How do teachers captivate their students? Here, in a feature we call “How I Teach,” we ask great educators how they approach their jobs.
Natalie Mejia, a math teacher at Atlas Preparatory School in Colorado Springs, CO, knows the challenges many of her students face. She grew up poor in Los Angeles, navigating an education system that didn’t reflect her culture or background.
“They won’t care what you know, until they know that you care,” she says.
Mejia is one of 24 teachers selected for the 2016-17 Colorado Educator Voice Fellowship, an initiative of the national nonprofit America Achieves. The program, which also includes principals, aims to involve educators in policy conversations and decisions.
Why did you become a teacher?
I believe our kids deserve to be surrounded by people who love them and believe in their tenacity to succeed. Growing up low-income in Los Angeles exposed me to many harsh realities that motivated me to pursue higher education. Additionally, as a first-generation high school and college graduate, I can relate to the adversity my children face on their pursuit to learn and navigate within an institution that wasn’t built with their social or cultural identity in mind.
What does your classroom look like?
My classroom is split into three sections — pink, blue, and orange. In the pink section, eight students are receiving direct instruction. In the blue section, eight students are reviewing prerequisite skills for upcoming lessons and in the orange section 16 students are working on online lessons on the Khan Academy website. The students rotate every other day through the sections so that all 32 scholars are working directly with me, in pairs, or independently to master the content.
Fill in the blank. I couldn’t teach without my ____________. Why?
My smart board. I absolutely love the white board in the classroom because it makes it easier for students to follow along as I teach. Additionally, the colored pens allow me to differentiate or emphasize notes within the lesson.
What is one of your favorite lessons to teach? How did you come up with the idea?
I enjoy teaching my students our statistics unit because this is the place where they can be the most creative. My school takes a traditional approach to learning. However, in this unit students are encouraged to create their own statistical questions and gather data. This unit I believe allows them to personalize the learning and justify their thinking.
How do you respond when a student doesn’t understand your lesson?
If a student shares that he/she doesn’t fully understand a concept or demonstrates gaps on the three-question assessment they turn in at the end of the day, I do any of the following:
– Provide one-on-one instruction before school, during lunch, or after school.
– Modify the upcoming lesson to provide better scaffolding and support.
– Pair the student with someone who’s mastered the concept and can serve as a peer tutor.
– Follow up with parents directly about how they can support the student at home.
How do you get your class’s attention if students are talking or off task?
My strategies vary from class to class and student to student. If one or two students are off task, I am more private in my approach to redirect their behavior.
If an entire section in my class is off-task, I walk over and provide a countdown to get their attention. Once I have their full attention I restate expectations and narrate positive behaviors.
How do you get to know your students and build relationships with them? What questions do you ask or what actions do you take?
First and foremost, I approach my students and my work with the utmost humility and appreciation. I tell my students early on and often how much I love them and how their presence brings joy to my life.
I continue to demonstrate my commitment to them and their education by establishing academic and social goals for the year. I challenge them to be present in class and to own their learning environment by supporting one another. In addition to our time in class, I try to attend our students’ games and family events in the community. In doing this, I can foster deep relationships with my students and their families. Collectively we work throughout the year to be advocates for their students’ academic and socio-emotional success.
Tell us about a memorable time — good or bad — when contact with a student’s family changed your perspective or approach.
I met Mr. Senior in the summer of 2011 in Baltimore. He was a single father of two middle school-aged boys and attended our pre-school conference. This meeting was an opportunity for us to check-in as student, parent(s), and advisors prior to the start of the school year to establish academic and social goals for the year. Throughout the year, Mr. Senior demonstrated unwavering commitment and love for his children through his active participation and involvement in our school.
His persistence in advocating for his children challenged the unknown bias I had toward fathers being passive participants within education. We’ve stayed in touch over the last six years and it’s such a pleasure to see the joy and pride he has for his sons and their long-term success.
What are you reading for enjoyment?
I am currently reading “Drown” by Junot Diaz. It is a goal to immerse myself in more Latino/a literature.
What’s the best advice you ever received?
A few months ago, I was reading, “The Bridge to Brilliance: How One Principal in a Tough Community is Inspiring the World” by Nadia Lopez. In her text she wrote, “This is not a Third World country. This is real life in the United States of America, and the qualities in these kids that frustrate teachers are the very same ones that help them survive every day.”
Her sentiments resonated with me because I love and respect my students’ ability to face the adversity with authenticity and courage. Approaching my work with this mindset inspires me to be the best mentor and educator for my students and their families.
by Ann Schimke