Each educator possesses a narrative that influences their teaching in the classroom. For Mrs. Webster, a math instructor at Verrado High School, that narrative starts with a profound passion for mathematics and a wish to assist students in recognizing its significance in academics and life.
Reflecting on her journey to becoming a math teacher, Mrs. Webster identifies a particular moment that influenced her career. During her time in college, there was a semester when she enrolled in no math courses. Unexpectedly, she found she missed it.
That lack made her realize how significant math really was to her. It wasn’t merely a topic she liked occasionally—it was something she aspired to make her profession. That epiphany ignited her path toward becoming a teacher.
Upon relocating to Arizona, her initial interview took place at Verrado High School. As soon as she entered the school, she sensed something unique. The community, the vibe, and the culture were all prominent.
After eight years, she remains thankful that Verrado was her destination on this journey. Instructing math in this place has turned into much more than merely a profession. It has been a chance to engage with students, express her enthusiasm, and contribute to a larger cause.
For numerous students, math appears daunting. Some face it with apprehension, others with skepticism. Webster recognizes that challenge, and she has committed herself to altering the way students engage with math.
In her classroom, teamwork is essential. She motivates students to collaborate, exchange ideas, and discuss challenges. Through emphasizing communication and critical thinking, she guides her students to perceive math as a process instead of merely a collection of correct or incorrect answers.
Errors, she tells them, are not defeats. They are a component of education. By allowing room for mistakes, she fosters a secure atmosphere in which students can develop. This method changes the emphasis from perfection to advancement.
Webster also makes math interesting by relating it to everyday situations. She creates lessons that extend beyond the textbook and into scenarios that engage students’ interests.
Financial literacy, for instance, teaches students how numerical values influence their daily choices. Data patterns assist them in comprehending their surroundings. Solving real-world problems reinforces the idea that math is not a separate discipline—it serves as a valuable life tool.
She feels that when students recognize these connections, math gains significance. They exit class understanding that it’s not merely about exams and scores, but about abilities they can apply long after the classroom.
According to her, the rewarding aspect of teaching at Verrado is the sense of community within the school. The principles of collaboration, communication, and critical thinking extend beyond her classroom. They are integrated into the culture of the whole school.
Educators and learners assist each other. Team members collaborate with one another. That feeling of collaboration makes Verrado seem like more than just an educational institution—it feels like a family. For Webster, that’s what renders her position so rewarding.
As she gazes forward, she holds a single hope for all of her pupils. She wishes for them to exit her class with the understanding that persistence is more important than instant achievement.
Mathematics can be challenging, and so can living.
The true lesson she wishes to convey is perseverance. If her students possess the strength to persist, to analyze critically, and to confront challenges directly, then she is confident that she has fulfilled her role.
Webster’s path started with her passion for math, yet it has expanded into something much greater. At Verrado High School, she is not merely instructing on equations—she is imparting confidence, problem-solving skills, and the strength of perseverance.
