By Claire Ebbitt, Editor-in-Chief

At the beginning of the school year, students had silent observers in the back of some classrooms. Some of these same college-student observers are now working as student-teachers in the classrooms of Reynolds High School.

The four student-teachers at Reynolds have enjoyed their time here since they began in the middle of January. Although they all teach different classes, each looks forward to her next day in the classroom.

“I like to read and write and help people, so teaching is the perfect career,” said Sara Schubert, who is in charge of English teacher Rodney Allen’s classes.

Schubert used to aspire to become a doctor, but changed her mind during her senior year of high school.

“I took AP Chemistry and I hated it,” she said with a laugh.

Leah Haynes, the student-teacher for Spanish instructor Lundon Sims’ classes, also was inspired by past teachers: “I’ve had good and bad teachers and the bad teachers made that subject boring,” Haynes said. “I want to be able to give a good experience to kids in Spanish.”

The student-teachers observed in various classrooms in different high schools at the beginning of the school year before being placed by their advising professors.

They did get to express a preference for certain teachers  on their form, but ultimately, their adviser made the decision.

Caroline Fisher teaches Heather Wiley’s four Advanced Placement English Literature and Composition classes and one English I class. Like Schubert, Fisher also wanted to be a doctor.  Halfway through college, she realized that was not the path she wanted.

“I spent a long time thinking I would go to law or journalism school, but that was my parents’ dream, not mine,” Fisher said.

She was always planning to be a student-teacher, but Fisher was too busy as an undergraduate at Davidson College, so the Master Teacher Fellows program at Wake Forest University is perfect for her.

However, Fisher did encounter some struggles. On her first day leading a class on her own, she was hindered by nervousness.

“(My first day) was really nerve-wracking because as much as I learned about teaching at Wake, I felt like I was dropped into the melee of high school,” she said. “I was trying to learn names … I felt like an intrusion at first.”

Schubert’s first day was stressful, too.

“I was hoping the students didn’t see how nervous I was,” she said.

Added Haynes: “The hardest part is that students aren’t used to you. They don’t know how to react to you, so you have to establish yourself as the new teacher.”

With her time as a student-teacher almost over, Fisher’s confidence has improved and she said she will be sad when it is all over.

Audrey Hite is now teaching David Freidman’s three U.S. History classes for the remainder of the year because he became an assistant principal. She said being a student-teacher has been “really rewarding” for her.

Hite is a graduate of Mount Tabor High School, so she is familiar with the format of Reynolds.

“I feel back in the atmosphere,” she said.

Like Schubert, Hite is an undergraduate at Wake Forest. Hite decided to make teaching her career after she began coaching a few years ago, which she enjoyed. Her time as a student-teacher has convinced her that a career helping people is what she is meant to do.

Hite is also assisting the RJR women’s JV soccer team this season, and is having fun with her time as a coach.

Tiffany Newsome, who is Vanita Fleming’s student-teacher for her English I and II Honors classes, is also having fun with her time here.

“I really like (teaching Reynolds students); it introduces a lot of perspectives,” she said. “No one class is the same.”

Her daily tasks include “planning, planning, (and) planning,” Newsome said with a laugh. She also has to read and re-read the book the classes are studying in order to facilitate discussions.

Haynes hasn’t had to teach novels, but the Spanish teacher echoed Newsome’s thoughts on preparation: “Planning lessons is really hard. You have to plan what to do for an hour and a half and think about what the kids will get from it and what you want the kids to get from  it.

“I’m just trying to learn the ropes,” Haynes added. “The logistics are a lot different than I thought they would be.”

As with all jobs, there are negative trade-offs, and all of the student-teachers agreed that there are some things they wish they could change about their work.

“Being a student-teacher, I get handed another teacher’s syllabus, so I might change some things,” Hite said. “We can’t really change these things in a six-week span.”

Schubert has an issue with time and how she spends it as a student-teacher.

“The hardest part (of student-teaching) for me is my friends don’t have to be up at 7 a.m.,” Schubert said.

Fisher agreed, and said that the time spent grading gives her few opportunities to see her friends.

“It’s hard to find a social life because I’m so tired,” she said.

Continuing on the list of challenges, Hite noted that teachers who have, say, 10 years of experience have adapted the ability to think on their feet during class. Student-teachers are still learning this skill.

“There’s been ups and downs (in student-teaching) as I’ve explored what works for me,” Hite said. “If I made a mistake … tomorrow’s another day.”

Newsome echoed similar thoughts: “I’m a novice teacher, so it’s a challenge. I have ‘new teacher’s syndrome.’ ”

High-school students who think teaching might be their passion should look into student-teaching for their future, suggested Hite.

“Anyone interested in becoming a teacher should totally go for it,” Hite said. “Even though people have preconceptions of being a teacher, it’s really worth doing.”

Staff writers Emma Gillett and Abbey Frail contributed to this report.