This Colorado teacher admitted she didn’t know all the answers – and students responded

PHOTO: Hero Images | Getty Images
Girl using laptop in classroom.

Here, in a feature we call How I Teach, we ask educators who’ve been recognized for their work how they approach their jobs. You can see other pieces in this series here.

When a new student arrived in her class at Cherry Creek High School, computer science teacher Jocelyn Nguyen-Reed tried hard to make her feel welcome and supported. But as the year wore on, the girl withdrew and Nguyen-Reed began to wonder if her overtures were making any difference.

That spring, she discovered what a big impression her efforts had made when the student’s father called to ask for advice on how to help his daughter. The teen, he said, believed Nguyen-Reed could help her with anything.

Nguyen-Reed talked to Chalkbeat about what she realized after that phone call, how she discovered her passion for teaching, and why she tells students she doesn’t know all the answers.

Nguyen-Reed is one of 20 educators who were selected to serve on the state Commissioner’s Teacher Cabinet. The group provides input to officials at the Colorado Department of Education.

This interview has been condensed and lightly edited.

Why did you become a teacher?

The summer before my junior year in college, after a having tough year and burning out in my pre-med track, I took a summer position as a camp counselor in a two-week STEM program for high school students. As a part of the job, I was the teaching assistant for a chemistry class. I was so nervous while I was setting up the first lab. I kept running all the different scenarios in my head trying to make sure it wouldn’t be a complete disaster! To my delight, the first lab was a great success and the “high” I felt following the first day on the job made me I realize how passionate I was about teaching and education. The camp was the first time in a long time that I had been so excited to get up in the morning to do something.

What was your biggest misconception that you initially brought to teaching?
I think the biggest misconception was that I had to be the expert at everything all the time. My first year teaching, I had been assigned to teach two levels of computer science when I had very limited computer science background. I prepared as much as I could over the summer, but was terrified coming into the year because I knew students would ask me questions I wouldn’t be able to answer.

I decided to be upfront with them and invite them to ask questions, but to allow me room to find out what they needed when I did know the answers. It turned out they appreciated this approach more than I expected. The unexpected perk was that students were more empowered to try to figure out the answers and we often worked as a team to get to the bottom of whatever problems they encountered. It taught me the importance of authenticity in teaching and that modeling the learning process is extremely valuable..

What is one of your favorite lessons to teach? How did you come up with the idea?
One of the more fun lessons I teach is sorting algorithms in my AP Computer Science course. An algorithm in computer science is simply a step-by-step process for solving a problem. In our everyday life, sorting is one that comes up all the time — sorting your phone contacts by name or sorting your search results by relevance. In this lesson, we explore ways to sort data quickly and efficiently.

I usually start with a silly story that then poses the problem of sorting some set of papers or punch cards. I might talk about how programmers once programmed on punch cards, so tasks that are simple to code today took many, many punch cards to code in the past. “Imagine you had a stack of 1,000 punch cards,” I might say to my students. “But then you trip on the steps, and they are everywhere! … Now what?” Students start by brainstorming their own ideas for how to sort them. I then focus on just a few and use students in my class as “lists to sort” to demonstrate each one. Students usually enjoy the interactivity of the lesson.

How do you respond when a student doesn’t understand your lesson?
I will usually try to tackle this in two ways: I’ll use his or her peers to help or arrange personal one-on-one help. My students usually have a table partner with whom they have ample opportunities to work. I usually remind them that no matter the task, their jobs are two-fold. First, make sure they understand the concepts. If not, then their job is to ask questions (of their peers or me). Second, make sure their partners understand the concepts. If they don’t, their job is to explain the concepts to them. If a student is still struggling, I’ll reach out and try to make a plan/time with them to make sure they get caught up.

How do you get to know your students and build relationships with them? What questions do you ask or what actions do you take?
At the start of the year, I ask students about their strengths, weaknesses, needs, interests, and the things about which they are excited or worried. During the year, I periodically ask them to write to me how they are, what’s going well, what’s not going well, and what they need from me. I always enjoy getting to read what they write and responding to each one. It is especially nice to hear from those who are more shy or quiet in class. Otherwise, I just try to meet students with a smile and ask them about what’s happening in their lives each day, or follow up about something they told me some other time.

Tell us about a memorable time — good or bad — when contact with a student’s family changed your perspective or approach.
In my first couple years teaching, I felt the need to be everything to everyone all the time, and I worked countless hours trying to make my lessons as engaging as possible. I had a student who was new to the community at the start of the year, and I made extra effort to make her comfortable. As the year continued, I noticed that she started to change -— her image, her attitude, etc. I had a good relationship with her, but she seemed to withdraw a little bit and I wasn’t really sure how to help her. I gathered that her home life was stressful, so I continued to be kind to her and let her know I was there for her.

I received a surprise phone call that spring that really changed my perspective on the effort I was putting into my job everyday. It was her dad asking me for input on how to help his daughter. “She seems to believe that you can help her with just about anything,” he said in his voicemail. From that moment on, I realized that my efforts to care for my students will never be wasted, and no matter how tired or overwhelmed I feel, care and kindness will always be worth it.

What are you reading for enjoyment?
Currently, I’m working my way through “The Teacher Wars: A History of America’s Most Embattled Profession” by Dana Goldstein. I am only about 10 pages in, but I’m enjoying it so far!

What’s the best advice you ever received?
Take everything one step at a time. I have a tendency to take on a lot at once. I have high expectations for myself, so I can overwhelm myself easily. It is a nice reminder that not everything has to get done NOW. Some of it can wait, and even just doing a little at a time can go a long way.

Belittled as a child, this Memphis teacher sets a high bar for her students

PHOTO: Ginny Terrell
Ginny Terrell poses with her Aspire Hanley third-graders. Terrell has been teaching for four years and will move to Aspire East in the fall.

Some 20 years ago, Ginny Terrell’s third grade math teacher called her “stupid.” Now, Terrell laughs as she names her current position: a third grade math teacher.

“I was that kid in school that everybody was like, ‘What’s wrong with her?’” said Terrell who has been teaching at the local charter Aspire Hanley for four years and will teach at Aspire East in the fall.

Terrell was held back in kindergarten and struggled from there on. Luckily, she had teachers that stayed with her after hours to give her the support that she didn’t have at home. At that moment, she knew she wanted to be like them.

PHOTO: Ginny Terrell
Ginny Terrell and her Aspire Hanley students.

As middle and high school loomed, Terrell told herself she had two options: sink or swim. So she worked hard — often twice as hard as her classmates, she said — and eventually enrolled in the University of North Texas in her home state.

During college, which took her seven years to complete, Terrell spent time in New Orleans doing service projects, where she often interacted with local youth. Then, she interned at a Title I school, where she noticed that her fellow teachers were unprepared to handle disciplinary issues, and that the “kids weren’t getting what they needed.” (Title I schools, eligible for certain federal funding grants, enroll a high percentage of students from low-income families.)

“I felt like it was the blind leading the blind,” she said.

That work, Terrell said, prepared her for a career in urban education. After graduation, she signed up for Memphis Teacher Residency, an alternative teacher licensing program that places college graduates at urban schools.

“They endure more than I could ever dream of,” she said of her students, 88 percent of whom qualify for free or reduced-priced lunch. “… I can relate a lot to their home lives, their struggling in school and their not wanting to even be there.”

In this installment of How I Teach, Chalkbeat spoke with Terrell about why her decision to teach in urban schools was such a personal one. (This Q&A has been lightly edited and condensed for clarity.)

How do you get to know your students?

I get to know my students by really utilizing my first month of school. I really try to use every moment and every conversation to truly understand each of my students. I give them a little survey that is like a Facebook page on paper the second day they are at school. I send home a survey [for parents to fill out] about his or her child and that helps me know even more. I spend time talking with them at lunch, recess, and moments during instruction. I try to observe how they respond to my questions, how they respond to hard situations, how they respond to their peers and how they handle learning. I use morning meeting time to know each of my students by playing getting-to-know-you games and simply letting them do a show and tell.

Tell us about a favorite lesson to teach. Where did the idea come from?

For a lesson on perimeter and area, our class took a little trip to the playground.They counted blocks and other items around the playground and added them up to get the perimeter. My students tried teaching each other and asked questions during the lesson on the playground. They told me at the end of the year that was their favorite lesson because they could understand it. This idea came from reading a book “Becoming the Math Teacher You Wished You’d Had: Ideas and Strategies from Vibrant Classrooms,” by Tracy Johnston Zager. In the book it discusses the importance of including real life examples students can relate to in math and gave multiple examples in other classrooms. I thought that we should use the playground, which will stick with them because they use it every day and they love it!

What object would you be helpless without during the school day?

An object I would be helpless without during the school day would be our clip system [moved up and down to track student behavior]! They could see where they were at behaviorally and how they can improve at every moment of the day. I could not live without a behavior system in my classroom. It is the basis of giving students structure and consistency. If you do not have a behavior system that is a well-oiled machine, you will not be able to get to your instruction and plan the engaging lessons. The culture you set, from day one, will drive your classroom.

What’s something happening in the community that affects what goes on inside your class?

Something that is happening in the community that affects my classroom is the crime rate. I have heard students coming in telling me they could not sleep because of the gunshots or abuse in their homes. Some of the crime happened on our [school] property between parents. This [hurts] student’s ability to focus, and [discourages] parents from coming to the school or even being involved. Students will start following what they see in their community, [so it] is hard for them to learn how to treat their peers or even teachers in a different way.

Tell us about a memorable time — good or bad — when contact with a student’s family changed your perspective or approach.

One of my students had a hard time functioning in my classroom. She could not really get along with peers and was sad a lot of the time. I reached out to the mom and discussed what was going on with her. Mom shared with me her life story and what has been going on at home. She wasn’t at all playing a victim or making excuses for her child. She instead asked me for help and support. We prayed for each other and I built a beautiful relationship with that family. It is so easy in the heat of the moment to snap or get angry with a student if he or she is not following directions. It showed me to seek to understand first, then take action. I could have done a lot more damage to the student in the classroom if I did not seek to understand. From that point on, I always make sure I take a step back and understand the situation instead of snap judgements. It taught how I can love each student in the way that will benefit them as future contributors to our society.

What part of your job is most difficult?

The most difficult part of my job would be not having enough parent involvement. There will be some parents that were very involved and supported the best they can in and outside the classroom. However, it has been difficult for some parents due to working three different jobs, not having enough resources or just not having the mental capacity to support. I cherish their thoughts and their support, so not having that [makes it] difficult to hold my students accountable outside the classroom.

What was your biggest misconception that you initially brought to teaching?

I thought I had to dumb down my lessons so other students can learn. It is actually the opposite; having high expectations, students can reach the bar you set. I think I viewed my students as “low” academically, but they are not. Maybe they’re behind, but never low. They are so smart and can do anything you ask. It might take some time and you have to go back, but they are able and more than ready.

What are you reading for enjoyment?

“Nothing to Prove” by Jennie Allen and “Hope Heals” by Katherine Wolf and Jay Wolf

What’s the best advice you’ve received about teaching?

If you think you have arrived in teaching, you need to retire.

Detroit math teacher tends a greenhouse, welcomes parents into her classroom

PHOTO: Koby Levin
Marquita Reese, a math teacher at Frederick Douglass Academy for Young Men, works with students to cook vegetables grown in the school's greenhouse.

How do teachers captivate their students? Welcome to How I Teach, a feature in which we ask great Detroit educators how they approach their jobs. Have a recommendation of someone we should profile? Write us at detroit.tips@chalkbeat.org.

Marquita Reese defies a traditional job title. At the Frederick Douglass Academy for Young Men, an all-boys high school on Detroit’s east side, where she has taught for more than two decades, she is a chef, a gardener, and a meditation leader. Oh, and she teaches math.

Reese headed up an effort to build a greenhouse at Douglass, funded with federal grant dollars. Vegetables grown on the campus are used in cafeterias across Detroit’s main district. When it started in 2016, the program was lauded by Sen. Debbie Stabenow for simultaneously feeding children and teaching about science and nutrition.

Reese spoke with Chalkbeat about the garden, being a woman in the hard sciences, and welcoming parents into her classroom.

Was there a moment when you decided to become a teacher?

I graduated from Wilberforce University [in Ohio] with a degree in clinical psychology, but being a psychologist didn’t work out. Wanting to maintain a strong math and science grasp, I enrolled in the school of education at Wayne State, majoring in mathematics and sciences.

I said I’ll do math and science, not really considering that those are two of the most challenging areas of study.

I didn’t realize in retrospect that I was one of the few or only females that had a math and science background in the district. I would go into some meetings and would be one of the only females.

How do you get to know your students?

Students are given a survey and are required to write a short paper about themselves.  They must speak to their expectations and provide some insight about their goals for the present and for five years from now.  This year I included a three-minute meditation in the morning every day. Doing that at the beginning kind of relaxes the setting, and starts to build that trust between you and your students.


You run a greenhouse and garden on the grounds of Douglass Academy, and you also teach lessons about cooking. Tell us about a favorite lesson to teach your students about the garden. Where did the idea come from?

An activity I do before my students set foot in the garden is called colors of the rainbow. You take the colors of the rainbow, but you extend it, so I do teal, tan, indigo. For each color, they have to provide a fruit or vegetable that can be grown in Michigan and they have research their nutritional benefits.

In what region of Michigan can it be grown? When can it be grown, and at what temperature? They present it to the class, and they also have to do a PowerPoint. Then we we go for seed selections or transplants, they understand that some plants can’t be put in the ground at certain times. One year, we actually discovered that we can grow oranges in Michigan.

What’s something happening in the community that affects what goes on inside your class?

One of the things I felt very passionately about this year was changing the narrative society is putting out, especially looking at melanated young men. I was worried about these young men, their self worth, their self esteem, so I just opened up to them, told them how I’m feeling, and they expressed their views.

It was an emotional time for us all. Being melanated people, we don’t have a good idea of where our ancestors are from, so some of our dialogue is about that. We talk about what we don’t know and what we do know about African cultures.

Tell us about a memorable time — good or bad — when contact with a student’s family changed your perspective or approach.

Myself and an English teacher put together a parent group and a student group with all the parents’ email addresses. We’d send a message each time something happened in the classroom, homework or anything else, to the parents and the students.

Then I started getting notes from parents. They said ‘Hey, can we do this too?’

They’d text me like, ‘Hey, I don’t get this.’ I was like, ‘Yeah, you can come in and take notes, try to figure it out.’

It became an open door.

It was the SAT year, so they knew the importance of the child understanding the material. They never said, ‘It’s because I want to learn.’ They wanted to make sure that when their child came to them, they understood how to help their child.

What was your biggest misconception that you initially brought to teaching?

I thought that the students and families that entrusted their kids to me had the same ideologies, learning style, and background as myself. For some, their exposure and educational experience or support was nothing like mine, so I had to refocus and adjust my teaching style and methods.

What’s the best advice you’ve received about teaching?

To be hard, consistent, and fair. As the students learn something new, so should I every day.