A visit to Schöenbrunn Palace in Vienna, Austria on a 2019 high school orchestra trip.
Why do I have to choose between the things that I love? Teaching, traveling, connecting, exploring, and researching. I don't feel like I fall on the typical teaching track. I dream of expanding beyond the borders of Duluth, of Minnesota, to other countries. I dream of observing other education systems, teaching in a different language, and meeting students worldwide. The education field is rich and vast. There are many age levels, specialties, communities, demographics, languages, and platforms to work with. Teachers can work in a classroom, in the woods, in a van, in the city, in a small town, and in every space in between. So why can't I find my path? Why can't I seek out positions that don't make me choose?
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That's right folks! The school year is officially less than one month away. Usually, this time of summer signals me to start preparing for my next field experience and a semester of classes. However, this year is a little different because I am student teaching! I always feel nervous before the start of a new school year. Another year of college as an education major means putting up barriers to self-doubt, practicing mindfulness and self-compassion, and establishing a new schedule. "Am I good enough?" begins to creep back into my head. I've always found the first day in the field to be the scariest. Honestly, field experience can be kind of lonely too. I step into the classroom --representing myself as a future teacher and guest-- with vulnerability, humility, and anxiety. Each field experience taught me much about teaching, pedagogy, and the education system. Throughout the last three years, I have become an active observer of my growth, resilience, failures, mistakes, and accomplishments. So before student teaching begins, I would like to share some of my main takeaways from the past three years of volunteering in the early childhood education field. 
La Plaza España in Sevilla from one of my study abroad program's weekend excursions.
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I received this question on my Instagram page in May while preparing for my month-long study abroad program in Spain. I needed to pause and reflect on how Spanish influences my personal growth and professional development. Firstly, I want to recognize the privilege of learning a second language from a young age and traveling abroad to speak Spanish with native speakers. Although I am not fluent in Spanish, I am on the path to becoming bilingual. Throughout the past month, I gained independence in using Spanish in everyday contexts, from the market to the hospital. This post reflects my Spanish language experience, my trip to Spain, and my budding identity of being "bilingual." 
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What does being an “educator” look like? To me, being an educator extends beyond a classroom. It starts with building a community with other teachers, teacher candidates, students, professors, and professionals. This community, just like knowledge, continuously expands with more experience and time. Being an educator takes initiative, perseverance, and confidence. Placing myself in new, uncomfortable positions is a part of the learning process. Seeking out resources and listening to others' perspectives keep me grounded and alert. "Fake it until you make it" is my daily mantra. I recognize the spaces for growth within the education system, research, and my practice. I learned to question what "effective practice" looks like. Experience in a classroom confirms or denies what is taught in my textbooks and curriculum. I am an agent of change. I am creative, adaptable, and capable. I push the boundaries of what it means to be an "educator" through my everyday actions. However, being an “educator” looks different for each teacher and teacher candidate. There is no one right way to be or become an educator. Throughout the past year, I researched the changing perception of effective early childhood practice I understand that it takes an anti-racist, critical lens --constantly questioning myself and providing curricula-- to progress my field and classroom. I can contribute to systemic change through my everyday actions, decisions, conversations, and read-alouds. My research project --“Stories, Values and Children's Books: Portraits of Three White Preschool Teachers Committed to Anti-Racist Pedagogy”-- is just the beginning of a lifetime of learning, growing, and acting as an agent of change. Although my formal research is (almost) complete, I am just getting started. Come along with me as I take you through the tumultuous journey of my undergraduate capstone research project! 
Important Note
This post documents my personal experience volunteering in an early childhood special education (ECSE) setting. My words share one perspective on the field of ECSE education and should not draw comparisons to the field of ECSE or all teacher education programs. The fall semester was an emotional and mental roller coaster. I remember starting hopeful and nervous. I didn’t know what to expect. Coming out of that semester, I feel so much stronger, more confident, and more drained than ever. I pushed myself out of my comfort zone, placing myself within vulnerable, challenging situations. Some days, I needed to cry or take a mental health break to process the day before. Others, I celebrated an accomplishment or encouragement from professors. Either way, I began to recognize my emotional and mental health state and needs. Eventually, I took action on that recognition by advocating in my professional and personal lives. It is important for teachers and teacher candidates to talk about their experiences, to be honest with how they are feeling, to admit when they need a break, and advocate for the systemic support they deserve. This being said, constant discussion and protest can be burdensome and may not always be met with approval. However, I will continue to show up and fight for systemic support for teachers and teacher candidates that go beyond self-care professional development and limited vacation days. Teachers constantly fight for their students, their classrooms, their pay, and their respect. It's time we fight for them too. Through this post, I hope to give an authentic glimpse into the life of a teacher candidate during a pandemic. Are student teaching applications around the corner? Use this guide to help you get started.2/2/2022 Are you applying for student teaching? Do you feel nervous about the application? Use this guide to view a handful of researched tips and examples to help your application shine!
Although my application process may differ from other teacher education programs, the purpose of the student teaching application is the same: introduce yourself as a teacher candidate to a potential cooperating teacher. Trust yourself, your abilities, your knowledge, and your experiences as a teacher candidate. Look forward to this next step in your teaching journey and embrace the excitement, nerves, anticipation, and fear! This semester, I applied for my general education student teaching placement in the fall of 2022. My application required me to submit a teaching resume and two essays --one for my domestic placement and one for a potential international placement. These documents offer the opportunity to reflect on my emerging pedagogy and consider how I will apply my knowledge as a student teacher. I hope to student teach in Duluth for the first six weeks of the semester and student teach abroad in Croatia for the next six weeks. A few of my fellow classmates and I are taking advantage of this international teaching opportunity to potentially teach in a different education system. If am accepted, I will participate in an immersive cultural exchange and plant a new seed as an international educator! If you have any other tips on creating a successful, shining student teaching application, comment below! I have linked the resources from UMD Career Services below. 
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To take care of and for others, you must first take care of yourself. This message is one of my most memorable takeaways this semester. I have heard the phrase, "Show up for the kids" more times than I can count. It's stated in memos and emails to teachers and whispered in conversations. School districts and administrators try to contradict the message with self-care professional development. But looking out for our teachers means first taking care of and showing up for themselves. I'm sure you've heard and seen the dozens of stories reporting the high cases of teacher burnout and turnover. It's a crisis, like many others, that was brought to the surface by the COVID-19 pandemic. Teachers changed their teaching format multiple times per week, transformed their curriculum and resources, and adapted to meet the different needs of children and students quarantined at home. Instead of teaching reading and math, they focused on self-regulation, peer interaction, and play strategies. All this change takes a toll on teachers' mental, emotional, and physical states. One person can only do so much to support the constantly developing needs of young humans. The point is, you've heard these stories before. So, why do we still need to talk about it? Because the problem is not going away. Until there is a systemic change to support teachers' needs, voices, and health, we still need to speak up. In this post, I will share the rates of teacher burnout and turnover; messages from real teachers and teacher candidates; and practices for burnt-out or struggling teachers. 
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TW: fast moving images Well folks, it's that time of year. . .a new school year is upon us! And you know what that means: new courses, experiences, and opportunities! And I am going to share all of those plans with you. Before we dive into everything, let me reintroduce myself to any new education enthusiasts joining us. 
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This image was from my practicum experience this past spring. You may not be able to see it, but behind the smile behind the mask was a college student wondering, "Why do I still show up?" In this post, I address the nerves, stress, self-doubt, and imposter syndrome around becoming a teacher and most importantly, why I still show up. 
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This summer, I began to research antiracist teaching practices and strategies for my junior capstone project. While working on my literature review and browsing through social media, I stumbled across articles and posts addressing "Critical Race Theory," or CRT. Since my research centers on current teaching practices that address race and racism, I was intrigued by this practice. Does it apply to early childhood education? Is it a newly founded strategy? And, most of all, why is it getting so much backlash? The pushback against CRT and other antiracist practices in schools starts an important conversation. Why are families, school districts, and politicians (who are unsurprisingly majority white) uncomfortable with teachers actively choosing curriculum that addresses the truths about racism? Let's talk about it. |
AuthorMeghan Hesterman (she/her) is a child advocate and education blogger. While a student at the University of Minnesota Duluth (UMD), she created Journal of a Future Teacher to share her journey in becoming an early childhood teacher. Categories
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