With the inclusion of student teachers in many classrooms around SCHS campus, the education experience of students and staff has changed. Finding one’s way into the world of teaching can be a long and complicated process, motivated by numerous factors.

Social science student teacher Kevin Johnson explained that the education process leading up to becoming a student teacher requires completing studies on the logistics of teaching and proving one’s competency in their desired subject before classroom experience can begin.

“You do about two years of schooling, and about a year of that is being a student teacher. Part of that is, they kind of do a placement program,” Johnson said. “Santa Clara is just where I ended up. I actually live about an hour and 15 minutes north.”

After education, student teachers can begin their journey of in-person teaching with students. Chemistry student teacher Jo Holo views the hands-on experience as a crucial step for student teachers to understand and learn the ropes of teaching in a real classroom setting.

“I’m at San Jose State, and the nice thing about student teaching is that whichever program you do, they find a placement for you, and they reach out to the schools, and they say, ‘We have a chemistry perspective teacher who’s looking, is anyone willing?’” Holo said. “Nothing gives you the actual picture of what it’s like until you’re in the classroom, so I feel like everything I’ve learned has been from being here.”

For Holo, her journey into teaching started later during her years in grad school. Although initially aiming for a PhD to become a research scientist at University of California, Santa Cruz, Holo changed her mind after finding her love for teaching through her position as a teaching assistant.

“I loved it so much. It was the only part of grad school that I liked. I took that as a sign that maybe I should pursue teaching,” Holo said.

Biology student teacher Ivana Hsiao uncovered her love for teaching during high school volunteering as a teaching assistant in summer camps. In college, she was motivated to get her undergraduate degree by the moments she would share with future students.

“I want to be a teacher that can reach out to students and care for them the same way and create a very safe and inclusive learning environment,” Hsiao said. “Also, seeing students get an ‘aha’ moment, when students finally get something after a while, I love seeing that growth.”

Similar to Hsiao, junior Helene Mabanta discovered interest in teaching during their freshman year after helping their music teacher instruct classmates to learn music basics.

“It was a responsibility the teacher put on me, and at first, I thought it was annoying, but as I kept doing it, it became a routine, and I found out I really liked teaching other people,” Mabanta said. “I think that moment when I was given this tiny little responsibility, I found out that teaching brings me so much joy.”

Mabanta now has a passion for educating her classmates on music and finds working simultaneously toward their high school diploma and future as a music educator difficult but has taken steps to teach herself.

“We don’t have any classes that are meant for handling students, but I have done a lot of things to help me hone my skills in the subject I want to teach.” Mabanta said. “I’ve taken leadership positions in all of our music extracurriculars, or I’ve tried doing as much as I can to learn about the field.”

As the school year progresses, student teachers work hand in hand with their teacher mentors to create lesson plans and find instructing methods that work best for them and their students. Johnson feels the collaborative and immersive experience is valuable for all involved when compared to what can be learned through textbooks.

“They can teach you all you want about some students,” Johnson said. “Maybe you don’t pay attention or some students don’t care so much about history, but, once you get into it, you actually have to interact with students and teach something. You can plan something perfectly, but then when you actually get up there and start teaching it. It’s a lot more difficult.”

The goal is for student teachers to take over the class entirely, plan their own lessons, teach independently and grade their students’ work.

“The way that they do it is really helpful because it’s sort of that gradual release where you’re not thrown into it all at once,” Holo said.

Transitioning from learning through lectures to leading a class can be a challenge for student teachers. The spontaneity of a classroom was an aspect of being a teacher that Hsiao noted cannot be taught in textbook readings, and is one of her biggest challenges when a lesson plan falls flat despite the effort she puts in.

“If students are not getting an activity or not getting something when I thought they would get it, I have to kind of switch it up on the spot, either change it, or how I present it, or just pivot to a new plan,” Hsiao said. “I love planning things out and executing it, but being able to adapt to that is something I have to learn over time.”

Student teachers are not the only individuals who get to learn through new experiences when sharing a classroom. Sophomore Laibah Younus expressed that her student teacher, Ms. Holo, has positively impacted her classroom experience. Having both Holo and her chemistry teacher Mr. Mohamed to assist her gives her different points of view on the subject as well as additional support for personal passions, such as art.

“I like to see different teaching styles within my teachers, so I can understand how they’re going to approach a subject,” Younus said. “She allows me to draw during class, and she looks at my drawings, and she supports them. I really appreciate her.”

Rising numbers of student teachers around campus can provide a valuable experience for all impacted by their collaboration with the community. Teaching environments and diverse learning experiences can open new opportunities for students to grow while student teachers gain valuable skills. These interactions can serve as a foundation for their career, even becoming role models that inspire many to become teachers themselves.

“I want to be a teacher that provides a safe space for their students, that makes them enjoy the subject they’re learning and nurtures whatever interest they have. Whether they don’t care about the class, or they do care about the class, I want to help them learn,” Mabanta said. “I just want to provide them with a positive experience, grow as a person, even if they don’t become the best at music.”