Margaret Wang '14

During the pandemic, society was able to see just how important teaching is. Through teaching, we can prepare the next generation to solve the most seminal issues of our time, including climate change. This is currently what I have chosen to work on as a result.
Margaret Wang

2022 Update:

After graduating from the Teacher Preparation Program, Margaret was a high school teacher, primarily in economics and business, for several years before she pursued an M.Ed. in international education policy at Harvard Graduate School of Education. Working with Professor Fernando Reimers, she focused on climate change education, developing curriculum and research insights in Education and Climate Change: The Role of Universities.

From the Harvard community, she met her co-founder, David Jaffe. They founded SubjectToClimate with the mission to make climate change teaching and learning accessible to all educators, no matter what subject or grade level. SubjectToClimate (StC) is a nonprofit online connector for K-12 educators of all subjects to find credible, unbiased, and engaging materials on climate change at no cost.

She hopes that she can continue to work with educators to ensure that we can use education to solve the climate crisis.

For the last 4 years I have been a High School Teacher at the Riffa Views International School in Bahrain.  I teach IB Business Management, IB Economics and Social Studies.

What I've learned through teaching is that behavior management is something first year teachers should focus on the most! It will make your life easier.  Student relationships are important, but just because your students like you, doesn't mean you are a good teacher. Being a good teacher has so many factors including having the ability to make hard decisions for long term benefits for your students.  Teaching is not easy. Be ready for an emotional challenge, but with such great rewards.

After graduating from Princeton, I worked in an Education Technology Startup in Portland, Oregon in "Corporate and Product Strategy." But as in any start-up, my role was flexible to my particular interests. 20% of the time I was attempting to spearhead a research program through grant money so that we could initiate research on how to effectively store, manage, and interpret data about a school, district, and student in a fashion that would be the most meaningful for teachers and administrators. 80% I was on the Product Team, incorporating user feedback (teachers, admins, etc.) on our Student Information System and Learning Management System platform and making decisions on product design and feature enhancements.

TPP has given me the tremendous opportunity to combine academic research with my teaching. This practice has been so useful in my career as I am constantly incorporating the academic research I've learned through TPP in my every-day decisions.

I think the student-teaching, in general was the most valuable experience I've ever had. For one, I realized how much I needed to grow and learn as an educator. It formed my philosophy of education: to be embedded in a process of learning and to join my students in becoming self-regulated learners so that they will continue to learn throughout their life beyond my classroom, and so that I will continue to learn to be the best educator I can possibly be.  As partners in this journey, I believe in a symbiotic relationship: students and teachers work together to constantly improve by providing feedback. In one avenue, I believe in giving immediate and full feedback. At the same time, it is a two-way street: in the very folders where I provided feedback for their written work and participation in class, I accepted feedback: “Ms. Wang, your lesson was hard to understand, Ms. Wang you need to explain, etc.” Without my students, I could never have been the teacher I am today. But just like my students, I still have a lot to learn.