Walking my talk: Reflections after returning to high-school teaching

A few weeks ago, I headed back into the classroom to teach 10th graders, after years of conducting research and teaching graduate students. Teaching at a high school is my “rubber meets the road” moment; it is time to “walk my talk.” All my graduate students, co-workers, and trainees, at some point, have heard me state emphatically that education and interventions must be student-centered.

In 2011, I wrote that my purpose, as a researcher, was to promote educational reform– so traditionally underserved students receive an education that honors them as individuals; promotes creativity and critical thinking; assists them in reaching their potential, and does not produce indoctrinated masses. With this as my long-standing mission, how could I resist an opportunity to teach at a small bilingual high-school utilizing discussion-based learning and pronouncing the school is student-centered? Our class sizes are capped at 14! Had my dreams come true?

As I prepared to re-enter the classroom, I paused to reflect on the goals I set as my research and teaching career began. I hoped that my research would directly benefit youth who are often classified as “at-risk” and/or “marginalized” — including but not limited to students with disabilities, students from minority populations, and students living in poverty. I…