Thanks to Joshua, my first year as an 11th-grade English teacher was magical. He was a bit shy at first, struggling with reading and disliking writing. With our constant practice reading and discussing novels like “Their Eyes Were Watching God,” his reading fluency grew, his writing skills improved, and he developed a love of poetry—and for learning altogether. At first, Joshua also had difficulty focusing, but the more time I spent listening to him, the less distracted he became and the more he participated in classroom activities.
I carry with me a deep love of teaching. “Keyana, I do not know what you planned to do with your life, but child, you are supposed to be a teacher,” a church pastor told me when I was a teacher’s assistant at a church summer camp. My students left camp happy and ready for the upcoming school year. I left with a greater sense of self and purpose, knowing I was destined to be a teacher, and I’ve never looked back.
Which is why it saddens me that so many educators are leaving the classroom, leading to Mississippi’s significant teacher shortage. Students like Joshua need effective educators to prepare them for tomorrow’s world. Our state must invest in and consistently support educators so that they stay in the profession.
First, class sizes must be manageable, particularly at the high-school level. I know from experience that in a class of 20 to 25 students, I can make a meaningful impact. When my classes grow beyond that, my workload increases dramatically and the ability to truly support each student decreases. Planning becomes reactive, feedback becomes limited, and relationships, which are critical at this stage, are harder to build.
I have taught both smaller and overcrowded classes, and the difference is clear. In smaller classes, I can conference regularly with students, monitor progress closely, and respond to academic and emotional needs. That is how students like Joshua grow. If Joshua were in my small class now, I could spend more one-on-one time to improve his fluency, comprehension and mastery. When class sizes are too large, those moments disappear and teachers are forced to choose between managing numbers and meeting needs.
Secondly, we need systems that are set up to ensure collective leadership within our schools. At my school, when I am given structured time to collaborate, examine student work and align expectations across grade levels, the impact is immediate. My instruction improves and my students experience consistency instead of confusion. Collaboration is as powerful for students as it is for adults. When I invite students like Joshua to share feedback on lessons or co-create classroom norms, they take more ownership of their learning and feel respected as partners in the process.
These opportunities should be built into the school day and staffing structure, and should be treated as essential, not optional. Teacher leadership teams, instructional councils and content-specific committees should have real influence over decisions that affect classrooms. Teachers are closest to students and understand what works in practice. When our voices are respected and acted upon, schools become more responsive and effective. In my classroom, I have seen how powerful it can be when collaboration is encouraged.
Finally, districts should center communication and relationship-building. District or school-wide retreats that build camaraderie and recognition for teachers who go above and beyond are examples of how this can happen. I learn my students’ interests and strengths, give consistent one-on-one feedback, create opportunities for them to share their voices in discussions, recognize their achievements—both big and small—and model respect in every interaction. In supporting educators, districts should model what teachers do in the classroom every day.
Joshua is now a senior and stops by my classroom often to check in and keep me updated. He is thriving academically, socially and emotionally. He has been accepted to the college of his choice and he is extremely excited about the future. His glow is undeniable. When I celebrate his accomplishments, he thanks me for creating an environment where he felt heard, seen, and safe enough to discover his own voice and potential. What Joshua needed to thrive is exactly what teachers like me need to remain in the profession and effectively support the young people we serve.
This MFP Voices opinion essay reflects the personal opinion of its author(s). The column does not necessarily represent the views of the Mississippi Free Press, its staff or board members. To submit an opinion for the MFP Voices section, send up to 1,200 words and sources fact-checking the included information to voices@mississippifreepress.org. We welcome a wide variety of viewpoints.
