Stacy McCarter had a hard time during her first year in college.
Even though she had done well in online classes and felt comfortable with the workload, it was nerve-wracking to switch back to in-person learning.
It was not only her first year in college, but also her first year in NEPA. She moved from St. Louis, Missouri to participate in Misericordia University’s Women with Children Program to support single mothers in their academic success while caring for their families.
One day, McCarter was struggling, and a previous professor noticed, asked if she was okay, took her hand, and walked with her to class.
The professor told her something she will always remember: “Once my student, always my student.”
Hearing those words changed everything for McCarter. Knowing someone was rooting for her encouraged her to keep going and never give up.
Now, after graduating in June 2022 with a Bachelor of Science in elementary and special education, McCarter works as a teacher for autistic students in the Wilkes-Barre Area School District.
Her personal experiences with educators who motivated her and helped with her basic needs confirmed her beliefs.
“Meeting a child’s needs provides a better opportunity for them to reach their full potential,” said McCarter.
If those needs are not met, students go into survival mode and don't grow or learn.
For this reason, McCarter aims to create a learning environment where children feel comfortable asking questions, exploring safely, and engaging with their learning.
“That’s what makes a lifelong learner — when they’re able to take the lead,” she said.
McCarter also believes in adapting her teaching style to fit each student's unique needs and collaborating with them on their own learning plan, which is why she was drawn to special education.
“I don’t care if I have a class of 28. Each kid matters. Each kid’s goals will be different, so each lesson and activity is customized to their needs and desires,” McCarter said.
Changes and challenges
What students need and want from their education has changed a lot in the last ten years.
Recently, teachers had to evaluate if what students were learning would benefit them outside of the classroom.
“Are we teaching things that are outdated and no longer applicable to the world that we live in now?” McCarter wondered. “Are there new and different areas that the students are interested in that we can implement in our curriculum that will get their attention and inspire independent learning?”
The COVID-19 pandemic revealed these concerns.
Teachers had to seriously consider their strengths and weaknesses, rethink the curriculum and academic standards, and address teacher burnout as a result of the pandemic.
“COVID caused harm, but it also awakened our world and it certainly awakened the world of education,” stated McCarter.
When it comes to dealing with difficulties like the pandemic, McCarter believes it’s crucial for teachers to adjust.
“You need to be adaptable, you need to bring the enthusiasm and always keep an open mind, always have resources at your disposal,” she clarified.
This is particularly true when districts have a shortage of funds and resources. In that situation, McCarter said that educators have to be inventive and think creatively, which will in turn motivate students to do the same.
“As an educator, you have to be imaginative and use some quality time to invest in community partnerships that will bring in resources and not just stationery, but actual individuals who could inspire and enlighten and teach the children about our community, about professions and careers,” McCarter said.
Innovative learning
McCarter also plays music for her students and frequently hosts dance parties, where kids can have fun and explore different styles of dance throughout the years.
“Learning is all around you. It’s every day, in everything you do,” she said.
McCarter takes advantage of learning opportunities like professional development days, educational podcasts, think tanks and more.
One of the highlights of her career so far was collaborating on innovative curriculum strategies with fellow educators on an international level.
“The field of education is constantly evolving. Our children are constantly changing. Our cultures, our society — it’s constantly growing and changing and our goals, our standards, our books, our resources, should be reflect that too. Our knowledge should reflect the changes that are happening in our world,” she said.
Our world has not always been kind or fair to young children, something McCarter has witnessed first hand.
Thinking back, McCarter remembered a time when she assisted a student of hers who was struggling, emotionally and academically.
This student was always angry. He refused to participate in activities, particularly the dance parties McCarter would have on Fridays as a way to release all of the energy that built up throughout the week.
One day, they were reading aloud in class, and he was struggling. She was trying to help, but he said it didn’t matter if he learned to read or not — he would just get passed the next grade anyway.
“You’re right. The system has failed you,” McCarter told him. “You’re telling me this, I can see this. And all of these things, they really suck. And it shouldn’t be the way that they are. But so what, now what? What are you going to do? Are you just going to live in this moment of every day feeling like you can get away with not doing anything in school, or are you going to make a change that will impact your future?”
McCarter completely stopped her lesson to say all of this. She wanted this student, and all of her students, to know that she cared about them and wanted to help.
Then, she spoke the words her professor once said to her: “Once my student, always my student.”
Even though his face didn’t change, McCarter knew, in that moment, that something clicked.
It was a complete moment that took years to happen, thanks to all the teachers who came before her.
“I want to share something with you. By the end of the school year, that boy improved his grades,” McCarter said. “He changed from failing to a B. He is very intelligent and imaginative. And that boy who didn’t dance was now dancing.”
