UTEC Bio
Year: First Year
Cohort: 2028F
Credential: Multiple Subject
Major: Education: Liberal Studies
Program: 4 +1 Dual Degree with Bilingual Authorization in Spanish
This interview has been lightly edited for length and clarity.
Interview
Question: What inspired you to become a teacher?
Anika: I worked at a summer camp when I was younger, and I had this really tricky kiddo who I just could not get through to. I was coming home so frustrated every day. He would rile up all the other kids. He was having a really hard time healthily expressing his emotions. I worked with him for about three weeks. I would take a little bit of time every day just to work with him and help him talk through what he was feeling, because I think he would get really overwhelmed and not really know what to do with all of those feelings. It’s a lot of feelings for a little one; he was about five. By the end of the second week we were so close and had formed such a special bond. I put the energy into him and he really responded to that. It was really, really special to see the way he started to integrate with the group better and started making friends. It was so fulfilling to me. And I thought, I need to be able to keep doing this.
Question: Why did you choose UTEC to get your multiple subject teaching credential?
Anika: The time is a huge thing. Being able to do it so quickly is such a gift, especially because I feel so secure in wanting to be a teacher. It’s not, let me try out a few things and take a while. I want to teach and I want to do it ASAP. So it’s really nice that it’s so quick. I also think that there’s a ton of support here. I’ve never felt like I don’t know what class I should be taking or I don’t know whether I should be doing this, that or the other. It feels very structured. I knew that this was the right fit for me and being in the city and everything.
Question: How do you feel about your graduate teaching credential classes?
Anika: I’ve been absolutely loving them. I just started, of course, but being in a class with other undergraduate students who are working to become teachers as well as graduate teachers who are working for their masters is so motivating. It’s motivating to be with people who share your same passion and share your same interests, especially in a program that’s on the smaller side. It can feel very niche in a gen ed classroom, where you say, I’m doing elementary education, and students are like, what is that? But in the grad classes, everybody has a similar passion as you. The professors are just incredible. They have so much hands on experience, which I think just makes all the difference.
Question: You are a Spanish minor and pursuing the Bilingual Authorization in Spanish. Do you have any thoughts about what it means to be bilingual in the classroom? How you plan to use your Spanish?
Anika: I think being bilingual in Spanish, especially in California, is a huge tool for accessibility in the classroom. It’s a huge tool to help all children succeed if you are able to fully explain things and help with translation. I also think it’s an advantage with parents. I think it really affects the student when the parent is very supportive of their schooling. And that’s much easier done when they understand linguistically what’s going on. I’ve always loved Spanish and I’ve always wanted to continue learning it after I lived in Spain. Living in Spain helped me learn the language. After I returned, I thought, this is just something I need to keep up. I think it opens connections with people that you wouldn’t normally be able to connect with.
The Bilingual Authorization is also an advantage because some classes overlap and hit the same benchmarks. It gives you more flexibility, because I can take a teaching class that’s also a Spanish credit.
Question: I know you’re really early in your journey, but when you do have your own class, what will some some of your passions or priorities be? What do you want children to experience in your class?
Anika: That’s such a good question. That makes me kind of emotional. I obviously want it to be a strong learning environment. I want kids to really thrive academically. But I think even more than that—I really want to teach kindergarten—I want it to be a safe place, a growing place. So much of early education is developing your understanding of interacting with the world, interacting with others, making friends. It’s probably your first time being away from home for seven hours a day. I think it’s really special that I’m going to get the opportunity to have such a prominent role in those kiddos’ lives, at that time in their lives. I want to create a really warm, welcoming space where everyone feels valued and seen. I think that also comes back to having the bilingual ability, to make sure everyone feels like they are truly a part of the classroom community.
Question: What are some of the challenges teachers face right now, in your opinion?
Anika: I’m going to be honest, with the new [presidential] administration coming into place, it’s obviously very heavy on my mind, especially going into the field of education with an administration that does not value education. I worry about external factors and how they will affect me and my students’ safety.
Question: Do you have things that you think might help when you go into the classroom, to keep it a place where everything is thriving?
Anika: I’ve heard a lot of times, teach the student in front of you. Work with what you have, work with the student where they are in their learning journey. Be flexible with their needs and wants and what makes them passionate about learning and helps them really engage.
Question: What are some of your interests outside of teaching?
Anika: I draw a lot, and I do a lot of sewing and scrapbooking. I love the beach. It’s my favorite place ever. I’m there like four times a week. I go swimming all through the winter in the ocean. It’s my favorite. It refreshes me and it’s revitalizing. I also volunteer at a dog rescue here in the city called Muttville.
