A Heartfelt Tribute to the Educators Who Shaped My Journey

 

A Change of Pace: A Heartfelt Tribute to the Educators Who Shaped My Journey

I've often shared the challenges and obstacles I faced in my educational journey, however, I want to take a moment to reflect on something different—the incredible educators who played a pivotal role in shaping who I am today. While my journey started with struggles, it was the influence of these remarkable teachers that turned it into something extraordinary. I was fortunate that my educational career didn't end the way it began, and I owe much of that to the inspiring individuals who guided me along the way.

Mrs. Goodman: Sparking Curiosity in 6th Grade

One of the earliest influences in my life was Mrs. Goodman, my 6th-grade social studies teacher. She had an incredible ability to make learning come alive. She nurtured my curiosity, even in something as niche as stamp collecting. I still have the precious Luisa May Alcott stamp she gave me back then. Mrs. Goodman made me feel smart, valued, and excited to go to school every day. Even after I left her class, I made sure to stop by and say hello—her impact on me was that profound.

Dr. Hess: Discovering My Science Brain

Another influential figure was Dr. Hess, a teacher who may not have been everyone’s favorite but was perfect for me. She ran her class with high expectations and a deep understanding of the content. She even wrote our textbook, which she often reminded us of! Dr. Hess pushed me to find my "science brain," challenging me to think critically and explore the world of science in ways I hadn't before. Her high standards and passion for teaching left a lasting impression on me.

Mrs. Murdock and Ms. Pindar: Making Learning Fun in Social Studies

In my teenage years, Mrs. Murdock and Ms. Pindar were my young social studies teachers who made learning not just educational but fun. They understood the challenges of adolescence and served as guides through the confusing years of teenage life. Their ability to connect with us on both an academic and personal level made a significant difference during a time when it was easy to feel lost.

Mrs. Conroy: The Teacher Who Changed Everything

Out of all these incredible educators, there is one who stands out the most—Mrs. Conroy. Without her, I’m not sure I would be the teacher I am today. My relationship with math, like many neurodivergent individuals, was complex and often filled with frustration. Timed math tests felt like torture, and I grew up believing I was terrible at math. It wasn’t until sophomore geometry with Mrs. Conroy that everything changed.

Dear Neurotypical Adult: A Letter of Understanding

Dear Neurotypical Adult,

A report card does not define intelligence; it provides insight into skills. Think about your phone and all the amazing things it can do. Now, imagine your phone running on battery saver mode with slow internet—would you truly know its full potential? Absolutely not.

I grew up thinking I was terrible at math. Timed tests made my chest feel like an elephant was sitting on it, and memorizing multiplication facts felt like torture. I thought maybe I wasn’t as smart as the other kids, and that belief became a self-fulfilling prophecy.

What I wish I and the adults around me had understood was that my brain doesn’t like to take up valuable space with arbitrary nonsense. For example, I once refused to learn the street names for drugs in health class, taking a circled 70 instead. My brain thrives on facts and problem-solving. It wasn’t that I couldn’t do multiplication; it was that I couldn’t memorize it as a performance trick.

Due to the fact that people with ADHD often thrive in chaotic situations and excel at complex tasks, it can be easy to misinterpret a lack of daily performance as laziness or defiance. This often happens with parents and educators when it comes to getting work done. The truth is, many people with ADHD are not motivated by unrelated rewards. In order for me to get something done, I have to find a way to create excitement around the task.

For example, I recently started doing interactive notebooks with my scholars. This isn’t the first time I have started a math interactive notebook while teaching 3rd grade, but it is the first time my principal noticed and expressed excitement about it. His comment and praise caused my brain to release dopamine, which bolstered my excitement and motivation to continue. When that dopamine wore off, my student teacher mentioned how excited she was to learn about interactive notebooks—BAM, another hit of dopamine. Seeing my scholars enjoy and take pride in the notebooks provides a constant stream of dopamine, which keeps me motivated to continue the work. Each time there’s excitement around them, the harder I work.

Mrs. Conroy was the first teacher to see past my lack of skills and recognize my true potential. She noticed that I could solve problems that the "good" students couldn’t. She encouraged me to teach others how to think through problems, and for the first time since third grade, I felt empowered in math. Mrs. Conroy changed my life by encouraging my need to ask questions and think differently—a trait that many of my previous teachers found challenging.

Be Like Mrs. Conroy: Embrace the Potential of Every Student

Be like Mrs. Conroy. Understand that what you see in a child on the surface is just the apps they’ve downloaded so far—it’s not their full potential. Mrs. Conroy had high expectations for every student. She would force you to examine and self-reflect, something many of my peers did not appreciate at the time. You would never hear a negative or mean word from Mrs. Conroy; however, you would hear facts. She had a unique ability to say nice things in a very strict and intense way—a strategy I now refer to as "mean nice."

It’s a strategy I often use in my classroom, where I take a stern tone when telling a child how much I believe in them and how much I know they are capable of. I tell them that I’ve seen their greatness, and we need to figure out how to pull that greatness out again. Mrs. Conroy had the beautiful ability to give you the hard, honest facts you needed to hear while empowering you to be your best self.

Mrs. Conroy inspired me so much as a teenager that when the local news ran a segment looking for Teacher of the Year nominees, I, at 17 years old, sat down and willingly wrote an essay about the impact she had on my life. I can’t remember what I wrote, but she won—and it was well deserved!

How I Combat This in My Classroom

In my classroom, I strive to create a learning environment that engages and excites all students, especially those who think differently. Instead of memorizing boring facts, we turn them into multisensory adventures. For example, we don’t just say "3 x 5 is 15"—we roll our numbers, creating a rhythm that makes sense and sticks.

According to CHADD (Children and Adults with Attention-Deficit/Hyperactivity Disorder), people with ADHD struggle to complete tasks that don’t stimulate dopamine. People with ADHD have a lower baseline of dopamine, so tasks must engage this neurotransmitter to a level that allows participation. By creating learning opportunities that stimulate dopamine, I help my students access tasks that might otherwise feel impossible. This approach not only builds basic skills but also empowers my students to tackle the more complex challenges their brilliant minds are capable of solving.

A Heartfelt Thank You

To all the educators who saw past my struggles and nurtured my strengths—thank you. Your influence has shaped the teacher I am today, and I hope to touch my students' lives in the same profound way you impacted mine.