Becky

Age: 45

Occupation: High school English teacher

Anyone who has had a class with Mrs. Feiran knows just how full of life she is, even when everyone and everything around her exudes an air of stress or exhaustion. There is a reason I have always texted this woman first whenever I needed encouragement or advice over a “big ass cup of coffee,” as she so lovingly puts it. Seeing me from across the room after my six month absence, her face lit up and she embraced me in a hug that is all too familiar to so many of her students. The amount of love in her heart is echoed not only through her demeanor, but also in her work.

“So tell me what your experience was as a student.”

“I guess a couple things. One would be I know that being in gifted classes definitely helped me. And I know that there was a huge difference between my participation in traditional and gifted classes. Being surrounded by gifted kids helped and challenged me.” She paused and smiled before continuing, “Success was meaningful… My college professor read my essay out loud as an example. Having someone affirm my success made a big difference for me. It gave me sense of me a sense of belonging.”

“What do you think inspired you most or really guided you into this profession?”

“I’ve known forever-- since I was about five I think, that I would teach. And I knew that I would teach high school because I’m too sarcastic for younger kids. I just didn’t know what. English? History? Poli-sci?”

“What made you choose?”

She smiled and laughed heartily, “Any teacher in the arts is a narcissist. I like to be on stage. I like to be the star of my own show every day… I was told that I would get exhausted (which I do), but I think at the end of the day it’s about connecting with students. I see you as a person and not as a student. Everything that I do ends up where at least a handful of kids will be like ‘Jesus you made a difference!’ At the end of the year, I’ll get notes from students that sometimes I’ve only had once or twice. The notes that are the most influential to me are the ones that say you made me see its okay to question things. You inspired me. You taught me how to see things differently. Some will say I had a rough day and you made me feel better.”

I smiled, remembering my days in her classroom. But with my next question, I could feel both of our hearts sink into our stomachs,“Springboarding off of those ideas, how do you try to foster critical thinking in your classroom in a day in age which some view as discouraging originality and creative thinking?”

This was the first time in our interview where I saw that ever-familiar demeanor falter. She takes a breath before shaking her head and remarking, “It’s hard when the structure is based on that, but I think having a relationship with a student allows me to have conversations about these issues. I always try to subliminally teach them how to investigate and how to think by just asking questions. I want to teach my students how to question and how to be vulnerable. Teach them that it’s okay to be wrong. And I’ll challenge them to ask these questions of me. Why are we learning this? Why am I here? Question me. If I can’t answer that, I am at fault.”

“How does it make you feel when our system of education doesn’t validate this skill?”

I was pleasantly surprised at the hope in her voice when she responded, “It makes me feel like I am making a small difference which is good, but it’s obviously a huge issue because otherwise we wouldn’t have the issues we are facing. I mean, I have some of the best students out there and I’m really lucky working in IB; the entire philosophy is be a learner and take risks... It teaches that learning happens many different ways.. Out of their own curiosity, students follow through all the way to the end… Encouraging failure. And we as teachers get the best job: being a learners with our students.”

“Okay yeah talk to me more about that. What are some of the biggest differences between IB and traditional classrooms?”

“I have a much stronger focus on relationships with students in traditional level. I tailor the lessons to work for them and their interests. IB works for me because every kid thinks that I’m the toughest, meanest grader, but at the end of the day, that isn’t reflected in the grade. It’s about growing. And then any positivity means so much more and my students work harder… Biggest difference is IB students are way more internally motivated. They see education as valuable versus in regular level classes they tell me that it doesn’t matter. They say ‘Oh I already know I’m not going to college, so why would I need this? But that's the other thing: Why do we say that only a university education is valuable? Success is more than that.”

That’s probably what stuck with me most.

Success is more than that.

“Is there anything you want to leave my readers with?”

“It is essential that we teach critical thinking because I see so much hope in the youth that I teach because they want equity, fairness… they’re just so hopeful. I have so much hope because of them… I do worry that some of these kids are still closed minded. However, now you guys have information at your fingertips. I hope you guys don’t become complacent. We have to start teaching the pitfalls and possibilities.”