I student-taught eleventh grade English at Princeton High School, in fall 2019, after majoring in English Literature at Princeton and working for three years at Princeton's Writing Center. Before student teaching, I was lucky enough to observe in classrooms across New Jersey, including at The Newgrange School and Trenton High School, as part of Teacher Preparation courses. This exposed me to different classroom settings, especially special education, and allowed me to meet lots of students. Getting to know students was by far the most memorable part of student teaching.
Kanoa Mulling ’15 is currently teaching EFL and English literature classes at Payap University in Chiang Mai, Thailand through a Princeton in Asia fellowship. Now in his second term, he has enjoyed developing his own Modern American Literature, including a range of texts and authors. He also assists with spelling bees, poetry recitation competitions and other student activities. He will continue teaching at Payap through May 2018. In addition to classroom teaching, Kanoa also tutors SAT, SATII, ACT, and AP students in many subjects, focusing on math.
Brent Ferguson (M.Div, P.T.S. 2006) has been teaching since '93 in Ohio, California, and New Jersey; in physics, chemistry, and mathematics; in public and private institutions; in single-sex and coed classrooms.
After graduating from Princeton in 2012 with a classics degree and certificate in teacher preparation, I spent one year teaching at Eton College in Windsor England through the Annenberg Fellowship. While there, I had the opportunity to teach 8th and 9th grade Latin (F and E Block) for all three "halves" and trimester long courses for 11th, and 12th grade (C and B Block) on current events, the history of American Sport(s), Conversational Latin, and Alexander the Great, as well as prepare four students for their Oxford and Cambridge interviews.
My favorite memory of my time at Teacher Prep was when I conducted my final orchestra concert at West Windsor-Plainsboro High School North as my unit for student teaching. I composed a 10-minute rhapsody specifically for the orchestra to premiere, and it was a rewarding collaboration opportunity to not only practice my teaching skills but also to share my gift in music composition. Since graduating TPP, I spent the first summer (2014) in Seattle interning at the Seattle Children's Theatre as a music directing intern.
After graduating in 2009, I took a round-about path back to the profession of education, including a brief stint as an au pair for a family in Spain and a 3-year stretch as human resources specialist in Silicon Valley, before ultimately finding my way back to a school setting, in Boston. I first teamed up with nonprofit Scholar Athletes, founded in Boston and dedicated to providing academic support through athletic participation.
After graduating from TPP in June 2012, I was hired to teach English at Collingswood High School, a public school in South Jersey. I’m currently in my second year as a teacher and now more than ever I’m convinced that teaching and I were made for each other.
I come from a long line of teachers--both of my father's parents, my mother, and all four of my siblings. As the youngest in my family, my mom would take me to school with her when I was sick. I loved those sick days because I could watch my mother in action--captivating a room of 5th and 6th graders on the wonders of the solar system or the mechanics of pulleys and weights. I went to a different elementary school in my school district and my teachers focused on boring seat work. But not my mom!
Bonnie Hagerman graduated cum laude from Princeton University in 1991 with a B.A. in Anthropology. After graduation, Hagerman made immediate use of her teacher certificate from Princeton’s Teacher Preparation Program when she began teaching social studies and history at Westfield High School beginning in the fall of 1991. In addition to her classroom responsibilities, she also helped coach the girls’ cross country and freshman boys’ track teams, advised the Student Council, and co-advised the Women’s Studies club.
I loved every minute of my time at Teacher Prep, although I was so nervous my first day of teaching that I had to hold on to my directing teacher's podium to keep my hand's from shaking. My student teaching was at Hopewell Valley High School in Pennington. When I finished my student teaching my directing teacher was promoted to assistant principle so I was asked to stay on until they found a long term replacement. I was so grateful for the extra time. I also coached the girls' track team in the spring. I knew that I wanted to be a teacher, but the program cemented that for me.