teaching isn’t – A Louisiana biology teacher reflects on what helps students thrive, arguing that strong relationships and safe learning spaces matter more than perfection.
In classrooms every day, “perfect” rarely happens, but steady care can. Misryoum shares lessons from a biology and dual-enrollment engineering teacher who says teaching is ultimately about showing up for students, building trust, and leaning on community.
Misryoum reports that her path into teaching was anything but straight.. After growing up in the Virgin Islands and later Florida. she explored different directions before finding her way into the classroom through Teach For America. a step that took her far from home and into a new community of peers and mentors.. Reflecting on her many “first days. ” she highlights that each start. even when it comes with doubt and pressure. becomes part of how teachers learn to serve students better.
Insight: This kind of journey matters because it reshapes how educators understand themselves. When teachers expect growth rather than perfection, they tend to transfer that mindset to students.
For her, connection is the foundation.. She describes how belief can change outcomes. pointing to a student who struggled for a long time before passing. not through shortcuts. but through trust built over time.. In her view. when students understand that their teacher genuinely believes they can improve. they begin to practice believing in themselves.
She also stresses that the classroom should feel safe enough for thinking to evolve.. Teaching subjects that can seem intimidating to students. she emphasizes listening to every idea and reminding learners that different ways of thinking are not a weakness.. In science and engineering. she argues. exploration should be encouraged rather than feared. and students should feel comfortable questioning. trying. and learning through discussion.
Insight: Safety in learning is not just about behavior rules; it is about emotional permission to take academic risks. That permission can be the difference between students who participate and students who stay silent.
Beyond the day-to-day, she says teachers need a support network to keep improving.. Misryoum notes that she points to mentors. master teachers. and other educators and coaches as ongoing sources of feedback. especially as she works to strengthen lessons and outcomes.. She also links professional support to community building. describing how relationships formed through Teach For America continue to shape her work beyond the classroom.
In addition to these approach-based reflections, Misryoum highlights efforts connected to student learning resources and momentum in her school community.. She describes Plaquemine High School’s emphasis on improving outcomes. and she shares that a science lab makeover grant will help upgrade equipment for her students.. For her. stronger lab resources reinforce a broader goal: making science spaces where students can experiment. question. and create with confidence.
Insight: When schools invest in learning environments and when teachers collaborate to refine practice, students experience both consistency and opportunity, which can sustain motivation through challenging content.
Eight years into the job, her takeaway is clear: teaching is not about being flawless. It is about showing up, reflecting, and relying on others while staying focused on the purpose of opening doors for kids.