March 26, 2024 • 24 mins
"If I could choose to be somewhere right now, I'd choose this place." - Jean Voigt
Every child walks into a classroom with a unique story, but it's the rare educator like Jean Voigt who ensures they all leave with a shared feeling of triumphant self-worth. As we chat with the Minnesota Teacher of the Year semifinalist, Jean unravels her heartening journey through the educational landscape, unveiling the personal touches that make her classroom at Kennedy Community School a haven of growth and positivity. From a morning welcome to the intentional building of student confidence, Jean's approach is a lesson in the profound impact of love and belief in a child's potential.
The launch of our school podcast is a celebration of voices, ideas, and the shared moments that infuse our every day with a bit of classroom magic. We leave our listeners with a heartfelt appreciation for Jean's story and an invitation to contribute to the unfolding narrative of our vibrant educational landscape.
Have a great podcast idea? Submit your idea to communications@isd742.org
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Episode Transcript
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Speaker 1 (00:00):
The 742CoffeeCast is your ultimate destination for
insightful conversations,thought-provoking ideas and
innovative strategies in StCloud Area School District.
Your host is Director ofCommunity Engagement and
Communications, Tammy Dilan.
Grab a cup of coffee and joinus.
We are so excited to have JeanVoigt joining us today on
(00:27):
CoffeeCast.
Jean is a second grade teacherat Kennedy Community School in
St Joseph and was recentlynameda semifinalist for
Minnesota Teacher of the Year.
Welcome.
Speaker 2 (00:38):
Thank you, I'm honored to be here.
And congratulations it's justso exciting it is.
It's very exciting andoverwhelming.
Speaker 1 (00:45):
I bet, I bet, and we really want to go down that very
adventurous path for sure.
But I'm wondering if you couldstart out today just by giving
us a little bit of yourbackground, how long you've been
in the position you're at now,how long you went at the
district, that sort of thing.
Speaker 2 (01:03):
Okay, Well, I took an unconventional route to
teaching.
I started my education degreeright after college and then I
got married young and hadchildren and stopped going.
And then I started up again inmy late 30s and so I was a
non-traditional student, whichwas a really unique perspective
at college.
(01:24):
And then I was hired rightafter graduation right in the
beginning of 2017, at KennedyCommunity School and I taught
third grade and I stayed inthird for a couple of years and
every year I would say just putme wherever you need me next
year.
I'm fine with whatever I didthird grade, fourth grade and
then a four or five combo andthen, finally, I was moved down
(01:44):
to second grade and then, afterthat year, I asked to stop
moving because I love secondgrade so much and I've been at
Kennedy the entire time.
So this is my eighth year atKennedy and I absolutely love it
.
Speaker 1 (01:54):
You know, I have a burning question about if you
always have known that youwanted to be a teacher, or did
this career take you by surprise?
Speaker 2 (02:09):
So I've known that I've wanted to do something
nurturing, because I'm obsessedwith children.
I just love them and theirspirit and their creativity, and
everyone always told me Ishould be a teacher.
There was a while I wondered ifI wanted to be a teacher in
front of everyone all the time,because I'm a bit of an
introvert.
However, I knew I wanted to dosomething with children and so
once I finished my degree andgot into the classroom, I knew
(02:32):
there was absolutely nothingelse that I was meant to do.
So, once you had the experience,yep, yes exactly, and I did a
lot of volunteering when my kidswere younger so I kind of knew
and I taught like wordmastersand things like that.
So I had an idea of what itwould feel like on a much
smaller scale.
Speaker 1 (02:47):
So I knew I was getting myself into what's
absolutely the best thing aboutbeing a teacher, Like when you
get up in the morning.
This is the one thing thatkeeps you going my kids for sure
, I mean.
Speaker 2 (02:58):
I think that there's not a single child who has left
my classroom feeling poorlyabout themselves.
I don't think any one of themwould ever say that Ms Voight
doesn't think I'm good.
And I, that is my most proudthing in the world.
And why do it?
That's great.
Speaker 1 (03:14):
We hear a lot about how hard teaching is today, that
things have changed so much,and, and that this is almost an
overwhelming job.
What can you talk a little bitabout the challenges?
Speaker 2 (03:31):
I think one of the most difficult things is just
having a thick skin and notworrying so much what everybody
else might be thinking about you, because, for one, you're up in
front of the class and, havingtaught several different grades,
there were times I would comeacross something that I was not
an expert at and I almost wasrelearning at the same time as
the students, and you learnreally quickly that if you just
(03:52):
say, oh shoot, I did make amistake, even if it's to the
parents or your admin or yourpeers, or oh my gosh, I can't
believe I forgot that, if youcan give yourself that
forgiveness, then everyonearound you sort of does too, no
matter what.
I just think about the impactthat I can make and what the
relationships and the growththat I see in my room, and I've
found that if we are kind andunderstanding to parents that
(04:15):
they're great to work with,loved every parent I've ever
encountered that I've had theirchild in my room, and so, yeah,
it can be challenging.
If you're organized, you canget it all done within the hours
that you need to do it and gohome, and it's a really great
balance for me.
That's great.
What's a?
Speaker 1 (04:31):
day like If I were to drop by Kennedy tomorrow.
What would the day be?
Speaker 2 (04:37):
like.
It just depends on the day andthe year.
Some years we need a lot ofstructure and routine Well, and
we generally have that no matterwhat.
Even more so if we have friendswho have a hard time regulating
.
But students arrive in themorning.
I try to have some peacefulmusic playing and we have some
sort of morning work.
I stand by the door and greetthem each by name, because I had
(04:58):
heard that students don'talways hear their name in a
positive way every day, so Imake sure that they see me
smiling and happy to see them.
And then we have breakfast anddo a little chit, chatting and
communicating with each other,and then we just get on with our
date.
We do a lot of fun steamlessons.
It's often loud in my room.
When it's appropriate we aredoing science and math and
(05:19):
technology and everything all atonce.
We have dumped all of ourthings on the rug to engineer
things and it can be quiteoverwhelming.
But then there's also timeswhere you'll hear classical
music playing and everyone'sreading and you could hear a pin
drop in the room.
So it's busy, it's a whirlwindand it's beautiful.
Can you imagine doing anythingelse?
Speaker 1 (05:37):
No.
Speaker 2 (05:37):
I couldn't.
I know that this is where Ineed to be.
Speaker 1 (05:40):
It's a calling then yeah, what would you say is your
overwriting principle or youroverwriting vision when you
think about teaching kids andmaking that impact that you just
described?
What's that vision?
Speaker 2 (05:55):
I always say love them first.
I had heard it on a documentarythat I watched in college.
I've almost gotten a tattoo onmy arm actually, just because
every child has good in them andevery child wants somebody to
see that good in them.
So if I make the decision thatI'm going to love every single
child that walks through thatdoor it's so easy to do because
they all have something and thenthey see that I care for them
(06:18):
and that I'll have their backand that I'm their safe place,
and then they live up to that.
So I say children will alwayslive up to the way or what they
see reflected on your face.
So if I look at them and I sayI know you are good, oops, we're
making a poor decision rightnow, but I know that you want to
do better.
They truly do.
They just want somebody thatbelieves that they can.
Speaker 1 (06:36):
And you talked about seeing their confidence.
Can you talk a little bit moreabout that?
First of all, what does thatlook like and why is that so
crucial that they have thatconfidence, that they can walk
around this world in Right?
Speaker 2 (06:52):
Yeah.
I mean, it seems like perhaps weshould be able to take that for
granted, but no, no, I think,especially for kids who aren't
able to conform or fit ineverywhere or succeed right away
, they don't have that naturalconfidence.
They don't maybe have thesupport at home Some of them do,
some of them don't.
They maybe have behavioralissues that they just think make
(07:13):
them a bad person or unable tolearn.
They just need to see thatthey're making growth.
So when I think of confidencein a student, I can see
confidence in any one of them,because if you come in and you
can't read any words and then afew months later you can read
three words, well that'ssomething to celebrate.
And if you celebrate with themin a way that you're not telling
(07:34):
people what their capabilitiesare, they are proud of
themselves and then they havethe confidence and they'll try
something new.
And with my high flyers they'reconfident and I want to build
upon that and make sure thatthey know that they should seek
out more and ask a higher orderthinking questions and push
themselves.
So I think anytime, if you canalways see it if a child feels
confident, if they feel secure,if they know that the person
(07:57):
that is taking care of themtruly thinks that they're
wonderful, it's sort of likethat man skipping with his
pickle.
You know, you just, they'rejust happy as can be and they
don't worry about what anyonethinks.
And suddenly they don't worryabout what they're doing wrong,
because they realize that justone small aspect of their lives
where they're just beautifulpeople, I love to see those
faces and I taught many moonsago.
Speaker 1 (08:19):
That's why I asked how do you know?
Because you can see it.
Speaker 2 (08:24):
You can.
Speaker 1 (08:25):
That is a direct line .
Once they've gained thatconfidence, let's talk about
this amazing.
Speaker 2 (08:32):
EuroSummit finalist for.
Speaker 1 (08:33):
Minnesota Teacher of the Year.
So so amazing and wonderful.
Speaker 2 (08:39):
Thank you.
Speaker 1 (08:39):
Also you said overwhelming and a little bit
crazy Talk about the process,like how does this come about?
What does it feel like rightnow?
Where is it going?
Speaker 2 (08:49):
I found out about it months ago and I actually sat on
it for quite some time, justbecause you start to think, well
, why should I get thisnomination and not all of my
peers?
And we're all getting thereearly, we're all doing so much
more, we're all pouring ourentire hearts into our jobs
every day, talking about itoutside of school, thinking
about it, waking up in themiddle of the night thinking
about it, and so I almost didn'teven go for it, just because I
(09:13):
felt like I would want to shareit with other people.
But then I thought about it andI thought well, I got nominated
and I do absolutely loveteaching and I think I would
have been disappointed in myselfif I hadn't really gone for it.
And there's a process ofwriting and getting
recommendation letters andsubmitting different videos and
resumes and all of that, and sonow we're at the point where
(09:35):
I've done another video thisweek and just waiting for the
next cut.
I guess you would say when isthe big?
Speaker 1 (09:41):
announcement how much ?
Speaker 2 (09:43):
Just this week I got an email that everyone who is
nominated is invited to anassembly or a banquet on May 5th
, so I believe that's when thewinner will be announced.
Speaker 1 (09:52):
Will be announced at the beginning, may, ok, and so
really it sounds like you puttogether a portfolio I did and
then you're updating.
You just did another area.
Speaker 2 (10:04):
So the process is kind of a living breathing it is
, and it's a little bit ironic Iwas at the same time nominated
for the PAMPS award, which isthe Presidential Award for Math
and Science Teaching.
Speaker 1 (10:18):
Oh, congratulations.
Speaker 2 (10:19):
Sorry, that's a hard one to say I didn't know that I
don't tell anybody.
I mean, this one just was madepublic so I don't.
Otherwise nobody would haveknown about it.
But it's just speaking of theportfolio.
They both had were hugeprojects and so I just did them
both at the same time and so itwas.
Speaker 1 (10:35):
And you're teaching every day.
Speaker 2 (10:36):
Yeah, yeah, it was quite overwhelming, but it's
humbling very humbling, but soexciting.
Speaker 1 (10:41):
How does your family react?
Speaker 2 (10:44):
They, of course, love me.
They think I deserve it.
They know I'm an introvert, sothey tease me a little bit about
all these things where I'mgetting attention Michael
workers as well.
They said I'm going to pasteyour picture everywhere.
Stop it.
But yeah, they're very proud ofme and I'm really happy.
They know how much I loveteaching and they know how I
speak about it.
Speaker 1 (11:02):
So Are your students aware or are?
They low, they are, they are.
Speaker 2 (11:06):
Well, because I had for the PAMPst award.
They are, and I actually askedthem what I should say on the
podcast today, because we're aclassroom family so we always
share our news.
I love it, but I lost where Iwas going with them.
Speaker 1 (11:20):
We were talking about your kids and how they were
responding.
Speaker 2 (11:22):
The reason that they know is that, for the PAMPst
award, I had to do a video of myclass, and so I had to get
permission from parents, and soI had to tell them why I was
videoing it and where the videowas going.
So I mean, I basically and it'strue, I think I'm nominated
because of my students, and soour classroom family is in the
running right now, and we're allvery excited about it.
They did their best to showcasetheir amazing talents on the
(11:44):
video, and I was excited toshare it.
Speaker 1 (11:46):
They're sharing in the glory.
That's right.
Speaker 2 (11:47):
Yes, absolutely that's absolutely great.
Speaker 1 (11:50):
I was once interviewed when I was teaching
in.
The person that I was talkingto said well, teaching such an
honorable profession?
And I laughed out loud becauseI, you know, teacher.
It's like right.
And he was offended.
He was offended.
He was so earnest that this wasan honorable profession and I
(12:10):
never forgotten that moment.
And as the years progress anddifferent experiences with
education, I understand, I think, better what he meant by that
and when you reflect on theimpact that you're having.
You said we're a classroomfamily.
Speaker 2 (12:32):
And now you have years I do, and they all come
see me almost at least once aday.
I have somebody that will checkin to make sure I still think
they're amazing, yeah.
Speaker 1 (12:41):
And they grow into adults who remember you?
Speaker 2 (12:44):
They do, yes, it is.
Speaker 1 (12:46):
I don't laugh at that anymore.
I think maybe he was ontosomething.
Speaker 2 (12:50):
Well, we definitely.
I mean, I take it veryseriously because I know people
talk about the income you mightmake or different things that
are not so glamorous aboutteaching.
But we're placed in our handsare placed 20 to 30 innocent
people who we are going toinfluence, perhaps for the rest
of their lives, and so we can'ttake that lightly, or we have to
(13:11):
be very careful with how wetreat their little spirits.
I wouldn't walk around sayingI'm doing an honorable job, but
I would say that it's reallyimportant and we need to be
careful with what we do.
Yeah.
Speaker 1 (13:23):
That's because we have this modesty.
I think it's attached to.
But that's beautifully said,thank you.
Speaker 2 (13:29):
Who was your favorite teacher growing up?
Well, let's see, I would sayit's hard to say, because I went
to a private elementary schooland then I went to North Junior
High and I had Sally Green.
I don't know if you know her.
Speaker 1 (13:42):
Oh yes.
Speaker 2 (13:43):
I just remember from my years at North where I felt
like I could just be me, like Icould come in, I could dress
whichever way, I was quiet, butteachers still treated me like I
was intelligent and there wasroom for everybody.
And then I moved out ofdistrict and I didn't feel like
that for a long time, justbecause it was a smaller
(14:04):
community and you really neededto fit in.
And so when I came back toteaching I knew that the only
place that I wanted to be was742.
Just because my children haveall gone.
My youngest is in eighth gradenow.
We've gone through 742 threetimes now Well, five, if you can
include my step sons and it'sjust such a beautiful community
and everybody they care abouteach other and they want good
(14:28):
for each other and we want tolearn about our differences and
we embrace it and we celebrate.
It's hard for me to say aspecific teacher that was my
favorite, but I know thebuilding in which I felt the
most safe during my education.
How about your favorite bookwhen you were growing up?
There's this book and I cannotfind it.
It was called the Old Red Barnand I don't even know really
what it was about.
(14:50):
Now I'm on a mission and I'vealways looked and the funny
thing is I visited my elementaryschool.
It had closed down and I waslooking for this book because I
don't know if it was an escapeor what it was.
But I read that book severaltimes and I don't even remember
what it was about.
But it's like I can see thecover and I don't know.
Speaker 1 (15:10):
But I it resonated some way.
Speaker 2 (15:12):
I'll probably find it someday and it will be some
ridiculous book and I'll thinkwhy did I love this?
But it's something in it mademe feel calm.
I'm not sure why.
How about do you?
Speaker 1 (15:21):
have a favorite that you read to your kids at school
Humphrey, humphrey, we get toread One district, one book.
Speaker 2 (15:30):
That was one district , one book this year, yes, so I
told my students because westart in the beginning with the
world according to Humphrey, andI like that series because it
teaches a lot of social,emotional learning, but in a way
that they're talking about ahamster and other children and
so my students are able torelate to it in a non you know,
it's just an easy way.
Where they're, they'reimagining a hamster, watching
(15:51):
these children deal with thesame things that they deal with
every day and how they solve itand how they stand up for each
other and speak up for eachother and all of those things.
So when we found out it was onedistrict, one book, we decided
we were going to be experts whenit came time for the quizzes,
because that will happen thesecond time.
We've heard it this year.
So they were very excited andactually today one of my
students picked out a Humphreybook from.
(16:13):
We have a vending machine, abook vending machine.
You can earn books, and I wassurprised because we had just
read the book.
But here we are again Samebooks.
Speaker 1 (16:20):
Great yeah, I was fortunate.
I got to go out to Kennedyduring the launch, if you will,
of one district, one book.
And so the media center was alldecked out with kids size.
Speaker 2 (16:34):
You know hamster tunnels.
Speaker 1 (16:36):
And the Zuzu pets were out and it was, it was
really, really.
And you could see the day I wasthere, one class came in while
I was there.
You could just see theexcitement, the building.
Speaker 2 (16:48):
It was very exciting.
I actually had to crawl throughthe tunnels myself.
Just because, I was so yeah,well, they were all so excited
and I knew they would want me tobe doing so it was really fun.
Holly does an amazing job everyyear with the library.
Speaker 1 (17:00):
Yes, really, it was just a step into a different
world, the second you walkedinto the media.
Speaker 2 (17:05):
It often is, and we do.
We go to do coding with her atthe end of the day on Fridays.
Yes, oh my gosh, my studentsare so excited to do that.
Speaker 1 (17:14):
Yeah, I think Holly needs to come on the.
Speaker 2 (17:16):
I do Talk about Holly .
Where are you?
Speaker 1 (17:18):
Yeah, holly, I'm going to be calling yeah, no,
she does.
Speaker 2 (17:22):
She goes above and beyond.
It puts so much into the ideas.
I mean she's been talking aboutcoding and computer programming
and robotics and things foryears and so we're all very
excited that we get to do it.
And when I watch the studentsand the volume, sometimes my
watch will say you're in a loudenvironment because the kids are
so excited and we're coding andwe're using our indie robot and
(17:44):
we bring it back to theclassroom and I got grid paper
and now they write codes onpaper.
So it's amazing what they cando.
Speaker 1 (17:49):
It is, it's a it is.
It's an astonishing world and Ifeel sometimes like, wow, what
you could teach me.
Speaker 2 (17:57):
My students could certainly teach me, but as long
as they know that I'm willing toto learn it, they'll gladly
teach me.
So that makes them feelconfident to you.
Speaker 1 (18:04):
But touching back just a minute on the Minnesota
Teacher of the Year one of thereasons that you're nominated is
you've got special sauce.
Speaker 2 (18:13):
You've got magic.
Speaker 1 (18:15):
Can you, Is there a way to condense what your magic
sauce?
Speaker 2 (18:22):
Oh my goodness gracious, my coworkers are going
to be laughing.
Oh, I don't know.
I think I see special sauce inso many people that I work with.
I mean sometimes it's a flukeyear where you get attention for
what you're doing, but in ourdistrict I mean it could be
admin or my coworkers or myparas.
We are all constantly thinkinghow we can better the lives of
(18:45):
our students and each other andI think I don't know that I
would have thrived if I was in acommunity where we weren't
building each other up and wherewe couldn't admit I need help
right now, and I've never comeacross a problem or a mistake
that I might have made orsomeone around me where we
couldn't just go to admin andthey truly cared and they wanted
(19:05):
to fix it.
And that goes from the very topto the very bottom.
I think everyone feels safehere.
We feel safe to be ourselvesand we know I mean you can.
Just it's a family Almost.
We can trust each other.
I really think we can.
Speaker 1 (19:16):
So no, I don't have special sauce or ass with sauce
whatever you say I think you do,but maybe you don't know how to
say it I think you did a goodjob.
What is your highest hope forkids?
Speaker 2 (19:30):
That they never stop seeing that they're good.
I don't know if you have to callit good, but that's just what
comes to mind.
But because I think there weretimes as a child where teachers
would look at me as if I wasgoing to do something wrong and
I wasn't, and I was reallysensitive and they didn't look
at me like I was the good that Iwanted to be, and then I would
(19:51):
live up to that, and then when Igot into a place where they
looked at me like, yeah, let'sdo this, you're great.
I was, and I lived up to it,and almost all of my students do
the same, and so I hope thatthere's never a time where they
let someone convince them thatthey aren't absolutely amazing,
because I think they are, andthat's why I always tell them
please come back, I'll remindyou, you know.
So my greatest hope is thatthey carry that their entire
(20:12):
lives, because there's nodisability or any issue or
anything you could have happenor have done where you can't
turn it around and still findyour good, and so I just want
them to always know that theycan come back and I'll remind
them they will always be.
Speaker 1 (20:27):
I'm going to ask a tough question and we don't even
have to go there if you don'twant to.
But the question is what keepsyou up at night when you think
about teaching or school?
What keeps you up?
Speaker 2 (20:40):
Letting them go out into the world.
I think they're mostly readywhen I let them go.
I guess I worry sometimes aboutif they have everything they
need outside of school.
I hope they have the food andthe resources I most.
A lot of times, honestly, it'sthat I wake up and I'm thinking
about something fun that I wantto do with them and I can not
get it out of my head.
(21:00):
So I do worry, but I try.
I think that teachers can veryeasily get burnt out, and so I
have to take what I can do forthem and know that they can
always come back and I'm alwaysavailable to them.
But then when I'm at home, Itry just to focus on looking for
fun, silly activities that wecan do or a way to take a lesson
that we're about to do and turnit into something magical.
(21:22):
Right now we're just about tobuild a marble ramp that will
spin the entire classroom, soit's a big build up.
We're very excited about that.
So that's the type of thing.
I wake up at night and I haveto text myself.
And then I do was texting me andit's myself and I'm telling
myself don't forget to do thistomorrow.
So I try not to let theheaviness follow me around,
(21:46):
because I think a lot ofteachers that's why they get
burnt out.
Speaker 1 (21:49):
Well, that kind of leads into thinking about that
gap from teaching the summerbreak.
What do you like to do duringthe summers?
Teach.
Speaker 2 (21:59):
I've really never I've taken one summer off ever.
So when I have, I remodeled ourcamper and we always take one
road trip with our kids in thesummer.
It's just been always atradition.
This past summer we went toMontana, which was amazing.
Speaker 1 (22:14):
Beautiful place.
Speaker 2 (22:15):
Yes, and we hiked and swam and just had lots of fun
as a family.
I love reading and I don't getto do that very much.
I mean I read until I fallasleep at night, but that's
probably five minutes before Igo to sleep.
Honestly, last summer I read alot of books and I garden and we
make homemade salsa and myhusband and I fight over who
(22:35):
gets to mow the lawn, because weboth love it.
So, yeah, and my parents liveclose by, so we walk over all
the time and it's great.
But I'm taking time off isn'treally for me.
I found out this year, so thissummer I'm going to be working
as a coach with a teachingprogram.
That'll keep me busy Well.
Speaker 1 (22:51):
I can't say highly enough how much, how excited we
all are about your upcomingaccolades.
How fortunate those littlesecond graders are.
Speaker 2 (23:04):
And how fortunate I am.
I would, truly.
I oftentimes will stand thereand think, if I could choose to
be somewhere right now, I wouldchoose this place.
It's just.
It's as magical as you make itWonderful.
Speaker 1 (23:15):
Thank you, jane.
Yes, thank you, and before Iforget, Okay, we have a present,
a present, we have a presentfor you and I love it, it's the
coffee cast.
Speaker 2 (23:28):
I love it.
I love it.
Thank you.
Speaker 1 (23:31):
You are so welcome.
Do you have a great podcastidea?
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district.
The 742CoffeeCast is your ultimate destination for
insightful conversations,thought-provoking ideas and
innovative strategies in StCloud Area School District.
Your host is Director ofCommunity Engagement and
Communications, Tammy Dilan.
Grab a cup of coffee and joinus.
We are so excited to have JeanVoigt joining us today on
(00:27):
CoffeeCast.
Jean is a second grade teacherat Kennedy Community School in
St Joseph and was recentlynameda semifinalist for
Minnesota Teacher of the Year.
Welcome.
Speaker 2 (00:38):
Thank you, I'm honored to be here.
And congratulations it's justso exciting it is.
It's very exciting andoverwhelming.
Speaker 1 (00:45):
I bet, I bet, and we really want to go down that very
adventurous path for sure.
But I'm wondering if you couldstart out today just by giving
us a little bit of yourbackground, how long you've been
in the position you're at now,how long you went at the
district, that sort of thing.
Speaker 2 (01:03):
Okay, Well, I took an unconventional route to
teaching.
I started my education degreeright after college and then I
got married young and hadchildren and stopped going.
And then I started up again inmy late 30s and so I was a
non-traditional student, whichwas a really unique perspective
at college.
(01:24):
And then I was hired rightafter graduation right in the
beginning of 2017, at KennedyCommunity School and I taught
third grade and I stayed inthird for a couple of years and
every year I would say just putme wherever you need me next
year.
I'm fine with whatever I didthird grade, fourth grade and
then a four or five combo andthen, finally, I was moved down
(01:44):
to second grade and then, afterthat year, I asked to stop
moving because I love secondgrade so much and I've been at
Kennedy the entire time.
So this is my eighth year atKennedy and I absolutely love it
.
Speaker 1 (01:54):
You know, I have a burning question about if you
always have known that youwanted to be a teacher, or did
this career take you by surprise?
Speaker 2 (02:09):
So I've known that I've wanted to do something
nurturing, because I'm obsessedwith children.
I just love them and theirspirit and their creativity, and
everyone always told me Ishould be a teacher.
There was a while I wondered ifI wanted to be a teacher in
front of everyone all the time,because I'm a bit of an
introvert.
However, I knew I wanted to dosomething with children and so
once I finished my degree andgot into the classroom, I knew
(02:32):
there was absolutely nothingelse that I was meant to do.
So, once you had the experience,yep, yes exactly, and I did a
lot of volunteering when my kidswere younger so I kind of knew
and I taught like wordmastersand things like that.
So I had an idea of what itwould feel like on a much
smaller scale.
Speaker 1 (02:47):
So I knew I was getting myself into what's
absolutely the best thing aboutbeing a teacher, Like when you
get up in the morning.
This is the one thing thatkeeps you going my kids for sure
, I mean.
Speaker 2 (02:58):
I think that there's not a single child who has left
my classroom feeling poorlyabout themselves.
I don't think any one of themwould ever say that Ms Voight
doesn't think I'm good.
And I, that is my most proudthing in the world.
And why do it?
That's great.
Speaker 1 (03:14):
We hear a lot about how hard teaching is today, that
things have changed so much,and, and that this is almost an
overwhelming job.
What can you talk a little bitabout the challenges?
Speaker 2 (03:31):
I think one of the most difficult things is just
having a thick skin and notworrying so much what everybody
else might be thinking about you, because, for one, you're up in
front of the class and, havingtaught several different grades,
there were times I would comeacross something that I was not
an expert at and I almost wasrelearning at the same time as
the students, and you learnreally quickly that if you just
(03:52):
say, oh shoot, I did make amistake, even if it's to the
parents or your admin or yourpeers, or oh my gosh, I can't
believe I forgot that, if youcan give yourself that
forgiveness, then everyonearound you sort of does too, no
matter what.
I just think about the impactthat I can make and what the
relationships and the growththat I see in my room, and I've
found that if we are kind andunderstanding to parents that
(04:15):
they're great to work with,loved every parent I've ever
encountered that I've had theirchild in my room, and so, yeah,
it can be challenging.
If you're organized, you canget it all done within the hours
that you need to do it and gohome, and it's a really great
balance for me.
That's great.
What's a?
Speaker 1 (04:31):
day like If I were to drop by Kennedy tomorrow.
What would the day be?
Speaker 2 (04:37):
like.
It just depends on the day andthe year.
Some years we need a lot ofstructure and routine Well, and
we generally have that no matterwhat.
Even more so if we have friendswho have a hard time regulating
.
But students arrive in themorning.
I try to have some peacefulmusic playing and we have some
sort of morning work.
I stand by the door and greetthem each by name, because I had
(04:58):
heard that students don'talways hear their name in a
positive way every day, so Imake sure that they see me
smiling and happy to see them.
And then we have breakfast anddo a little chit, chatting and
communicating with each other,and then we just get on with our
date.
We do a lot of fun steamlessons.
It's often loud in my room.
When it's appropriate we aredoing science and math and
(05:19):
technology and everything all atonce.
We have dumped all of ourthings on the rug to engineer
things and it can be quiteoverwhelming.
But then there's also timeswhere you'll hear classical
music playing and everyone'sreading and you could hear a pin
drop in the room.
So it's busy, it's a whirlwindand it's beautiful.
Can you imagine doing anythingelse?
Speaker 1 (05:37):
No.
Speaker 2 (05:37):
I couldn't.
I know that this is where Ineed to be.
Speaker 1 (05:40):
It's a calling then yeah, what would you say is your
overwriting principle or youroverwriting vision when you
think about teaching kids andmaking that impact that you just
described?
What's that vision?
Speaker 2 (05:55):
I always say love them first.
I had heard it on a documentarythat I watched in college.
I've almost gotten a tattoo onmy arm actually, just because
every child has good in them andevery child wants somebody to
see that good in them.
So if I make the decision thatI'm going to love every single
child that walks through thatdoor it's so easy to do because
they all have something and thenthey see that I care for them
(06:18):
and that I'll have their backand that I'm their safe place,
and then they live up to that.
So I say children will alwayslive up to the way or what they
see reflected on your face.
So if I look at them and I sayI know you are good, oops, we're
making a poor decision rightnow, but I know that you want to
do better.
They truly do.
They just want somebody thatbelieves that they can.
Speaker 1 (06:36):
And you talked about seeing their confidence.
Can you talk a little bit moreabout that?
First of all, what does thatlook like and why is that so
crucial that they have thatconfidence, that they can walk
around this world in Right?
Speaker 2 (06:52):
Yeah.
I mean, it seems like perhaps weshould be able to take that for
granted, but no, no, I think,especially for kids who aren't
able to conform or fit ineverywhere or succeed right away
, they don't have that naturalconfidence.
They don't maybe have thesupport at home Some of them do,
some of them don't.
They maybe have behavioralissues that they just think make
(07:13):
them a bad person or unable tolearn.
They just need to see thatthey're making growth.
So when I think of confidencein a student, I can see
confidence in any one of them,because if you come in and you
can't read any words and then afew months later you can read
three words, well that'ssomething to celebrate.
And if you celebrate with themin a way that you're not telling
(07:34):
people what their capabilitiesare, they are proud of
themselves and then they havethe confidence and they'll try
something new.
And with my high flyers they'reconfident and I want to build
upon that and make sure thatthey know that they should seek
out more and ask a higher orderthinking questions and push
themselves.
So I think anytime, if you canalways see it if a child feels
confident, if they feel secure,if they know that the person
(07:57):
that is taking care of themtruly thinks that they're
wonderful, it's sort of likethat man skipping with his
pickle.
You know, you just, they'rejust happy as can be and they
don't worry about what anyonethinks.
And suddenly they don't worryabout what they're doing wrong,
because they realize that justone small aspect of their lives
where they're just beautifulpeople, I love to see those
faces and I taught many moonsago.
Speaker 1 (08:19):
That's why I asked how do you know?
Because you can see it.
Speaker 2 (08:24):
You can.
Speaker 1 (08:25):
That is a direct line .
Once they've gained thatconfidence, let's talk about
this amazing.
Speaker 2 (08:32):
EuroSummit finalist for.
Speaker 1 (08:33):
Minnesota Teacher of the Year.
So so amazing and wonderful.
Speaker 2 (08:39):
Thank you.
Speaker 1 (08:39):
Also you said overwhelming and a little bit
crazy Talk about the process,like how does this come about?
What does it feel like rightnow?
Where is it going?
Speaker 2 (08:49):
I found out about it months ago and I actually sat on
it for quite some time, justbecause you start to think, well
, why should I get thisnomination and not all of my
peers?
And we're all getting thereearly, we're all doing so much
more, we're all pouring ourentire hearts into our jobs
every day, talking about itoutside of school, thinking
about it, waking up in themiddle of the night thinking
about it, and so I almost didn'teven go for it, just because I
(09:13):
felt like I would want to shareit with other people.
But then I thought about it andI thought well, I got nominated
and I do absolutely loveteaching and I think I would
have been disappointed in myselfif I hadn't really gone for it.
And there's a process ofwriting and getting
recommendation letters andsubmitting different videos and
resumes and all of that, and sonow we're at the point where
(09:35):
I've done another video thisweek and just waiting for the
next cut.
I guess you would say when isthe big?
Speaker 1 (09:41):
announcement how much ?
Speaker 2 (09:43):
Just this week I got an email that everyone who is
nominated is invited to anassembly or a banquet on May 5th
, so I believe that's when thewinner will be announced.
Speaker 1 (09:52):
Will be announced at the beginning, may, ok, and so
really it sounds like you puttogether a portfolio I did and
then you're updating.
You just did another area.
Speaker 2 (10:04):
So the process is kind of a living breathing it is
, and it's a little bit ironic Iwas at the same time nominated
for the PAMPS award, which isthe Presidential Award for Math
and Science Teaching.
Speaker 1 (10:18):
Oh, congratulations.
Speaker 2 (10:19):
Sorry, that's a hard one to say I didn't know that I
don't tell anybody.
I mean, this one just was madepublic so I don't.
Otherwise nobody would haveknown about it.
But it's just speaking of theportfolio.
They both had were hugeprojects and so I just did them
both at the same time and so itwas.
Speaker 1 (10:35):
And you're teaching every day.
Speaker 2 (10:36):
Yeah, yeah, it was quite overwhelming, but it's
humbling very humbling, but soexciting.
Speaker 1 (10:41):
How does your family react?
Speaker 2 (10:44):
They, of course, love me.
They think I deserve it.
They know I'm an introvert, sothey tease me a little bit about
all these things where I'mgetting attention Michael
workers as well.
They said I'm going to pasteyour picture everywhere.
Stop it.
But yeah, they're very proud ofme and I'm really happy.
They know how much I loveteaching and they know how I
speak about it.
Speaker 1 (11:02):
So Are your students aware or are?
They low, they are, they are.
Speaker 2 (11:06):
Well, because I had for the PAMPst award.
They are, and I actually askedthem what I should say on the
podcast today, because we're aclassroom family so we always
share our news.
I love it, but I lost where Iwas going with them.
Speaker 1 (11:20):
We were talking about your kids and how they were
responding.
Speaker 2 (11:22):
The reason that they know is that, for the PAMPst
award, I had to do a video of myclass, and so I had to get
permission from parents, and soI had to tell them why I was
videoing it and where the videowas going.
So I mean, I basically and it'strue, I think I'm nominated
because of my students, and soour classroom family is in the
running right now, and we're allvery excited about it.
They did their best to showcasetheir amazing talents on the
(11:44):
video, and I was excited toshare it.
Speaker 1 (11:46):
They're sharing in the glory.
That's right.
Speaker 2 (11:47):
Yes, absolutely that's absolutely great.
Speaker 1 (11:50):
I was once interviewed when I was teaching
in.
The person that I was talkingto said well, teaching such an
honorable profession?
And I laughed out loud becauseI, you know, teacher.
It's like right.
And he was offended.
He was offended.
He was so earnest that this wasan honorable profession and I
(12:10):
never forgotten that moment.
And as the years progress anddifferent experiences with
education, I understand, I think, better what he meant by that
and when you reflect on theimpact that you're having.
You said we're a classroomfamily.
Speaker 2 (12:32):
And now you have years I do, and they all come
see me almost at least once aday.
I have somebody that will checkin to make sure I still think
they're amazing, yeah.
Speaker 1 (12:41):
And they grow into adults who remember you?
Speaker 2 (12:44):
They do, yes, it is.
Speaker 1 (12:46):
I don't laugh at that anymore.
I think maybe he was ontosomething.
Speaker 2 (12:50):
Well, we definitely.
I mean, I take it veryseriously because I know people
talk about the income you mightmake or different things that
are not so glamorous aboutteaching.
But we're placed in our handsare placed 20 to 30 innocent
people who we are going toinfluence, perhaps for the rest
of their lives, and so we can'ttake that lightly, or we have to
(13:11):
be very careful with how wetreat their little spirits.
I wouldn't walk around sayingI'm doing an honorable job, but
I would say that it's reallyimportant and we need to be
careful with what we do.
Yeah.
Speaker 1 (13:23):
That's because we have this modesty.
I think it's attached to.
But that's beautifully said,thank you.
Speaker 2 (13:29):
Who was your favorite teacher growing up?
Well, let's see, I would sayit's hard to say, because I went
to a private elementary schooland then I went to North Junior
High and I had Sally Green.
I don't know if you know her.
Speaker 1 (13:42):
Oh yes.
Speaker 2 (13:43):
I just remember from my years at North where I felt
like I could just be me, like Icould come in, I could dress
whichever way, I was quiet, butteachers still treated me like I
was intelligent and there wasroom for everybody.
And then I moved out ofdistrict and I didn't feel like
that for a long time, justbecause it was a smaller
(14:04):
community and you really neededto fit in.
And so when I came back toteaching I knew that the only
place that I wanted to be was742.
Just because my children haveall gone.
My youngest is in eighth gradenow.
We've gone through 742 threetimes now Well, five, if you can
include my step sons and it'sjust such a beautiful community
and everybody they care abouteach other and they want good
(14:28):
for each other and we want tolearn about our differences and
we embrace it and we celebrate.
It's hard for me to say aspecific teacher that was my
favorite, but I know thebuilding in which I felt the
most safe during my education.
How about your favorite bookwhen you were growing up?
There's this book and I cannotfind it.
It was called the Old Red Barnand I don't even know really
what it was about.
(14:50):
Now I'm on a mission and I'vealways looked and the funny
thing is I visited my elementaryschool.
It had closed down and I waslooking for this book because I
don't know if it was an escapeor what it was.
But I read that book severaltimes and I don't even remember
what it was about.
But it's like I can see thecover and I don't know.
Speaker 1 (15:10):
But I it resonated some way.
Speaker 2 (15:12):
I'll probably find it someday and it will be some
ridiculous book and I'll thinkwhy did I love this?
But it's something in it mademe feel calm.
I'm not sure why.
How about do you?
Speaker 1 (15:21):
have a favorite that you read to your kids at school
Humphrey, humphrey, we get toread One district, one book.
Speaker 2 (15:30):
That was one district , one book this year, yes, so I
told my students because westart in the beginning with the
world according to Humphrey, andI like that series because it
teaches a lot of social,emotional learning, but in a way
that they're talking about ahamster and other children and
so my students are able torelate to it in a non you know,
it's just an easy way.
Where they're, they'reimagining a hamster, watching
(15:51):
these children deal with thesame things that they deal with
every day and how they solve itand how they stand up for each
other and speak up for eachother and all of those things.
So when we found out it was onedistrict, one book, we decided
we were going to be experts whenit came time for the quizzes,
because that will happen thesecond time.
We've heard it this year.
So they were very excited andactually today one of my
students picked out a Humphreybook from.
(16:13):
We have a vending machine, abook vending machine.
You can earn books, and I wassurprised because we had just
read the book.
But here we are again Samebooks.
Speaker 1 (16:20):
Great yeah, I was fortunate.
I got to go out to Kennedyduring the launch, if you will,
of one district, one book.
And so the media center was alldecked out with kids size.
Speaker 2 (16:34):
You know hamster tunnels.
Speaker 1 (16:36):
And the Zuzu pets were out and it was, it was
really, really.
And you could see the day I wasthere, one class came in while
I was there.
You could just see theexcitement, the building.
Speaker 2 (16:48):
It was very exciting.
I actually had to crawl throughthe tunnels myself.
Just because, I was so yeah,well, they were all so excited
and I knew they would want me tobe doing so it was really fun.
Holly does an amazing job everyyear with the library.
Speaker 1 (17:00):
Yes, really, it was just a step into a different
world, the second you walkedinto the media.
Speaker 2 (17:05):
It often is, and we do.
We go to do coding with her atthe end of the day on Fridays.
Yes, oh my gosh, my studentsare so excited to do that.
Speaker 1 (17:14):
Yeah, I think Holly needs to come on the.
Speaker 2 (17:16):
I do Talk about Holly .
Where are you?
Speaker 1 (17:18):
Yeah, holly, I'm going to be calling yeah, no,
she does.
Speaker 2 (17:22):
She goes above and beyond.
It puts so much into the ideas.
I mean she's been talking aboutcoding and computer programming
and robotics and things foryears and so we're all very
excited that we get to do it.
And when I watch the studentsand the volume, sometimes my
watch will say you're in a loudenvironment because the kids are
so excited and we're coding andwe're using our indie robot and
(17:44):
we bring it back to theclassroom and I got grid paper
and now they write codes onpaper.
So it's amazing what they cando.
Speaker 1 (17:49):
It is, it's a it is.
It's an astonishing world and Ifeel sometimes like, wow, what
you could teach me.
Speaker 2 (17:57):
My students could certainly teach me, but as long
as they know that I'm willing toto learn it, they'll gladly
teach me.
So that makes them feelconfident to you.
Speaker 1 (18:04):
But touching back just a minute on the Minnesota
Teacher of the Year one of thereasons that you're nominated is
you've got special sauce.
Speaker 2 (18:13):
You've got magic.
Speaker 1 (18:15):
Can you, Is there a way to condense what your magic
sauce?
Speaker 2 (18:22):
Oh my goodness gracious, my coworkers are going
to be laughing.
Oh, I don't know.
I think I see special sauce inso many people that I work with.
I mean sometimes it's a flukeyear where you get attention for
what you're doing, but in ourdistrict I mean it could be
admin or my coworkers or myparas.
We are all constantly thinkinghow we can better the lives of
(18:45):
our students and each other andI think I don't know that I
would have thrived if I was in acommunity where we weren't
building each other up and wherewe couldn't admit I need help
right now, and I've never comeacross a problem or a mistake
that I might have made orsomeone around me where we
couldn't just go to admin andthey truly cared and they wanted
(19:05):
to fix it.
And that goes from the very topto the very bottom.
I think everyone feels safehere.
We feel safe to be ourselvesand we know I mean you can.
Just it's a family Almost.
We can trust each other.
I really think we can.
Speaker 1 (19:16):
So no, I don't have special sauce or ass with sauce
whatever you say I think you do,but maybe you don't know how to
say it I think you did a goodjob.
What is your highest hope forkids?
Speaker 2 (19:30):
That they never stop seeing that they're good.
I don't know if you have to callit good, but that's just what
comes to mind.
But because I think there weretimes as a child where teachers
would look at me as if I wasgoing to do something wrong and
I wasn't, and I was reallysensitive and they didn't look
at me like I was the good that Iwanted to be, and then I would
(19:51):
live up to that, and then when Igot into a place where they
looked at me like, yeah, let'sdo this, you're great.
I was, and I lived up to it,and almost all of my students do
the same, and so I hope thatthere's never a time where they
let someone convince them thatthey aren't absolutely amazing,
because I think they are, andthat's why I always tell them
please come back, I'll remindyou, you know.
So my greatest hope is thatthey carry that their entire
(20:12):
lives, because there's nodisability or any issue or
anything you could have happenor have done where you can't
turn it around and still findyour good, and so I just want
them to always know that theycan come back and I'll remind
them they will always be.
Speaker 1 (20:27):
I'm going to ask a tough question and we don't even
have to go there if you don'twant to.
But the question is what keepsyou up at night when you think
about teaching or school?
What keeps you up?
Speaker 2 (20:40):
Letting them go out into the world.
I think they're mostly readywhen I let them go.
I guess I worry sometimes aboutif they have everything they
need outside of school.
I hope they have the food andthe resources I most.
A lot of times, honestly, it'sthat I wake up and I'm thinking
about something fun that I wantto do with them and I can not
get it out of my head.
(21:00):
So I do worry, but I try.
I think that teachers can veryeasily get burnt out, and so I
have to take what I can do forthem and know that they can
always come back and I'm alwaysavailable to them.
But then when I'm at home, Itry just to focus on looking for
fun, silly activities that wecan do or a way to take a lesson
that we're about to do and turnit into something magical.
(21:22):
Right now we're just about tobuild a marble ramp that will
spin the entire classroom, soit's a big build up.
We're very excited about that.
So that's the type of thing.
I wake up at night and I haveto text myself.
And then I do was texting me andit's myself and I'm telling
myself don't forget to do thistomorrow.
So I try not to let theheaviness follow me around,
(21:46):
because I think a lot ofteachers that's why they get
burnt out.
Speaker 1 (21:49):
Well, that kind of leads into thinking about that
gap from teaching the summerbreak.
What do you like to do duringthe summers?
Teach.
Speaker 2 (21:59):
I've really never I've taken one summer off ever.
So when I have, I remodeled ourcamper and we always take one
road trip with our kids in thesummer.
It's just been always atradition.
This past summer we went toMontana, which was amazing.
Speaker 1 (22:14):
Beautiful place.
Speaker 2 (22:15):
Yes, and we hiked and swam and just had lots of fun
as a family.
I love reading and I don't getto do that very much.
I mean I read until I fallasleep at night, but that's
probably five minutes before Igo to sleep.
Honestly, last summer I read alot of books and I garden and we
make homemade salsa and myhusband and I fight over who
(22:35):
gets to mow the lawn, because weboth love it.
So, yeah, and my parents liveclose by, so we walk over all
the time and it's great.
But I'm taking time off isn'treally for me.
I found out this year, so thissummer I'm going to be working
as a coach with a teachingprogram.
That'll keep me busy Well.
Speaker 1 (22:51):
I can't say highly enough how much, how excited we
all are about your upcomingaccolades.
How fortunate those littlesecond graders are.
Speaker 2 (23:04):
And how fortunate I am.
I would, truly.
I oftentimes will stand thereand think, if I could choose to
be somewhere right now, I wouldchoose this place.
It's just.
It's as magical as you make itWonderful.
Speaker 1 (23:15):
Thank you, jane.
Yes, thank you, and before Iforget, Okay, we have a present,
a present, we have a presentfor you and I love it, it's the
coffee cast.
Speaker 2 (23:28):
I love it.
I love it.
Thank you.
Speaker 1 (23:31):
You are so welcome.
Do you have a great podcastidea?
Submit your idea tocommunications at ISD742.org.
And thank you for listening to742 coffee cast, the best place
to stay informed and be inspiredby St Cloud area school
district.
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I’m Jay Shetty host of On Purpose the worlds #1 Mental Health podcast and I’m so grateful you found us. I started this podcast 5 years ago to invite you into conversations and workshops that are designed to help make you happier, healthier and more healed. I believe that when you (yes you) feel seen, heard and understood you’re able to deal with relationship struggles, work challenges and life’s ups and downs with more ease and grace. I interview experts, celebrities, thought leaders and athletes so that we can grow our mindset, build better habits and uncover a side of them we’ve never seen before. New episodes every Monday and Friday. Your support means the world to me and I don’t take it for granted — click the follow button and leave a review to help us spread the love with On Purpose. I can’t wait for you to listen to your first or 500th episode!
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Does hearing about a true crime case always leave you scouring the internet for the truth behind the story? Dive into your next mystery with Crime Junkie. Every Monday, join your host Ashley Flowers as she unravels all the details of infamous and underreported true crime cases with her best friend Brit Prawat. From cold cases to missing persons and heroes in our community who seek justice, Crime Junkie is your destination for theories and stories you won’t hear anywhere else. Whether you're a seasoned true crime enthusiast or new to the genre, you'll find yourself on the edge of your seat awaiting a new episode every Monday. If you can never get enough true crime... Congratulations, you’ve found your people. Follow to join a community of Crime Junkies! Crime Junkie is presented by audiochuck Media Company.
Ridiculous History
History is beautiful, brutal and, often, ridiculous. Join Ben Bowlin and Noel Brown as they dive into some of the weirdest stories from across the span of human civilization in Ridiculous History, a podcast by iHeartRadio.