Darlington Diaries: Josh Hengen

Josh Hengen ’14 currently works with Teach For America as Davidson’s Campus Campaign Coordinator. He is a key presence on the club Ultimate Frisbee team and in the Phi Gamma Delta fraternity, and served last semester as the president of Eco Team. An Environmental Studies major and Arabic minor, Josh’s wide range of interests includes education, the environment, art and architectural history, and the Middle East. We recently had the opportunity to sit down with him to discuss our recent visit to Teach For America-affiliated Darlington Middle School. 

Josh Hengen ’14

How did you become interested in teaching/education?

My parents are both teachers at McDonogh, a private school in Maryland. Their decision to work there gave me the opportunity to go to that school and receive a great education. I have always known I was lucky, but now I am realizing to what extent. Some students simply do not get the chance to have adequate supplies or quality teachers because of the zip code they are born in. I want to help fix that problem.

What surprised you most about Darlington Middle School?

The students at Darlington Middle were very well-behaved and attentive, especially considering it was Friday and a half-day. The teachers I saw in action were all engaging and informative. I expected to leave scared and concerned; instead, I was encouraged.

How did TFA’s presence seem to affect the goings on at Darlington?

The principal was very enthusiastic about TFA teachers because of their energy and ability to relate to the students. After sitting in on classes that featured real world examples, interactive games, and even a little Destiny’s Child, I understand why. TFA teachers seemed to bring a breath of fresh air and an aura of opportunity to the school.

Did this classroom visit change your opinion about Teach For America?

Although I only sat in on one class, the three first year teachers I saw work each had their classes respect and were able to deliver information in creative ways. I reassured me that teachers could be successful in their first year and be an asset to their students. Going forward I am much more willing to step into the classroom with a clear, positive mental picture of real teachers in action.

Darlington Diaries: Mikeie Reiland

 

Mikeie Reiland ’15 currently works with Teach For America at Davidson as the Campus Campaign Associate. He is a sophomore co-captain on the club Ultimate Frisbee team, and will likely declare a French or Spanish major this spring. We sat down with him yesterday to discuss his experience with TFA and our recent visit to Darlington, South Carolina to observe corps members in action.

 

Mikeie Reiland ’15

How did you become interested in teaching/education?

For the past three summers, I’ve assistant taught at a Spanish camp for Kindergarteners and First Graders at my old school. To be honest, teaching mostly entailed playing kickball, babysitting, popping popcorn, carrying a water cooler, singing songs about “chicas bonitas,” and sprinkling in an occasional “hola” or “¡vamos, chicos!” Nevertheless, I truly enjoyed being around the kids, and helping them learn some basic nouns. When I had the opportunity to work with TFA on campus this year, I was super excited and jumped at the chance.

What surprised you most about Darlington Middle/High School?

I was surprised by the infrastructure and resources that Darlington had in place. Its principal seemed extremely in control, and each classroom had electronic tablet whiteboards and computers. The school as a whole seemed very well run – everything was structured controlled, but not in a way that seemed absurd or overbearing. I wasn’t sure what I thought “educational inequity” looked like, but Darlington definitely wasn’t what I expected. That said, it was still clear that some of the kids were at least a couple of grades behind in terms of their schoolwork, and needed an extra push to keep learning.

How did TFA’s presence seem to affect the goings on at Darlington?

 TFA definitely had a huge, powerful, beneficial presence at the school. The administration at Darlington talked about how much they loved their TFA teachers. Given how in control the corps members seemed in the classroom, I completely forgot that they were newly minted teachers, just graduated 22 year olds. They emphasized rules, procedures, and college, and for the most part seemed in complete control of the classroom proceedings. It took TFA corps member Ms. Kivi pulling out a Nalgene covered with Vans stickers and the dreadlocked Mr. Dunham mimicking a Steph Curry jump shot to remind me that these teachers are only a few years older than I am.

Did this classroom visit change your opinion about Teach For America?

 The visit definitely helped dispel some unsavory rumors that I’d heard about TFA, which had previously influenced my thinking. I had heard talk that TFA was an elitist country club, a stepping stone resume booster for recent Ivy Leaguers en route to consulting jobs. However, the three TFA corps members that I observed graduated from the University of South Carolina, Mercer, and SUNY-New Paltz – hardly the who’s who of education in terms of name recognition. Furthermore, two of them came from low income backgrounds, and one had actually grown up ten minutes away from Darlington. All three are considering spending longer than the compulsory two year term at Darlington. They all loved what TFA was all about, and didn’t really have any complaints with the organization. 

Darlington Diaries: Sarah Fisher

Sarah Fisher ’13 is a captain and the starting goalie on the field hockey team as well as an RLO leader. A sociology major, Sarah is interested in becoming involved in education in some capacity after graduating from Davidson. After our recent visit to Darlington, South Carolina – home to multiple Teach For America-affiliated schools – Sarah was kind enough to sit down with us to discuss her experience with TFA as well as her interest in education. 

Sarah Fisher ’13

How did you become interested in teaching/education?

My tenure at Davidson has reinforced the value of education. I have been fortunate enough to learn from excellent teachers throughout my educational career. The opportunities that blossomed from my learning experience have felt endless. Unfortunately this reality is not an option for far too many young Americans. I never thought I “would be a teacher” but I have always wanted to contribute to closing the achievement gap. I firmly believe in Davidson’s statement of purpose and I feel called to live a life of leadership and service. Whether a student wants to be a professional athlete or a doctor, their education should enable them to reach their highest aspirations. Students should never have to compromise their career dreams because their educators did not nor could not adequately prepare them. I’ve had a blast at Davidson and I want to help students not only set high collegiate aspirations, but also see these aspirations come to fruition.

What surprised you most about Darlington Middle School?

I was surprised by the support system in place for all teachers to access. I think when most people envision a Teach For America school, they imagine dark hallways, ineffective administrations, and limited resources. Darlington’s schools were full of energy, life, and engaged students. The entire school seemed committed to making a positive impact on their students.

How did TFA’s presence seem to affect the goings on at Darlington?

TFA teachers have a spark and drive to them that translate into their classrooms. They do whatever it takes to help their students succeed both in and out of the classroom.

Did this classroom visit change your opinion about Teach For America? 

It was fantastic to see TFA teachers in action, but I can’t say this changed my opinion about TFA. I believe TFA is an opportunity that you either want to be all in with or all out of. I am all in and want to be a part in this national movement.