As soon as I stepped into my classroom on the first teacher work day, teachers from down the hall told me about "this group of kids." Apparently, these fourth graders had been branded as one of the lowest achieving groups of kids and the worst behaved in several years. Teachers studied my roll and pointed out the misbehaving kids who spent most of their time out in the hallway. Needless to say, I was extremely nervous. Feeling totally inadequate, I was motivated by one mission: One day all children will have an equal opportunity to attain an excellent education.
Upon first encounter, I could see some of my students were rough around the edges, but still, they were children -- capable of being molded and inspired. Because my primary concern was classroom management, I spent endless hours planning the perfect lessons -- engaging and effective. As a social studies and science teacher, I didn't find many resources at school because these are not yet state-tested subjects at the elementary level. I scavenged dollar stores and store sales in order to find materials for science projects and tactile social studies assignments. I solicited all of my friends for resources and was rewarded with many donations of books, supplies and even a sparkling set of classroom encyclopedias! The reward of these efforts was seeing my students actively engaged and excited about their learning.
A major hurdle we had to cross was their weak social studies and science backgrounds. On the very first day, I discovered just how limited my students' knowledge of social studies was. I pulled down a map of the United States and asked them to point to North Carolina. Not one of my students in any of my rotations could do it. I attributed this limited knowledge to lack of exposure and the school system's weak emphasis on primary level teachers to teach non-tested subjects.
The majority of the North Carolina social studies curriculum focused on the three land regions -- Mountains, Coastal Plain, and the Piedmont. My kids had never been outside of Henderson, N.C. before, so all the facts and figures about these regions were just abstract concepts to them. I set a goal that my students would see the ocean before leaving fourth grade. After numerous applications, we secured two grants and were able to take a field trip to Atlantic Beach. The collective gasps and wide-eyed wonder on their faces at first glimpse of the ocean made me realize how much I take for granted. Seeing the subject matter "click" in their minds throughout the field trip was truly amazing. On the bus ride home, one of my toughest students whispered to me that this was the best field trip of his life.
The University had instilled in me a desire to make a difference, to take the road less traveled, to push myself out of my comfort zone. And that's just what I did. I won't tell you that my first year of teaching, or even my second year, was a breeze. Deciding to join the Teach for America corps was probably the most challenging endeavor I've ever decided to undertake. But the rewards these students reap by having a quality teacher are immeasurable. Having the privilege of experiencing their small successes is very humbling. It's impossible to accurately portray my experiences on paper, but picture this if you will:
Imagine kids, who cannot even recite the name of their city or state, tell you that social studies is their favorite subject by the end of the year.
Imagine students who tell you how smart they feel after learning Korean and Spanish words and phrases at school, then going home to teach their parents.
Imagine spending sleepless nights planning quality lessons and seeing your students actively engaged in their learning the next day.
Imagine the excitement of a student who earns his first "A" on an exam and how proudly and painstakingly he posts his test on the "Exemplary Work" board.
Imagine arguing with staff members and students alike about why U.Va. is better than UNC or Duke. (I'm surrounded by blue!)
Imagine the grins on 50 faces the day you return to school after being absent for just one day.
Imagine students who call you over a long weekend just to tell you how much they miss you.
Imagine students growing two grade levels in reading in just one year.
These challenges and successes are specific to me and are not representative of all corps members' experiences. We are corps members from all walks of life, each with a unique story to tell about our classroom. However, one mission unites us. One day all children will have an equal opportunity to attain an excellent education.
This experience has truly opened my eyes to the pressing needs of the communities Teach For America serves, and I am now a life-long advocate of educational equality. This experience has been challenging, but the endless obstacles and sleepless nights are worth it because my students deserve the best teacher that I can be. Everything is about my students. They are why I Teach For America.
Crystal Shin graduated from the College in 2004.
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