“I didn’t come to Cornell to become a teacher.”
Five Human Ecology alumni returned last week to share their journeys in education, a field none of them expected to end up in! Though they each had different backgrounds, inspirations, and expectations, each panelist found themselves in education and could not imagine their life otherwise.
Silvestre Arcos ’00:
Masters in Bilingual/Bicultural Education – Teacher’s College, Columbia University
Math Instructional Coach and Learning Specialist, Algebra teacher – KIPP Washington Heights Middle School, NY
Evelyn Vargas Okparaeke ’05:
Masters in Urban Education – Mercy College, NY
Master of Education in Educational Leadership – Bank Street College of Education, NY
Vice Principal – Quitman Street Community School, NJ
Lori Roopnarine ’05:
Master of Arts in Higher Education Administration – Teacher’s College, Columbia University, NY
College Counselor – KIPP NYC College Prep High School, NY
Mony Sarker ’10:
Master’s in Counseling Psychology – Teacher’s College, Columbia University, NY
Math Teacher – Leadership Prep Brownsville, NY
Elizabeth Scully ’02:
Master’s in Language and Literacy – Harvard University, MA
Reading Recovery Teacher, Literacy Coordinator – Literacy Collaborative – West Street Elementary School, Niagara Wheatfield, NY
How did your Human Ecology experience shape your decision to go into the field of education? How have you implemented your experience into your current work?
The general consensus among the panel was not what one would expect: none of them anticipated going into education! Though they did not traditionally prepare as undergraduates to enter the field, they still felt they greatly benefit from a Human Ecology education in their everyday work.
Silvestre Arcos emphasized the importance the College places on service, and how that helped prepare him for a career in education. He said that working with people from all backgrounds through volunteering and other experiences was invaluable. The College puts the “human aspect at the forefront”, which Silvestre says helps him put relationships and people first everyday.
None of the panelists were education-major undergraduates, but they all agreed that Human Ecology classes set an excellent foundation for teaching. Silvestre said he often calls upon his Human Bonding and cognitive development knowledge when dealing with students, both academically and emotionally. Evelyn Vargas mentioned that, although she tried to fight teaching by taking many law and psychology courses, ultimately she kept enrolling in children-centered classes. It was in a class that required child observations that she realized she could notice what milestones children were meeting or not meeting, and that is when she decided she wanted to help them.
What advice would you give to a student who was considering going into the field of education, but was not quite sure?
Lori Roopnarine highly suggested exploring options in education beyond teaching. She recognized that she enjoyed “growing young people”, but felt teaching wasn’t for her. Through experience with nonprofits and a little bit of bouncing around, she learned that one-on-one counseling was a fit for her that still allowed her to play a key role in the education of adolescents. She recommended getting involved with clubs, service opportunities, and the like to find your niche. Elizabeth Scully agreed with the advice to try different options out in college, and reminded students to stop and ask yourselves “Do I like being in this?” because too often students forget to do so.
Silvestre stressed the importance of trying out education in a low-risk setting. For example, he was first introduced to the experience of being a teacher while abroad in Sweden and again during Urban Semester, which confirmed his aspiration. He was hesitant to recommend programs like Teach for America which require a year or multiple-year commitments, reasoning that an entire school-year is a long time in a child’s life to have a teacher that is not fully committed. Silvestre also mentioned his undergraduate struggle between being pre-med and pursuing education, and ultimately decided on teaching after seeing the massive impact he could make on students and graduation rates year after year.
Simply put, Evelyn said “Ignore the political climate surrounding education. Give [education] a try and see where you will land.”
Would you say that it is training and education or internal characteristics that make good teachers?
In short, the answer among all panelists was that training makes you a teacher, but internal aspects makes you an impactful teacher.
Silvestre credited his instincts and his upbringing for his teaching ability, and noted that observing other teachers has been the best form of improvement for him. Studying what other teachers do better than you can help you grow as an educator, he said. Evelyn said the key to being a good teacher is always questioning that very fact, and always striving to do better. She said that she often asks herself if she is an effective educator and how she can grow more. Lori said that drawing upon her personal experience has helped more than anything, while Elizabeth said that she is constantly learning from the kids.
Mony Sarker said that although it takes an internal drive, she has to also credit the perspective Human Ecology has instilled in her. She emphasized that the ability to see socioemotional issues and development from classes such as Human Bonding and Positive Psychology has allowed her to holistically approach students with a sense of a “human element of understanding”.
Reconsidering your next step? Stop by the Career Exploration Center in 162 MVR for information on entering the education field and other resources!