Viridiana Martinez’s family immigrated twice when she was in elementary school. The first time was from Mexico to Canada, and the second time was to the United States. With each of her moves, she had to learn a new language and adapt to a different culture.
Through these changes, Martinez was challenged and encouraged by the kind teachers and mentors she met at school.
Now a 21-year-old college graduate, she is channeling her lived experience into her career path.
This fall, Martinez will become the next Teach for America member, teaching bilingual students from kindergarten through eighth grade in Morgan Hill, California, a small city near San Jose. Her teacher training begins in June.
Martinez knows there is a shortage of bilingual teachers in the United States and wants to help fill that gap. But more than that, she wants to encourage bilingual students and English learners just like other teachers have done for her. Along the way, she says she wants to help her students identify their strengths and find their voice.
Now that the teaching profession is in decline, The number of young people has decreased EdSurge, which has entered the field, tracks individuals who pursue careers in the classroom anyway. What motivates them? what are they worried about? And why are they undaunted?
In our “Future Teachers” series, we ask aspiring educators who are about to enter the classroom the following questions: This time we will feature Martinez.
The following interview has been lightly edited and condensed for clarity.
name:Viridiana Martinez
Year:twenty one
current town: Berkeley, California
college: University of California, Berkeley
I’m going to teach: Bilingual education in schools from kindergarten to high school
home town: Monterrey, Mexico
EdSurge: What is your earliest memory of your teacher?
Viridiana Martinez: My earliest memory of a teacher is my first grade teacher in Mexico. Although she was a strict person, she was also a very loving person. She always had very high expectations for her students and that’s something I really appreciate about her. She believed her students could accomplish great things.
When did you know you wanted to be a teacher?
I worked in an elementary school during my junior year as part of my education minor at the University of California, Berkeley, and I think that had a huge impact on me. I had one-on-one sessions with my students so they could practice and improve their reading comprehension and fluency. I really enjoyed working with the students and was so proud to see them improve. From that time on, I wanted to become a teacher.
For you, it was probably during your college years. What were you thinking of doing until then?
I used to want to study psychology, but I didn’t know exactly what path I wanted to take. Then, when you add the education and child development minor; [my classes] I started to become interested in becoming a teacher. I didn’t have any specific plans or career in mind until now. I was really just going with the flow.
I wanted to do a job that involved children. However, I still didn’t know what my occupation was. The idea of teaching crossed my mind. Through this experience and interacting with students, I decided that I absolutely wanted to become a teacher.
Have you had second thoughts?
i don’t think so. I considered many ideas about what career I could pursue, but nothing felt as fulfilling as teaching, so I decided to stick with it.
Did your own school experience influence your decision to pursue this career?
Yeah. I went to a predominantly Latino school in California, and we had several Latino teachers who helped me learn English. I think the sense of community and support from my teachers and counselors helped me decide that this is what I wanted to do.
I hear you had to learn several different languages as part of your schooling. Can you tell me a little bit about that?
I was born in Mexico and lived there until I was 7 years old. Later, my family immigrated to the French-speaking part of Canada, so I had to learn French on top of everything else that comes with immigration. There have been changes in culture and schools.
About three years later, I moved my family back to California. So I had to learn English and readjust from scratch again. I’ve been in California ever since.
Did you have a teacher, coach, or counselor who helped you through a memorable change?
absolutely. I came to California when I was in fifth grade and had two wonderful teachers. They always made me feel like a part of the classroom. They made it possible for me to learn the language. For example, they labeled items in the classroom in Spanish and English. I then explained my situation to the other students in the class so they could understand my situation.
Were there other English learners in your class?
Not when I was in fifth grade, but years later, when I was in middle school and high school, I met a student who was just learning English as a second language.
Please tell us about your decision to apply to Teach for America.
I heard about Teach for America during my last semester at UC Berkeley and thought it was the perfect step for me. I attended their in-person event and was able to meet multiple people who were in the program and answer my questions. I applied immediately after attending the event. I chose this program because it provided great communication and support, which was exactly what I was looking for.
My goal is to become a full-time classroom teacher.
Why are you interested in teaching bilingual kindergarten through middle school classes?
I am very passionate about teaching in bilingual classrooms.I [want to help students] Overcoming language and cultural barriers. My experience of having to move countries twice and learn new languages twice has given me insight into what my students are going through and what I can do to help them succeed in the classroom. It gave me a lot of insight into what can be done.
Why do you want to become a teacher?
I think it’s a very rewarding profession. Everyone wants the next generation to excel academically and have a bright future.Want to ensure proper support for the next generation [to succeed].
During my university days, in my experience [tutoring] There was a student in elementary school who inspired me. Although it wasn’t until the end of the session, we did a little survey about how the session went and if you felt like you learned something. One of the questions asked was what he wanted to be when he grew up, and the student said he wanted to be a tutor, just like me. That was really solidifying for me.
What makes you want to become a teacher?
Just the idea of impacting the next generation gives me hope. I’m excited to show them what their strengths are and help them understand that they can speak for themselves and that they can make a difference if they believe in themselves.
What worries you or holds you back about becoming a teacher?
Since the pandemic, we’ve heard that many teachers have noticed significant setbacks in their students’ math and reading skills. It has been a very difficult time for both teachers and students, which unfortunately has led to delays in learning. My biggest concern is how this will actually play out in the classroom and how we can effectively support our students.
Why does this field need you now?
We need more bilingual teachers. That’s really important. Many schools today have students who are learning English as a second language or who are bilingual. They have the right to access bilingual programs with bilingual teachers who can help them excel academically. Based on my own experience, I believe that I can provide enriching bilingual classes to my students.
