McKay School of Education > News > Former McKay School Student Teaches in Chicago
Former McKay School Student Teaches in Chicago
Sarah Culp looks on as a student works
Culp credits the McKay School for her ability to deal with troubled students and their diverse learning needs. "I am passionate about the education and foundation I received at BYU and the support that I have had since I have graduated," she says.
Culp graduated from the McKay School in 2006 with an elementary education major. She has minors in teaching English as a second language, as well as in music and political science. Her first career aspirations focused on changing policy, but after spending a semester teaching English in China with International Language Programs (ILP), Culp realized that if she wanted to be part of social change, she would make more difference in the classroom than in the legislature.
After changing to an education major, Culp also signed up for the urban cohort, a group of 30 students who do their practicum in Salt Lake City's most diverse schools. This experience, she says, helped prepare her for Chicago.
Culp in her classroom
"It is very urban and it is 100% African American," Culp says, describing her classroom. All of her students receive free or reduced lunch--a standard indicator of poverty. "I have a handful of students in and out of shelters and students whose parents are struggling with addiction; and gangs surround everyone," she explains.
Culp has seen teacher candidates come to urban classrooms with the idea, "if I just love these students they will be saved." Culp is emphatic that it takes more than love. Students require strict and consistent management. "I need them to take me seriously," she says. "They will know you love them. They want someone to give them boundaries and consistency. Their lives are so chaotic that their teacher needs to be predictable."
Culp continues, "They know that even if they think they are my favorite student, I will be consistent." Smiling, she adds, "They all think they are my favorite student."
Culp says that while she loves the work, she has shed many tears over its challenges. Yet she has a toolbox to help her be successful. "I have to reflect a lot. I am always learning. I ask my students every day, "So who cares about this information," she says. "I want them to be critical thinkers."
Students' Success
Culp's former 7th grade class set schools records for the Illinois Constitution Test, a mandated history test that students must pass. "I had all of my students pass it on the first try except two." Some students in her class also jumped 20 percentage points on the Illinois Student Achievement Test in math and 10 percentage points in reading. In all, about 80% of her kids met or exceeded standards last year.
I ask my students every day, 'So who cares about this information?'
There are also individual stories. Culp describes how Travis was being recruited for a gang. "At 13 years old he was robbing and doing drugs. I saw him changing," says Culp. She stayed after school to tutor Travis and also urged administrators to include him in the Principals Scholar Program where students get to spend Saturdays on the campus of the University of Illinois. Travis left Culp's class with passing grades that he earned. "He was able to get a glimpse of the possibilities that learning opens up to you. I could see his mind opening up," says Culp.
Culp's Mentors
Culp describes Myra Welling, her practicum supervisor, as a mentor. Welling describes Culp as a dynamic leader. "She came into the cohort with heart and soul. She knew there were no simple answers. The experience introduced her to a kind of complexity she wanted to understand," says Welling.
Professor Eula Monroe was also instrumental in Culp's education, giving Culp strong mathematical foundations that enable her students to really understand math.
According to Culp, a class taught by LeGrand (Buddy) Richards was life changing. She says, "I had a class with him that really opened my thinking and changed how I thought about teaching. He emphasized the point of the journey of knowledge. Dr. Richards helped me see the meaning of being a life-long learner and having my students see that too."
10 November 2008