Self-Reflection

Reflecting on my experience as a second-year Bishop Montgomery High School teacher, I am continually challenged and motivated by the dynamic nature of my work – even after 25 years of teaching. Balancing my responsibilities as the Architecture, Construction, and Engineering (ACE) Team advisor, teaching sophomore English with 33 students per class, and adapting to the unique culture of the school and its students has given me invaluable insight into my role as an educator and mentor.

Formation and Continuation of the ACE Team

The formation of the ACE Team has been one of the most rewarding aspects of my career. Establishing this program has not only connected students with real-world professionals in architecture, construction, and engineering but also provided them with hands-on experiences that open doors to future careers. Guiding the students as they collaborate on design projects, visit construction sites, and learn from industry experts has deepened my commitment to experiential learning. Watching them grow in confidence and skill reminds me that education extends beyond the classroom—it is about providing opportunities for students to see their potential.

Managing this program has required a great deal of coordination and organization, balancing the needs of students with the demands of professionals who generously offer their time. The ACE Team has taught me the importance of fostering community partnerships and has highlighted how interdisciplinary projects can motivate students in unexpected ways.

Teaching Sophomore English

Teaching sophomore English to a class of 33 students presents its own set of challenges. Each student comes with different abilities, perspectives, and needs, and with a class of this size, it can be difficult to provide individual attention; however, I’ve worked to develop strategies that create an inclusive environment where every student feels heard. Implementing group discussions, peer reviews, and differentiated instruction allows me to manage the large class size while maintaining high engagement.

One of the key areas I continue to work on is striking a balance between challenging advanced students while supporting those who may struggle with foundational skills. Grading assignments for 33 students requires efficiency, but I also aim to provide personalized feedback, especially on writing assignments, as I believe this is one of the most impactful ways to improve their skills. This year, I’ve introduced more structured writing workshops, where students can reflect on their writing process, revise their drafts, and collaborate with peers. The results have been promising, with students showing noticeable improvements in their analytical writing.

Learning the Culture of the School and Students

The culture of the school and its students has been another key element of my teaching journey. As a relatively new member of the faculty, I’ve made it a priority to learn the traditions, values, and unique characteristics that define the student body. Understanding the school’s mission and its emphasis on Catholic values has helped shape how I approach teaching, not just as an academic endeavor, but as a way to nurture students' moral and spiritual growth.

Through informal conversations, participation in extracurricular activities, and simply listening to students, I’ve learned much about their concerns, aspirations, and the cultural dynamics at play in their lives. Building relationships and trust with students is something I strive to improve continuously. The more I understand their backgrounds and individual challenges, the better equipped I am to teach with empathy and relevance.

Areas for Growth

Reflecting on my journey, I recognize areas where I can continue to grow. One of these is finding better ways to manage my workload, particularly when it comes to balancing my responsibilities with the ACE Team and my classroom duties. Delegating certain tasks and seeking additional support from colleagues could allow me to focus more on student development.

Moreover, as I continue to familiarize myself with the culture of the school, I aim to integrate more culturally responsive teaching strategies. This means not only acknowledging the diversity of my students but also actively using their cultural knowledge and experiences to enrich the curriculum.

My experience as a BMHS teacher has been fulfilling and humbling. The students teach me as much as I teach them, and every day presents a new opportunity to grow. The ACE Team, my work in the classroom, and my relationship with the school culture have reinforced my belief in the transformative power of education. As I look ahead, I am committed to refining my practices, deepening my connection with students, and ensuring that I continue to inspire and guide them toward both academic success and personal fulfillment.