English Education M.Ed. and initial licensure student Grace Fremont builds on her love of stories and mentoring to gain skills in classroom management, lesson planning, and a deeper understanding of social justice and equity in education.
What drove you to enroll in the program?
I worked as an English teacher at a private school in Plymouth, MN for several years. I learned a lot from the experience, but I also felt there were limitations on my abilities as a teacher; I knew a lot about my subject area, but didn’t have as much background in pedagogy and classroom management. I saw the program as a way to shore up those skills and open many new opportunities for me! I was also drawn towards this particular program as opposed to others because of its emphasis on social justice and equity. I believe those factors are crucial yet often overlooked in education, and it has been refreshing to see it so consistently centered.
When did you realize you wanted to be a teacher?
Probably when I was in middle school, by then I’d come to terms with the fact that my dreams of being a Broadway star were never to be (unfortunately, I am a bad actor). I kept coming back to how positive a force school and many of my teachers were for me. In 8th grade, one of my teachers asked if I’d be willing to do some peer tutoring for one of her other classes, and from that point on I was pretty much always teaching in some shape or form.
What did you hope to get out of your experience here?
I love stories and I love the joy that comes from just freely talking about stories that I can get excited about! Teaching English allows me the opportunity to do just that, and to live vicariously through my students as I witness them encountering some of the same magic. I also really love getting to work with students over a longer timeframe. Seeing their ideas and seeing them as authentic, transforming, and transformative people is inspiring to me! As I said before, my own teachers were very positive forces in my own life, and I strive to be the same for my students.
Were there any surprises and challenges along the way?
The elephant in the room is COVID-19, which was of course a surprise and a challenge. My classes in the program have been entirely in distance learning so far, and my practicum experience is mostly distance learning, as well. It’s made it harder to build relationships with my peers, my teachers, and my students, but it’s also been helpful to get to bond over our shared challenges and try to figure out strategies together.
How have you felt about the cohort model and experience?
I love my cohort! I really wish I could meet them in person because I’m awkward and bad at virtual friendships, but at the same time it’s helped so much to have a supportive group of peers during a time when it’s easy to feel very alienated from the world. I definitely would not be learning as much or having as good a time if not for my wonderful cohort.
Has the student teaching helped you feel prepared to enter your own classroom?
There are parts of teaching that I’m very comfortable with from my own past experience, but other parts – like lesson planning and collaborating with teacher teams – that I just hadn’t been exposed to as much. The program in general and student teaching, in particular, is definitely helping those aspects feel less foreign, and I’m excited to keep gaining experience in the months ahead.
Any other thoughts you want to share about your experience?
Grad school during COVID-19 is tough, but at least now all of my professors, peers, and students get to see my cats!
Learn more about M.Ed. and Initial Teaching License in English Education in the Department of Curriculum and Instruction.
