Interview
An 18 minute interview with Ms Drew Smith on her teaching persona, recorded May 2ndÂ
 Ari will stand for the interviewer, Ari Hensley, and Ms. Smith will be Ms. Smith for obvious reasons and organizationâs sake.
Ari – âYou are okay with me recording this, right?â
Ms. Smith – âMhmmâ (hums in affirmative)
Ari – âOkay cool, because I need to transcribe it onto paper.â
Ms. Smith –Â Â âItâs no problemâ
Ari – âKay, so first question, um, what is your teaching background, how did you startÂ
teaching, and what was your prior teaching experience like, if you have any?â
Ms. Smith – âWhew, loaded question. Um, so. Um, I grew up in church, and I always liked to
 teach Sunday School. Like, I always liked to be the person who got to haveÂ
everyone sit like in a circle or a round and like lead discussions, or um, yâknowÂ
use a (an interruption for a student to go to the office on the intercom) use a dryÂ
erase board and to put like assignments on a board. Um, I would often take myÂ
tests home from school and stuff and make my brothers do them, just to see how
smart they were. Right? So I always kind of had like an inclination towardsÂ
teaching, as a little girl. Um, as I grew up, I decided that, âhmm, that would be aÂ
really awesome career choice, and yâknow, really fun to get to impact people likeÂ
actually impact people, not pretend impact peopleâ. (laughs)Â And so, umm, I
decided in college to major in education! However, I ended up second guessingÂ
myself and changing my major like three different times. It originally started with
 English Education and ended at like- brain surgery, or neurosurgeon, orÂ
something at one point, tell that to organic chemistry, um bleh. Um, and then after
 that, I was like, âYou know what? What am I really passionate about?âAnd IÂ
knew I was passionate about teaching and I was like âBut itâs too late to try and
 get like an actual Educators degree, so what can I do that can springboard me in,
 to getting at least an alternate route degree?â And I thought about what I reallyÂ
loved. I was like âI really love history, I like being involved in politics,â and I was
 like âI want to major in political science, with a minor in history.â So I did! And,Â
then from that, I was able to get my masters of arts and teaching, which is an, um,
 alternate route degree.But, itâs⌠It’s–itâs a degree nonetheless. Like you donâtÂ
have to have a bachelor’s to become a teacher. Um, or a bachelors in teaching to
 become a teacher. And, umm, I graduated December of 2019? And then, youÂ
know, come like March of 2020 everything is locked down, the world is in chaos
 (laughs), and Iâm jobless. So, I asked around for like yâknow, all of the schoolsÂ
are shut down, so like how in the world am I going to get hired? Well, there was a
 private school in my area that ended up needing a history teacher. So, I applied, IÂ
got accepted, and I taught there for two years, um, teaching seventh throughÂ
twelfth grade. All different kinds of history you can think of, I was teaching. And
 the Spanish One class. Um, so that was fun. And then I decided to apply for other
 jobs because that job didnât give me insurance, and when you have to learn to beÂ
an adult, you have to learn to do adult things, like get insurance. So, I startedÂ
applying to schools, and nobody hired me. I donât know why âcause I was very
 qualified. But, It was more, I think about, not having the right position open. Like
 there wasnât a lot of English. I had gotten 18 hours of English under my belt inÂ
college, so I was able to tack that onto my social sciences degree; so I can teach
 social sciences and I can teach english. Um, And then I had put in an application
 to the Alaska teacher placement program, like back when I first graduated, uh,Â
early 2020, and I started getting interviews, and ended up here teaching English.
 Um, Pretty cool story, pretty fun story. Uh, but, whether Iâm back in Mississippi
 or whether Iâm here in Alaska, teaching is teaching, right? Um, the field isÂ
competitive, even though they say like âthereâs such a need for teachersâ, which
 there is. Um, but if you want to get into a good district and in a good school, it is
 quite competitive. Um, but I love it, I love what I do, I love getting to inspire the
 next generation and try to help the next generation think logically and critically,Â
um, you know, skill that you just learn in English class, but you use for the rest of
 your life. So, thatâs kind of been my experience, so this is your three, concludingÂ
your degree of teaching.â Â
Ari – âNice! Um, off topic, but do you particularly like Alaska?â
Ms. Smith – âYeah. I do, I love it here, itâs a lot different than Mississippi. But thatâs why I like Â
- I love Mississippi, donât get me wrong, and I miss my family, but I do love itÂ
Here.â
Ari – âThe Air is, I would assume, a lot cleaner than some states.â
Ms. Smith – âIâm from a small town back home.â
Ari – âOh! Nice.â
Ms. Smith – âMhmm (Affirmative), clean air, perfectly fine. Just hot. Oh, so hot.â
Ari – âWell, itâs also very cold up here.â
Ms. Smith – âYeah.â
Ari – âSummers get only up to like 70.â
Ms. Smith – âYeah.â
Ari – âUm, next question. What do you think you are like as a person, and what do youÂ
think you are like as a teacher in contrast to that? Are they different personalities?Â
If so, why?âÂ
Ms. Smith – Um, who I am as a person versus who I am as a teacher. I donât think itâs tooÂ
different. Um, I like to be my authentic self with my students because I feel likeÂ
putting up a persona puts a boundary between you and your students. WhenÂ
teaching, we have a generation of independent thinkers, and itâs, um, you know, if
 I was teaching back in the 1800âs or something than I would be like âIâm theÂ
teacher, youâre the student, that’s the boundary line. Like you donât get a say, you
 do it, what I say, what I commandâ, right? We donât, we donât teach like thatÂ
anymore, right? We like to have inclusivity, and we like to have, um, diversity of
 thought, and we like to have student voice and input. So I feel like to achieveÂ
trust with my students, to make them feel safe and comfortable talking to me and
 voicing their opinion, I need to be my authentic self, and I am. And theyâre likeÂ
âoh, sheâs human. She has good days, she has bad daysâ um âshe listens to me,Â
yâknow, she listens to what I have to sayâ. Then, I think itâs easier to gain trustÂ
with my students and be able to have that voice and the choice that I want toÂ
implement. Um, I think my personality traits, such as um, being a determined
 person, being a person who empathizes, being a person who likes to think outside
 of the box with things, and being a person who just likes to talk and haveÂ
discussions makes this career choice perfect for me. Because itâs like I just get toÂ
hang out with people all day every day and have discussions and read a book,Â
thatâs fun. (laughs) Thatâs what I like doing.â
Ari – âSo, you would say thereâs not really a clear division between your teachingÂ
persona and your normal self?â
Ms. Smith – âI would say probably not. The only distinction I think I would implement wouldÂ
be, yâknow the fact that I am a younger teacher, so I do have to establish that Iâm still the adult in the room, and I still have to maintain the responsibility and not become a sister to some of the⌠Itâs easy to step into that role because I am so laid back and nonchalant and carefree of all things, so.â
Ari – âSo, um, would you think that you present any kind of personality traits more thanÂ
you would normally, no like your friends and stuff, to your students? Or do you think thatâs just like, thereâs no, like, clear distinction from what youâve already said?â
Ms. Smith – âProbably no clear distinction. Other than that one little thing because, I dunno, I
donât want to wear a lot of different masks. Iâd rather justâŚâ
Ari – âWell, we have been learning in my class that the teacher persona is more like justÂ
hightining some parts of your personality to better suit and better help your learning environment for teachers rather than just putting on a mask.â
Ms. Smith – âYeah⌠Thatâs, thatâs interesting, and Iâd probably have to think about thatÂ
more. I guess yâknow⌠Yâknow, I would say like my compassion and stuff, but Iâm very much compassionate with my friends and other people in my life as well. I would probably say I repress some personality traits when teaching, more than heighten. I would repress, um, my goofiness a little bit, as to not rille the class up sometimes then. I repress my sarcasm a lot. Um, every now and again itâll kind of slip out, and itâs kind of like knowing which students you can be sarcastic with and itâs not going to hurt them. Um, so yeah, that would probably have to take a more repressive feature on that.Â
Ari – âOkay, so that is actually my next question, so that fits perfectly. Um, how muchÂ
personal information, regarding children, spouses, hobbies, etcetera, do you choose to share with the students? And why you choose to share those, and does it have an impact on your relationship with your students?â(9.30)
Ms. Smith – âYeah, so ,well⌠From the get go, everyone wanted to know if I was married.Â
Which I was open and honest, yâknow, no. Iâm not married. Um, when I did get a boyfriend over Christmas, uh, one of my classes asked me about it and I shared it with them, yâknow. Itâs kind of like if they ask, Iâll share, but I would never go into âlet me talk about all of my trauma going on with youâ, or âdifficulties Iâm having in this relationshipâ, or yâknow, getting into personal weed. Like very surface level. I want them to know that like⌠Yâknow, âHey! I have friends, I have a family, I have yâknow, connections outside of school. Just like you do, right?â Um, but I donât need them knowing all of the ins and outs of my personal life, so I very much donât share a lot of things in my life with my students. Um, if thereâs a student that comes to me one on one that is dealing with something in particular–âcause I feel like Iâm a counselor a lot here too–there may be a moment where Iâm like âHey, yâknow, Iâm kind of going through something similar. Like, yâknow, let me relate to you betterâ and help them to be able to share with them some things, of course, lots of boundaries in place, in order to help them see light at the end of the tunnel, so to say, right? Um, itâs all about just⌠having boundaries and knowing for yourself like the walls that you need to put up to keep, again, a professional environment while maintaining, yâknow, personal connections and being able to be open for students to⌠Again, just understand you and trust you. Know that, âHey, they have my best interest at heart. Theyâre looking out for me, but theyâre still human tooâ. So, itâs an interesting dynamic.â
Ari – âAnother off topic question, do you think itâs ironic that you found a partner overÂ
Christmas? I didnât know that you did that, but thatâs kind of hilarious considering your book about (Ms. Smith and Ari laugh) Christmas.â [Ms. Smith has written a novel called âThe Politics of Christmasâ that is a romantic comedy]
Ms. Smith – âI know! It is, it is pretty ironic, um, unfortunately we broke up Thursday
 [At the time of recording].âÂ
Ari – âOh, Iâm so sorry!â
Ms. Smith – âYeah, yeah, itâs been hard. Um, but yâknow, thereâs reasons for it and we’re
 living through it.âÂ
Ari – âUm, this has- this question is void; um, âhas your teaching persona changed overÂ
time, and since you said you donât really have a teaching persona, per say, has like your⌠ability⌠has like you repressing certain things (interruption from the intercom) and certain parts of your personality ever interfered with helping a student or class learn?â
Ms. Smith – âUm, Iâd probably venture to say yes. Because when I have a set personality inÂ
place, though I am very flexible and very⌠yâknow empathetic, and see from different points of views, um, I think that yâknow, having a class of 27 kids, this is my biggest class right now, can be very challenging because you have (whispering) 27 different personalities thatâs clashing with your own and clashing with each other. Um, so there can be times where yâknow, where I like, I like a room with like low chatter and Iâm fine with you talking as long as youâre on task and doing your work; but then I have a class where theyâre all friends and have louder personalities, and so thereâs a lot of like- thereâs times when it gets overwhelming for me. Like, where I feel like just the loud environment will trigger my anxiety and it makes me want to flip out. But as the adult, and as the teacher in the room, Iâm not allowed to do that, right? Um, a student can flip out on me, but I cannot flip out on a student, right? Thereâs that professional boundary there, that I have to maintain. Um, so, those can be impactful moments where I have to just step out of the classroom for a minute to regain my wits and my just patience, right? Um, and that, that can impact a lesson. That can impact, the trajectory of a class for sure. Doesnât happen often, but it does happen on occasion.â
Ari – âI think I know which class youâre talking about, because my friends are in that
 class (Ms. Smith and Ari laugh).â
Ms. Smith – âSixth hour?â
Ari – âYes. (Ms. Smith and Ari laugh again). It is only between me, you, and my IntroÂ
to Education teacher, so itâs fine (Ms. Smith hums in the affirmative). Um, have you ever had, like the person- we already, I think we already covered this as well like weâve said in what you said, but have you ever had your personality slip while teaching a class? Was it for the better or for worse? Which you just covered saying that you had to step out of class.â
Ms. Smith – âYeah, um, I definitely actually lost it on my ninth grade class a couple⌠LikeÂ
last week. Was it last week? Yeah. Something like that. I yelled, and I donât really yell. Iâm not a person who likes to yell, or appreciates yelling. So obviously, that was for the worst. I mean, it got their attention as in yâknow like âHey, we need to stop what we’re doingâ. But, I shouldnât have done that, even though they were doing atrocious things. Um, and, you know, again, that reiterates that all teachers are humans. We all have a limit, every human has a limit, and once that limit is reached it is very hard to maintain self-control. But as a teacher, you have to fight that each and every day to not lose your cool on peopleâÂ
Ari – âI assume itâs like- (intercom interruption) I assume teaching them is like our pastÂ
ninth grade teacher who, she retired last year, was trying to teach our class. Um, Not to get into too many details, but she was not a very good teacher. Um, and she could not handle the class so it was constantly loud and we hardly ever learned anything. The only thing I remember- I only remember three, no two things from that class because of how she was not able to take control of the students when it was necessary sometimes⌠Do you particularly like (intercom interruption) Do you like youâre teaching- the personality you put on while teaching? Or is it something you would rather just not do altogether?âÂ
Ms. Smith – âHmm, yeah. I like it. I like who I am (Ari laughs a little). That sounds reallyÂ
cliche. Um, Thereâs always room for improvement. Thereâs always room for growth. Each- Each year, each new class that you get, presents its own set of challenges and you have to be adaptive. With first hour, Iâm a little more quiet and lowkey with them. With second hour, thatâs the class where I can jump in and be sarcastic with and goof off with, and still they get their work done. My freshman, Iâm a bit more of an authority figure for them, because theyâre just not adults yet (Ms. Smith laughs).â
Ari – âFreshman- A great majority of the freshmen Iâve met are very annoying.â
Ms. Smith – âYeah, theyâre very rough. Um, with you guyâs class, I can be just- thatâs a timeÂ
where I get to breathe. During your class. Um, because you guys work so well on your own, and you’re self-motivated, and I can give you a task and I trust that if youâre not understanding something, youâll come ask me, and yâknow, you guys work well together, so, your class is a breath of fresh air. Sixth hour, I have to be more on top of. They are motivated, they get their stuff done, but I have to constantly redirect that class back to focus. And seventh hour is my team taught, and I⌠Iâm failing that class. Honestly. Itâs hard. Thatâs my most difficult class. But, Iâm have to be more strict with them, I canât be as friendly with them. Because theyâll just take advantage of it. So, you gotta adjust and adapt.â
Ari – âVery sorry you have to deal with children who try to take advantage of you.â
Ms. Smith – âItâs human nature.âÂ
Ari – âYeah, but itâs⌠bad human nature. The part that infuriates me and makes me notÂ
want to teach.â
Ms. Smith – âBut youâll learn to love it because a lot of those kids have so much going on.Â
And then, if you can gain their trust and they start confiding in you, the relationship you can build with that student is phenomenal.â
Ari – âThatâs awesome. Um, that is all of the questions I have. You wanna say anythingÂ
else to add or would you like to continue your lunch alone?â
Ms. Smith – âGood luck. Good luck teaching (Ms. Smith and Ari laugh)âÂ
(End Recording)