More Than a Job: MTC Second-Years Reflect on Their Journeys (Talia Pekari)

1. What drew you to join the Mississippi Teacher Corps?

I knew as soon as I started undergrad that I wanted to teach, but I did not want to major in education because the only subject I really wanted to learn more about was chemistry. When I was looking at graduate programs for education and alternative routes to getting my teaching license, my old high school chemistry teacher told me about MTC. I immediately liked the program more than TFA since I would have a master's degree coming out of it, and there seemed to be more structure with MTC instead of just kinda being thrown to the wolves. I thought that the program would be a great experience and would challenge me in ways that a normal graduate program would not. Also, the fact that it is free had a lot to do with it too.

2. What was your initial summer like?

Honestly, the first summer was a chaotic mess for me. I had no idea what I was doing and while I was learning how to do teacher things through class in the afternoon, it just did not feel like I was getting everything out of it being virtual. And I know that is not the program’s fault, it is just due to the circumstances. It was so hard to separate school from work during the summer because it felt like there was always something I had to do in preparation for the next day. I would be up until 2:30am working on things for my lesson because my TEAM teacher was so particular about things, and then I would wake up at 6am to finish whatever work I did not get to the night before. It was just a lot, and I felt severely overwhelmed. 

3. What about your first year of teaching?

My first year of teaching in general was challenging in ways I was not expecting. My school was virtual the entire year, so I never got to meet all of my students because at the time, not all students had the technology necessary to join class online. I do believe that I made good connections with the students who were showing up virtually, but it still is not the same type of relationship you establish with them in person. I had so much material that was given to me by other chemistry teachers, however I had to make it all accessible virtually. Chemistry is such a hands-on subject, so trying to get those important points across virtually was hard. Students could not experience the fun part of science by conducting experiments on their own; instead they had to settle with watching me do them from home or a video of the reaction happening. Neither of these things are as exciting as doing them yourself. 

4. How has your second year of teaching been compared to the first year? Describe your experiences.

This second year was very different from my first year since we were finally in person the second year. I got to put names with faces and even had some of the same students that I had the year before. I got to expand on those relationships and begin new ones with the students who did not have me. We’ve been able to do hands-on activities and labs, which really enhance learning and give students a better understanding of the topic we are discussing. I have a classroom that I was able to make my own instead of my dining room table. Classroom management is something that was tricky to tackle this year. Being virtual, kids had to unmute themselves to talk. They don’t have to do that in person, so getting their attention and keeping them on task has been a challenge, and now I can’t just kick them out of the google meet. 

5. What have you learned about your kids, their families, and the community since joining MTC?

I have learned that a lot of my kids have so many other responsibilities outside of school. A few have one or two jobs to help provide and put food on the table, some are in charge of watching younger siblings or other family members, and some just don’t have a positive home environment which causes them to act out in class. 

6. What do you wish more people knew about the teaching profession, your school district, and/or your students and their families? 

I wish people knew that it is a lot harder than it looks. Especially during this pandemic, everyone has some sort of opinion on education and educators in general. They don’t realize that we are now responsible for trying to make up for two years of lost time because of COVID, as well as teaching and re-teaching students how to behave and be in a social environment again. It is hard, and burnout is real, and if people have such a big opinion on what we are doing and how we are running things, then they should become an educator themselves and do it. 

When it comes to the school district and my students, I wish people knew that just because these kids are in a poverty-stricken area does not mean that they are any less smarter or lack in potential. I have some bright kids with bright futures ahead of them, as well as kids who have a great plan for their life without having to go to college. They are determined, and they are passionate, and they are just as important as the next.

7. Reflecting on the last two years, what are you most proud of? 

I am most proud of the relationships I have built with my students. From being their teacher and their coach, I feel that I have made some sort of impact on their lives. Now I know a lot of them hate chemistry and physical science, but they still pay attention and try in class. Some feel comfortable enough to tell me things that are going on in their lives and some have come to me for help in another class or for ACT tutoring. I have always wanted my kids to know that they have someone in their corner, and that someone is always rooting for them whether it be for academic achievements or sports.