Bryan Eldridge

Class of 2019

Elementary Education ELA

Sanford High School

Sanford, ME

UMF CEHR: Why did you decide to go into teaching and did that foster your decision to choose UMF?

Bryan: I realized that I was able to connect well with younger people, specifically elementary-aged children. Once I knew that I wanted to be a teacher and that was where my passion lies, I knew that I had to go to a college that fostered my educational values, leading to my desire to attend UMF. I knew that UMF is a well-known school for education, so I decided that I would apply here and make it my top choice.  UMF was the only school I applied to, as it was my top and only choice. I was hoping that I would get in since I had no back-up, but I am so happy I did; it was the best decision I ever made.

UMF CEHR: Why did you choose the specific age group?

Bryan: I want to teach 3rd-6th grade. I want to teach the generation that is coming into their own age, independence, and individuality. These students want independence, but they also need guidance. The pre-teen age group wants to learn at an age that is comfortable for them, and I know that I can provide that while fostering different kinds of learning. As a teacher, I want to be inspirational to my students and leave a lasting impact, encouraging my students to grow up and become successful. Hopefully, my impact on my students will instill knowledge that they will never forget because that is what good teaching means to me.  

UMF CEHR: Is there something that you wish you knew about UMF before you came here?

Bryan:  Before I came here, I would have liked to know how close the community is here. UMF is a small campus that fosters powerful friendships and great connections. That being said, everything that happens on campus is public knowledge. That is not always a bad thing, but that’s what happens when you are in a small-knit community.

UMF CEHR: Is there something that you would like to share with our underclassmen and prospective students?

Bryan: I would tell all of my fellow UMF students to allow yourself to be a part of as much as you can. Indulge yourselves in these opportunities and challenges that come your way. New things will become available, so join them and be a part of this amazing community. UMF has great resources for all of our students, both academically and socially, so take advantage of it while you can.

Bryan is a CA on campus in the Mallet Residence hall. Here he is pictured with the other CA’s in Mallet.

UMF CEHR: Can you tell me about an unforgettable experience at UMF?

Bryan: Definitely becoming a Community Assistant (CA) on campus. I was hired as a CA for the first time last spring, so this is my first and unfortunately last year as a CA in the resident halls. It urged me to become more involved on campus, but also to make connections with the other CA’s. Being a CA is an opportunity I thought that I would not fit into, but I was wrong. I am more a part of UMF life than I ever was before, and I am so happy about it because UMF is an amazing place. Before becoming a CA, I lived in Scott and Purington, and this is my second year living in the Mallet resident hall.

UMF CEHR: You are student-teaching this semester. Can you explain where you are and why you chose that school?

Bryan: Student-teaching is very exciting because you get to see what it is like to be a teacher every day. I chose to have my student-teaching experience at an elementary school in Auburn. For my student-teaching experience, I really wanted to challenge myself and go outside of my comfort zone. I knew that it was going to be challenging and something that I had not experienced before, but I was okay with that. The school that I am at is very diverse and has a wide range of learners in the student body. There are many students who speak English as a second language. It really encourages me to think over my lessons and how I will make it accessible for all of my students. At the school of my placement, there are 22 different languages being spoken among students. The school also has many low-income students, so that encourages me to inspire my students and be a guiding figure for them. I want to be more than just a teacher, I want to show my students that they matter. I chose Auburn for these challenges because I wanted to learn and work through them before I get a classroom of my own. This experience is giving me the opportunity for growth, as this setting is something that I have never tried before. I could have chosen something more comfortable that I was used to, but I would not be learning nearly as much. This experience is exposing me to new areas, and I am so thankful to be where I am.

UMF CEHR: What is the classroom setting like? Do you teach all subjects or just one?

Bryan: As a fourth-grade teacher, we are responsible for teaching every subject in the classroom. My mentor and I take turns teaching portions of the class. Some weeks I will teach reading and writing every day and my mentor will teach math. It often changes who will teach what, but we operate very much like a co-taught classroom. During the week of March 3rd, I taught math every day to the whole class. It really gives me the opportunity to connect with students and understand how to differentiate my instruction. When I am not teaching, I go to other classrooms and observe teachers. The teachers have very diverse teaching styles, and I want as much exposure to varied instruction as I form my own teaching style.

UMF CEHR: Since you are in your last semester of school at UMF, you will begin looking at jobs soon. Have you started this process, and what advice do you have for others? Do you know where you would like to teach?

Bryan: There are online websites that have job postings in your areas, such as schoolspring.com and servingschools.com. A lot of places do not start posting and looking for new teacher openings until late March and early April. I have started to look, but I know that more will come up as time goes on. I would love to stay in Maine and teach in Cumberland County, but I am open-minded and will take what comes my way. A big piece of advice is to always keep building your resume and skill sets. Apply to as many places you can for the opportunity for growth and success. I attended the career fair last week. The career fair was an excellent opportunity to present myself to prospective schools and prepare me for success in the future. I would encourage anyone looking for a job in education post-graduation to attend the fair. All student teachers were required to attend. Schools came from all over to look for prospective hires. They often conduct small interviews as they get to know students that would make great additions to their schools. I love UMF’s teaching program because it is all about scaffolding. They provide support for students and slowly break away from the scaffold, allowing the student-teachers to do most of the teaching by the end.

UMF CEHR: We have current students who are not yet at the student-teaching phase, as that is typically the “last hoorah” of the education program. Can you tell our students who might be leading up to this experience what it’s like?

Bryan: The student teaching process starts about a year before student teaching. In order to get into practicum, you must pass Praxis I Core. For student teaching, you must have already passed Praxis II at least six months prior to student teaching. GPA requirements must be set, credits completed in the education program, meeting candidacy in order to get into student teaching. Once all of those requirements are met, you will meet with the director of field services, discussing where you would like to be placed. There is a lot of anxious waiting involved, but that is all part of the process. The field supervisors are tasked with placing students where they believe will be the best fit. About a month and a half before student teaching, you will meet your mentor. It is required that you meet with the mentor before the experience starts, and that is a good chance to get any of your burning questions answered.

UMF CEHR: Is there something you wish you knew about student teaching beforehand?

The UMF’s Aspiring Educators of Maine (pictured) hosted a literacy awareness program and brought in UMF’s Assistant Director of Upward Bound, Elyse Pratt-Ronco to speak about overcoming challenges that came up in various children’s books.

Bryan: Before beginning student teaching, everyone knows that it is overwhelming and lots of work going on, and I would say that is true. People often get caught up in the fact that it is work-heavy and forget to mention how much of an amazing experience it really is. Student teaching is a supportive environment. You mentor will support you, your supervisor will support you, and your peers are there for you along the way. There will be help along the way; you are not expected to do this experience all alone. I remember the good part of the support and how I am improving and growing. These are great experiences to be enjoying, so soak it all in. I commute over an hour to school every day, which can be a lot at times, but it allows me to debrief on my way to and from school each day. It is such a rewarding experience to see growth and learning taking place with students.

UMF CEHR: What makes student teaching so different from your two practicum experiences?

Bryan: During my first practicum experience, I got to experience what it is like as a teacher in a classroom; it was a preview of teaching. My second practicum was more hands-on with lesson planning and engaging with students, it included more of my signature teaching style. Student teaching, well, it is something new every day. I love that because every day brings a new challenge and opportunity. It is the full experience of being a teacher. Last week, towards the beginning of the month, I felt that I really indulged myself full feet into the experience. I was the only one teaching all week long. During my full week of teaching, I was teaching all subjects in the classroom. It was really challenging but a great learning opportunity that benefited both myself and my students. In the following weeks, I observed more. I truly believe that student teaching is more what you make of it. As a student teacher, you get to plan and communicate with your mentor teacher, which makes things enjoyable. When I exit the classroom to go observe, I get to see different learning styles and compare, which helps me discover what I would like to and might not choose to include in my own teaching style.

UMF CEHR: Can you tell me about your two practicum experiences?

Bryan: My first practicum experience was in a 4th-grade classroom in the Belgrade area. I was able to do a lot of observations. I also got to see what it is like to be a teacher for the first time. My second practicum experience was also in a 4th-grade classroom, but this time, I was in Madison. I had never been to that region of Maine, so it was something new that I got to explore. The community was well brought together. Each practicum brought something new. During my second practicum, I had an amazing mentor that gave me amazing feedback, but also let me foster my own teaching style. I am in 4th grade again for student teaching; it is an age group that I love dearly. If I could give advice to students who are beginning this journey, explore other grades and substitute teach; it gives you a good idea of what to expect.

Bryan (pictured in the back) attended the MEA fall conference hosted at the Samoset Resort in Rockport. Pictured is UMF’s Aspiring Educators of Maine club that Bryan was the president of.

UMF CEHR: Bryan, you were the President of UMF’s Aspiring Educators of Maine. How did your experiences as a member of the club help you as an aspiring educator?

Bryan: I was the President of the Aspiring Educator of Maine club last semester. I have been a member of the club since my freshman year. The club fosters a great community and I find myself always learning from my fellow aspiring educators. The club has been an amazing influence on me and my future, as I learn practical leadership skills that will help me become a successful educator. I have learned that education impacts more than just the classroom. I have been getting involved in leadership conferences and opportunities that I would not be able to experience otherwise. My second year, I was not as active on the club. Right now, I stepped down as president. I wanted to focus on student teaching, but it is great to see how the club is run not as a president. I personally think that they are doing a fantastic job.

UMF CEHR:  Do you have a favorite course that you have taken at UMF that has changed your outlook on teaching? Why?

Bryan: I took Screenwriting with Bill Mesce last year as English credits for my concentration. I took his courses back-to-back and they were some of the most amazing courses I have taken here. Dr. Mesce was so funny and relatable, as I found myself easily engaged in the course. During the course, we were reviewing many movies. One of the courses was on Blockbuster movies from each decade, starting from the 1960s to present. The second course, we were reviewing classic American Thrillers. It really taught me how I might appropriately use film to further learning in the classroom.  

UMF CEHR: You mentioned instructors that changed your outlook on your education. How will you foster that for your students?

Bryan: One big part of educational philosophy is creating an environment where students are being inspired and influenced every day; where they can be creative and show their true selves. I want my students to be as successful as they can be, helping them reach their future goals. My teachers and professors have inspired me through their passions and content. I want to correctly use the material to inspire students. My favorite subject to teach is writing. Writing has always been a strength of mine, as it was a great escape for me. It allows students to express their thoughts and feelings, and I think it is very important to provide that space and time for students to think critically.

UMF CEHR:  Have you had experiences so far with your (past) or present students that have changed their outlook on school?

The UMF Aspiring Educators of Maine club pictured before attending a dance at the MEA fall conference in October 2018.

Bryan: Being able to substitute teach in my hometown. My students recognize me and appreciate what I have done for them in the past. It is great to be able to give back to my community and be able to work with students. I love being able to come home to see students that I know I have impacted; it is a special feeling. In the future, I do not think I would want to work in my hometown. I do not think it would have the same vibe as being a substitute teacher. I want authentic relationships in the classroom. I also want to explore something new, just like I did with my student teaching. I really want to go back to Southern Maine to teach. I really hope to stay in Cumberland County, but I love exploring my horizons.

UMF CEHR:   If you could give any piece of advice to students at UMF, what would it be and why?

Bryan: I would advise anyone to do what makes you happy. Choose the career path that you would enjoy the most. Do not let yourself be held back by anything. Go for it! If I could do this whole experience over again, I wish I had been able to be a CA for a longer period of time. I would have become more involved with other clubs and organizations, but overall, I am very happy with the things I was able to do.

Bryan is almost done with his student teaching experience and has shared his portfolio with us! Please check out the amazing work that Bryan has done over the course of this semester.

Jasmine Corkins

Washington Academy

Pembroke, ME

Special Education 7-12; Rehabilitation minor

Class of 2021

Jasmine Corkins, a sophomore at UMF, shares her experience of changing her major.

UMF’s College of Education, Health, and Rehab got a chance to speak with Jasmine Corkins, who is a second-year Special Education Major.

UMF CEHR: Why did you choose UMF?

Jasmine: As a sophomore in High School, I came on a tour through a school program. From my first tour, I absolutely fell in love with the campus and the welcoming community that UMF fosters. I knew that UMF was the right fit for me. I loved the small-town feel, as I come from a very small town, so UMF felt like home. During my junior and senior years of high school, I took a bunch of tours. I could not get enough of UMF. I loved it more and more every visit. I knew that I wanted to be a teacher and this was the best school I could possibly go to for my interests. The ideas and philosophies that UMF fosters are concepts that I truly believe in. I love this school so much that I have been on 17 tours here!

UMF CEHR: Before this semester you were a Secondary Education Major with a concentration in math. Can you tell us why you chose that path?

Jasmine: I never would have thought math would have been my path until high school. My favorite math teacher from my high school (Washington Academy) went here. That teacher gave me confidence that in fact, I was capable of completing math problems and that I could do it. I thought I was terrible at it, but my math teacher gave me the confidence to succeed. As I became an upperclassman in high school, I began taking upper-level math classes. I wanted to support kiddos the way I was supported. I will never forget how my teacher made me feel; I had a newfound confidence that I never had before. Once I got to UMF, I struggled with math. I was less enthusiastic about math and I knew that I did not want to teach something that I was not good at. I started to get down upon myself and pretended that math was my calling, but it was not. I was getting low grades in my math classes and I felt that I could not keep up. My whole outlook changed once I took practicum last semester. I was enrolled in practicum as a Secondary Education major, though. I met the professor that changed my life: Dr. Kate Macleod. Dr. Kate taught a Special Education course, which was a 2-credit course in the Secondary Education practicum block. It touched on inclusive schools and how we, as teachers, can become more inclusive. Dr. Kate talked to me about the possibility of a Special Education minor. That sounded like a path I wanted to take because I love accommodating for all of my kiddos. Dr. Kate then asked me, “Do you see yourself in 40 years teaching a math class?” I did not know my answer. It was hard for me to overcome because I knew my answer was no. I replied, “I guess I wanted to teach math.” Dr. Kate then told me the best piece of advice that I will always live with, “If you are not passionate about what you are teaching, you won’t be happy.” After that conversation, I made my choice. I was going to become a Special Education major because I love teaching students with all different abilities.

UMF CEHR: You mentioned that you were in practicum last semester. Can you tell us about your experience in the classroom?

Jasmine: I had my placement at Mt. Blue Middle School in an 8th-grade math classroom. At the time, I was still a math concentration and got to work with amazing teachers. My mentor was Fred Conlogue, who teaches 8th-grade math. I got to experience co-teaching at its finest. His wife, Tammy Conlogue is the Special Education teacher for their community. Tammy would bring kids over from her classroom into the algebra class. The students were integrated very well, where you could hardly tell that students were coming over from another class. I loved my placement, because it felt like one big group, instead of the classroom being split into different parts. It made my practicum experience amazing. By the end of the practicum experience, I saw growth in the students. I knew that I wanted to be a teacher, but I did not know if doing math was for me. I formed great bonds with the students and knew that leaving my placement would be so difficult. All of the students in the class were focused, as different adaptive tools were used in the classroom to keep the students on task. Being in this placement and getting to experience the rich role of a special educator, my decision to become a Special Education major was finalized.

UMF CEHR: You talked about the role that co-teaching played in your placement and how that solidified your Special Education major. Would you want to work in a school that has a strong emphasis on co-teaching?

Jasmine: Co-teaching worked in my placement and I think that is why I liked it so much. That is to say that it would not work at every school. It really depends on where I end up and what kind of school I teach at. What I like about the Special Education Major is that it allows for all different kinds of styles. I can be a co-teacher, teach solo and bring students back into the classroom, or be a supportive role in some classroom reiterating the points and supporting the goals of the lesson. I want to be a little bit of everything, so for right now, I am glad to keep an open mind about things.

UMF CEHR: Your previous experiences fostered the passion that is driven by your new program. Can you tell us about the best part about your new path?

Jasmine: I have not had much experience yet in my new program, but I love it so far. I officially made the switch about three weeks into the current semester. I am taking a lot of special education courses this semester, so I will find out what my favorite parts are! Right now, I am taking an Assistive Technology course taught by Dr. Kevin Good. In that course, we get to learn about different technology tools that we, as educators, can use to support our students in the classroom. I like learning about all of the devices and how they can support students in different ways.

UMF CEHR: Jasmine, you mentioned that you are taking a wide variety of Special Education courses this semester. Do you have a favorite or one that resonates with your teaching style?

Jasmine: My courses have changed my outlook on teaching for the better. I mentioned that I took a Special Education course with Dr. Kate that talked about inclusive schools, which got me excited about Special Education. I am taking a literacy course right now, which analyzes texts and learning how to use different techniques and strategies. This course is taught by Dr. Karen Smith. After being in this class for a little over a month, I have learned about studying for a teaching point of view. It has opened my eyes to different types of studying. I have always considered myself to be really bad at studying, so in a sense, I have been learning how to study. This course really opens my eyes to how each learner is different; some students read fast, and others may need more time to read. For reading and analyzing, there are instructional texts for various levels. I believe that textbooks are not written for the age groups, but they are written for the facts. I realized how students get really bogged down with a word-heavy textbook. For some students, the change in the middle of a book with lots of pictures is a hard switch and makes it hard for them to understand the text.

UMF CEHR: Now that you are here, switched your major and doing well in your new program, is there something that you wished you knew beforehand?

Jasmine: I wish I knew how hard college courses were going to be. I did not know how to study or complete the complexity of homework assignments. For me, the transition from high school to college was a bit difficult academic wise. It was a lot different and there were moments where I felt shocked with the academic rigor. My math teacher in high school believed in me and gave me courage, but I did not know how hard the math classes were going to be. I did not do well in those courses during my first semester of college. I was frustrated and upset and thought I had done something wrong, but it is part of growing up and experiencing the learning process. For my Special Education major, well, I wish I knew how much I loved the Special Education program before I applied. That is easier said than done, but this program is amazing.

UMF CEHR:  Is there something that you now know and want others to know about UMF?

Jasmine: Take time to experience UMF. I got to know amazing people that will be my forever friends. I cherish the moments that I spend with all of my friends and I give credit to the community that welcomes you in with open arms. My favorite experience was presenting at the ACTEM Conference (Association of Computer Technology Educators of Maine) with my practicum block. It was truly an eye-opening experience. I presented my math unit that I had been working on in Dr. Theresa’s Curriculum, Assessment, and Instruction course for about a month before the conference. I made some amazing connections with in-field educators and administrators.

Jasmine Corkins and Justin Davis at the ACTEM conference last fall.

ACTEM was an experience so amazing that I will not be able to replace for a long time. I got some amazing feedback on my work, which helped me grow as a future-educator. Even if you don’t get a chance to present, it is amazing just being there. I got to attend very cool presentations and tbe introduced with new technologies. The other thing that I wish people knew about was dorm life. People told me before I went off to college that dorm life was really hard to get used to and living with other people was going to be difficult. It was a great experience going into the dorms for the first time; it was scary and new. I was alone for the very first time, and I will admit that I had a hard time adjusting for the first few weeks. Once I was adjusted with my new home, it was amazing. The dorms provide a community feeling and how to live with other people. I met many of my friends in my time living in the dorms. I lived in Purington my first year of college and still live in Purington and it is a great dorm building. If you have the experience living in close quarters with others, this might not be as big of a culture shock to you. I am so glad I got to experience the dorms along with everything that UMF has to offer.

UMF CEHR: You mentioned that your concentration was once math. Since then, you have switched to Special Education. Are you keeping the math minor or switching to something new?

Jasmine: I am no longer a math minor. Instead of focusing on one thing, I want to be able to do a little bit of everything to support my students. I am now a rehabilitation minor. That was a spur of the moment, spontaneous decision. I talked with Dr. Karen Smith and she mentioned that a lot of students in the Special Education program pair the Special Education and Rehabilitation programs together, as they complement each other nicely. With my rehabilitation minor, I get to work with people I want to work within a field I want to work in. This was the perfect path for me. I was this decision as an immediate “YES”, this is absolutely what I want. Right now, I am focusing on the courses for my major, but I will be taking classes for my minor coming up next semester in the fall.

Gwen Baker

Class of 2019

Early Childhood Education Birth-5; K-3

Windham High School

Windham, Maine

UMF’s College of Education, Health, and Rehabilitation Services (CEHR) was able to meet with Gwen Baker regarding her experience at UMF. She shared her insight on her program and how that will help her as a future Early Childhood Educator.

Gwen Baker at her Advanced Practicum experience in a 2nd Grade classroom at Rumford Elementary School.

UMF CEHR: Why did you decide to attend UMF?

Gwen: I chose UMF because when I visited it felt very friendly and welcoming, I really liked that. I felt comfortable at UMF and I wanted somewhere that made me feel that way. I also knew UMF had a history of being a great teacher education school and I knew I wanted the best education possible.

UMF CEHR: Why did you decide to choose the Early Childhood Education program? Do you feel that there is a content area you are excited to teach?

Gwen: I have always loved working with kids but on a mission trip in 2013 I realized just how much. It wasn’t until junior or senior year of high school when I realized I wanted to major in Early Childhood or Elementary Education. I chose Early Childhood because I knew that I wanted to teach the younger children and knew my passion lied within teaching. I enjoy and have strong skills in reading and writing and am excited to show students what they can learn. I am also excited to teach students about nature through theme-based learning.  

UMF CEHR: Can you share more about the mission trip you went on?

Gwen: I went to the Dominican Republic to a village called Holonga, where we stayed for a week of the twelve-day trip. In the village, we taught vocational Bible school to children. We would take a story out of the bible and teach it to the children, they would act out the story followed by some activities. We had upwards to 100 children each day. Our leadership group had fourteen teenagers and five adults. We got to play with the students throughout the day, do other mission work and learn about their culture. My work with the children solidified my love for working with the youth. Children have so much to offer and I believe that we can learn from them every single day.

UMF CEHR: You have talked about nature-based education. Can you talk about how that is impacting your philosophy of teaching?

Gwen: Nature is beneficial in regards to teaching. My senior seminar paper is about how nature impacts children’s empathy, care, and kindness. It is more than just bringing your children outside, it is how nature is beneficial. You can teach science by identifying a flower, math by counting the petals and be connected back to reading about the flower types in the classroom. There are many ways to connect nature to the classroom and it gives students an enriched learning experience. Children are playing with mud pies through dramatic play which improves their cognitive development. Nature-based learning is very beneficial and we should make people more aware of the positive impact.  

UMF CEHR:  Was there a teacher in your life that believed in you and made you want to become a teacher? Can you tell us about the power of a good role model for a young student?

Gwen: I think it is important to be supportive and understanding to all of your students. We get stuck in [creativity] boxes sometimes where we do not allow our students to explore and be creative. If allowed to be creative and explore different things, we are opening up more learning opportunities. It is important that as educators we are not labeling a child for their strengths and weaknesses because it is hard to break from the label. One of my best teachers was my kindergarten teacher, although I did not know that at the time. She was in her first year of teaching and I felt that she really understood every student, understood me, and most of all, communicated with the families. My kindergarten teacher did a great job of differentiating for every student and understanding their needs as a learner. She was kind and patient with all of her students. I think being patient is very important [in an educator] and that was what made my experience in her class so memorable. Having a group of educators believing in you is really powerful.  

UMF CEHR: Can you explain a positive experience that you have encountered within your time at UMF in your Early Childhood Education program?  

Gwen: One of the greatest moments for me is when I am working with a child, one-on-one or in a group, and they might have previously struggled but after learning in a new way, they just get it. The student pushed and persevered and that is so powerful in itself but you know you helped the student get there!   This is special to me because I impacted that student and that makes teaching so rewarding. Just seeing your work reflected on the children has always been a positive experience for me. One story that comes to mind, a second grade student was having a hard time coming up with an idea for a story. He kept saying “I don’t know what to write, I have too many ideas.” I told him to think about instances with his family or friends that you could talk about aloud then asked which one could you really go and go about in writing. The student got really excited about writing his story and it was obvious that he really enjoyed it. He kept putting himself down and felt that he could not do it but once I told him that he could do it, the student had a lot of confidence he could write. It was a really positive experience for me to see.

UMF CEHR: Can you tell us about your practicum experience and how that helped shape you as a future teacher?

Gwen:  My first practicum experience was in a pre-K class at a local school and it really helped me learn what it was like to be in the classroom. I got to focus on students needs, planning lessons and learning about the standards. It allowed me to see what it was like to work with students who were four or five. My mentor was great! She suggested I try working with an older group of students, as she thought my vocabulary could be a bit mature for the younger students. My second practicum was in a 2nd-grade class and it was a perfect fit. It was an amazing experience. My mentor and I clicked and were always on the same page. She pushed me and really allowed me to explore to become a better teacher. My third experience was in an infant and toddler placement. They are always learning, too, and there is a lot that they learn but that was harder for me. I think it did lead to me becoming a better educator though, as I was able to see the foundation of what my students are coming from.

UMF CEHR: Can you tell us about your leadership role on UMF’s cross country team and how that will help you become a stronger teacher?

Gwen racing for UMF’s Cross Country team at the North Atlantic Conference championship, held at Troy Howard Middle School in Belfast, ME.

Gwen: There is a lot of things to focus on to have a happy and healthy dynamic team as captain of this year’s cross-country team. t. It is important to make sure the needs are met for each athlete and being aware of what is going on. If you are not together as a team, that will affect how you perform in the races. The same philosophy goes for your classroom. Your students will not efficiently learn what they need to if they are not showing proper leadership. My goal as captain was to be there for each athlete and show them I care. As a teacher, you want your students to trust you and come to you.

UMF CEHR: How does your minor in psychology prepares you to cognitively understand your students as a teacher?

Gwen: Psychology plays a big role and its beneficial because I will be able to understand the deeper reason. For example, why is Johnny acting out during morning meeting? He wants to participate but is there something going on behind the scenes, maybe at home. I am able to gauge the reason why and understand that a bit better. My minor will help me know what to do, how to be proactive and what resources to use to best help my students!

UMF CEHR: Being a senior, what do you hope to get out of your program and what do you hope to still learn?

Gwen: I hope to go into a classroom confidently knowing I will make a difference. We all have those moments of doubt, but to know that I am doing the right thing. Understanding how to manage everything; curriculum planning, engaging with families, and classroom management. Communication with families is super important. You can be a great teacher but if you do not communicate with the families that might impact your success as a teacher. If you do not understand what backgrounds and situations your students are coming from it makes it hard for you to teach mindfully.  It is not going to be easy. There are things that you are going to be confident in and others not so much. Some years there are going to be classes you are challenged by and some years will be a breath of fresh air. Understanding that every student is going to be different and they are all able to learn. Students might not always be where you want or need them to be but all of that is part of teaching. I need to remind myself that the good and bad days will be there and I can do it.

UMF CEHR: Can you share some advice for underclassmen, who have or have not taken a practicum, on how to build that special student- teacher mentor relationship?

Gwen: Keep communication open. Communicating puts you out there and don’t be afraid to ask questions. As pre-service teachers, we are always learning from our mentors. Time management is important so I had a folder for each class to write every assignment and color-coded them. It really keeps me on top of things. There are going to be good and bad days but it is important to stay open-minded, true to your heart, and trust yourself. Taking on an extra semester is okay if it means being happy for the rest of your career. What matters is your education and what you want to do. Do not be afraid to speak up if there are legitimate concerns. Cherish your time here and take your learning to heart. Everyone wants you to succeed so take their feedback and see how you might improve.

Caroline Murphy
Secondary Education English
Class of 2015
ESL Educator- American University Bulgaria
Blagoevgrad, Bulgaria

Recently, UMF’s College of Education, Health, and Rehabilitation Services (UMF CEHR) connected with Caroline regarding her experience in UMF’s Education program.

Caroline Murphy, UMF class of 2015 outside of American University Bulgaria.

UMF CEHR: What was the best experience you encountered in your UMF education program?

Caroline: The best experiences during my time in the UMF education program were my two field placements, Practicum, and Student Teaching. I had wonderful mentor teachers who gave me the support and confidence to push myself and it was so exciting to apply everything we learned from our professors in a real classroom.

UMF CEHR:  What tips can you give our current students who are going to be entering student teaching?

Caroline: To current students about to enter student teaching, I would say to seize every opportunity to make yourself a better educator. Let your mentor teacher guide you but challenge yourself too. Get involved in the school community, meet the other teachers, and form bonds with your students. All these experiences will be so formative for your future career and are the memories you’ll cherish after graduation.  

UMF CEHR: What did you do to sell yourself on the job market? What advice can you give our seniors?

Caroline: To sell myself on the job market, I’ve demonstrated the ways my various experiences working with students and living abroad are assets to potential employers. I made connections with other professionals in my field during my Fulbright grant and sought out their guidance when deciding what to do next, It’s important to build your network. To graduating seniors, I would say not to be afraid of challenging yourself and stretching the limits of what you imagine your future will look like. When I entered college seven years ago I never could have envisioned I would receive a Fulbright grant and be living abroad, but we’re all capable of much more than we often give ourselves credit for.

UMF CEHR: How did you gain experience while at UMF to prepare for the outside world?

Caroline: During my time at UMF, I worked as a peer mentor and a writing tutor which gave me experience different from traditional classroom teaching.  I graduated with a wide perspective on the various ways I could work in education. I was a faculty aid which helped me develop a formative and valuable bond with one of my professors. It’s important for undergraduates to also seek out opportunities to work with experts in their field.

UMF CEHR: What experiences made your field placements memorable? What qualities did your mentors have that kept on encouraging you to become better?

Caroline: My field experiences were so great because I developed so much, both as a person and an educator, through challenging myself in the classroom. My students were also such interesting, creative, and fun people – they along with my mentor teachers made me look forward to going to school daily.

My mentors were patient as I worked my way through the ups and downs of being in the classroom but also pushed me to move outside of my comfort zone and try different projects and assignments. They encouraged me when I felt defeated and kept me focused on finding solutions to challenges and not giving up. I owe them both so much!

UMF CEHR: Did you teach your content area when you were a tutor on campus? What ages do you teach with your secondary education degree and why did you choose to teach that age group?

Caroline: I was a tutor at the writing center so I got to work hands-on with other students on essays, research papers, and creative projects – all things in the sphere of my content area, which was fascinating for me. I currently teach various ages, between age seven and adulthood! My secondary education degree, even though it wasn’t specifically for ESL as I teach now, gave me the lesson planning, classroom management, and differentiation skills that I use with all my classes here in Bulgaria. I’ve always enjoyed working with young adults the most but teaching so many ages right now is compelling as well.

UMF CEHR: Did you have a specific teacher that inspired you to go into the field of teaching?

Caroline: I had several teachers throughout my middle and high school years who inspired me to pursue a career in education. I’ve always loved writing and the teachers who supported and encouraged me to develop that passion showed me what powerful impact teachers can have in a young person’s life, which was my main drive to become a teacher.

UMF CEHR: What advice do you have for current students related to managing your classroom and building positive student relationships?

Caroline: I think the key to building positive relationships with your students is to find ways to show them that you genuinely care about their well-being and academic success. This will look different for every student because everyone needs validation in a different way, but teaching in both America and Bulgaria has shown me that wanting to be accepted and respected by their teachers in universal with students everywhere.

UMF CEHR: How did you manage the (lack of) age difference to show your professionalism as an educator with your Secondary students?

Caroline: Being just a few years older than my high school students has been challenging – especially in Bulgaria where people constantly tell me that I look too young to be a teacher! Setting boundaries are important with things like social media and classroom behavior, being understanding but firm so my students know they can’t push me around just because I’m young. It’s also important to always conduct yourself with professionalism and maturity as an educator but even more so when you’re a young teacher.

UMF CEHR: Can you tell me about an experience where you pushed yourself outside your teaching comfort zone where some awesome learning happened?

Caroline: During my Fulbright year, I had a few classes that were apathetic and low on motivation so it was challenging getting them to complete even simple assignments. I decided to take a risk and give them a long-term collaborative project about climate change and they ended up completely exceeding my expectations! It was tough for me to invest in something so time-consuming with them because it would have been discouraging if they weren’t responsive. But I promised myself that I would keep pushing to get them involved in the learning until we all got there together and it paid off in the end. The several weeks we worked on those projects are some of my best classroom memories from that year.

UMF CEHR: What is the Fullbright program?

Caroline: The Fulbright Program is an international exchange program sponsored by the US Department of State that funds research, teaching, and study opportunities in over 140 countries, with the goal of promoting mutual understanding and cooperation between the US and these countries. College seniors or recent graduates apply through their undergraduate institution by completing the online application (with transcripts and CV), writing two personal statements, and sitting for an interview with a panel of faculty at their institution. You apply specifically for one country and each country has different opportunities and expectations for their grantees.

I was a Fulbright/America for Bulgaria Foundation English Teaching Assistant (ETA) at a foreign language high school in Pernik, Bulgaria for the 2016-2017 academic year. I taught English literature and communication skills, as well as coached a speech and debate team through an NGO called the BEST Foundation. My Fulbright year was truly life-changing – I made great friends and taught lovely students, traveled to 10 different countries, met my amazing partner, and got to experience an entirely new culture and way of life. It was also a very difficult experience in many ways, as living abroad and teaching in a completely different environment can often be. But most importantly, I challenged myself to live outside of the bounds of what I always thought I was capable of and grew immensely as a person and in my professional experiences.

Since the end of my Fulbright grant, I’ve been teaching ESL to children and adults at the American University in Bulgaria. I also worked for a year as the Communications Director of the BEST Foundation and continue to volunteer with the organization. Teaching ESL isn’t something I had envisioned for myself during college, but Fulbright and living in Bulgaria has completely changed my perspectives and broadened my horizons for the future.

A side note: anyone at UMF interested in applying for a Fulbright grant is more than welcome to contact me at this email address (caroline.murphy@fulbrightmail.org) or find more information at https://us.fulbrightonline.org/fulbright-us-student-program. I personally highly recommend the Bulgaria program and I think a lot of students at UMF have experience that would make them good candidates for an English Teaching Assistantship. Information on the Bulgaria program can be found here: http://www.fulbright.bg/en/