of it, but they understand the whole. It’s that “eureka” thing.

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ANNA NGUYEN

UC Irvine; Century High School, Santa Ana.

I started tutoring when I was in college. It was strange because I felt such an incredible high. I just wanted to help my students. I pursued this career for my own personal fulfillment. I derive an immense feeling of satisfaction. When you look at your students’ faces light up and you see that they get the concept you’re trying to teach, there is no greater reward. I see that every single day when I go into my classes.

I’m maybe not as naive as I used to be when I first approached a teaching career. I started out with, “I can get to everyone. I can reach every student, 100%.” And now I think that has been altered a little bit. I have to try to get to the ones that I can reach right now, who want to be reached. Maybe it’s a little bit more cynical. My general philosophy, though, is that every student is gifted. I believe it’s up to the teacher to discover the special, hidden talents that every student possesses. It can be something as simple as being an expert at making a peanut butter and jelly sandwich or as complex as being able to write a wonderful analytical paper.

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DEANA MARIE ESTRADA

USC; Foshay Learning Center, Los Angeles.

I want to teach English. I’ve always been interested in teaching because I love children. I think I’m being a responsible citizen by giving back to my community and realizing that children are the investment for the future. I see myself more or less as a coach and a questioner and a facilitator in encouraging children to learn, to think critically, to be open-minded, to take and defend a position, to engage in tasks even when answers are not immediately apparent. For me, the reward is seeing a child take on the responsibility of learning.

There are problems that infiltrate into the classroom, issues such as gangs and guns and violence. But my goal is to teach the students to be responsible citizens and to stand up for what they believe in. Society needs to realize that teachers have a heavy burden on their hands. They need to support us.