Career Spotlight with Martha Mayen, STEM teacher
What inspired you to become a teacher?
Similar to most teachers, I was inspired by a teacher. When we first arrived to Canada we were put into EAL classes to learn to communicate using English. The teacher that inspired me was my EAL resource teacher. In elementary her job was to pull us out of class and work with us to develop our English language skills. A couple of weeks after we started, she told my parents that we were children (I was six), that we would most likely acquire the language through classroom experiences. She fought to avoid separating us from the classroom. When I was 20, I went back to her to get advice regarding my career trajectory. I was having a hard time in the field that I thought was my dream. I’ll never forget what she said: “Sweetheart, I supported your dream because you said that was your dream, but when I see you with kids you look so happy. If you look at your life, you’ve surrounded yourself with opportunities to work with kids. I always thought you would make a wonderful teacher but that was not your dream.” I remember getting goosebumps all over after she made this statement…I had an epiphany. It felt right. I changed careers in hopes to be a support for some student one day like this teacher was for me.
What courses do you teach and do you have a preference?
I’ve taught almost everything in the math and science curriculums since I started teaching, 7 years ago! Currently, I teach 7-10 math.
What is a day in the life of a high school teacher like? How has it changed since the pandemic began?
A day in the life of a high school teacher is busy. Depending on the schools’ time tabling, a teacher generally has 5 periods in their schedule in which one of the periods is a preparatory (prep) period. The other 4 periods, they spend teaching their courses. We often spend our non-teaching time, helping/supporting students in whatever way we can.
Since the Pandemic, schooling has changed dramatically. First, for social distancing reasons, I have students in two different classrooms for one course that I teach at the same time. I generally finish 10 thousand steps by the 2pm from going back and forth between classrooms. COVID has made planning for experiential learning difficult in that hands-on participatory learning often requires that students be in close proximity. The dangers of COVID has removed this extremely important pedagogical approach from our tool box. The last thing I’m going to mention about how COVID has changed education is simply that I don’t know what my students look like. We are now in the eighth month of the school year and I still get surprised when I get an opportunity to see my students’ full faces. My brain has still to program a picture of what they look like, something that’s done by the end of the first week of school generally.
What kind of adversities did you face on the journey to where you are today?
I was on my way to becoming a virologist when I first entered university. Being a scientist and working in a lab had been my dream since I was seven. In my third year of my microbiology degree, I had an opportunity to work at a research lab here in Winnipeg. I was the only black female, I was 20 years old. At the lab, I was given what I would call “reception work,” such work as photocopying, getting coffee etc. I was capable of doing real scientific work, capable of fulfilling the role I was hired to do. I was not given that chance for almost a year. By the time those in power had recognized how I was being treated, I had lost my love for working in the lab. I didn’t want to go back which is why I went to speak to my former EAL resource teacher. After switching to education, I had fears that I would be treated the same way in this profession as I had been in my last profession. I worried so much that I would say that I didn’t get to enjoy my education degree. I remember, I cried after my first day of being in front of the kids. Because my heart felt that this profession was right and that everything was going to be okay.
What message would you relay to other BIPOC individuals who may face these same adversities on an everyday basis?
I would say, often you find yourself feeling alone, small and powerless. Find yourself a core group of individuals that can be your support network. I am very thankful that I love teaching but I do have regrets that I left microbiology. I loved it until I didn’t because others made me feel like I had no place in the field. I’m not saying that if you dislike what you are doing that you shouldn’t give up, I am saying make sure it’s your choice. You have power and you belong. Find people that will tell you the truth (whatever it is) and show you that you are amazing and that you can do whatever you want to do despite what the system puts you through.
What is the most exciting part of your day?
The best part of my day is always when I’m with my kids. When we are learning mathematical concepts and getting to know each other personally. I can’t tell you how many times my students have made otherwise rough days the best days ever!
What would you do differently if you could go back in time?
If I could go back, I would probably get my microbiology degree and get a masters in virology then teach! I would stand up for myself earlier and I would inform my support group that I needed support. I would get my whole cake and eat it too.
What is a highlight in your career?
The highlight of my career is always watch students graduate. We spend up to six years (from grades 7-12) supporting these students so that they can go off and engage in and with the world. I cry every year when my kiddos graduate to go off to university, college or other programs. There’s nothing better than knowing that they are going to be okay.
In what ways can we advance or move forward in STEM education? What are some things you would say to the next generation of STEM educators?
One way to advance or move STEM education forward is to provide quality and equitable access to all students. There is a stigma in STEM fields that a certain kind of person belongs and the system often gives access to STEM fields to that certain kind of person. Often, we determine who can engage in STEM fields by formally assessing them while the field itself requires critical thinkers and innovators. These characteristics of learning cannot be assessed only by testing. If we give individuals opportunities to experience what it could be like to be an actor in a STEM profession regardless of their level of interest or academic prowess, I believe STEM will catch more individuals. These individuals are bound to have amazing, interesting and testable ideas because of their different backgrounds and life experiences. STEM organizers need to give all persons means and opportunity. To the next generation of STEM educators, I would say, if you can make one student feel like the field of STEM has a place for them, then you have done well for STEM and for the world.
What drew you to STEM, especially biology and mathematics?
I always thought of the world as such an interesting complicated mechanism. I love knowing how things happen and potentially inferring what may happen next. I really just wanted to help humans understand ourselves and the world better. Microbiology and mathematics were the modes to explore nature that made the most sense to me.
What are some common misconceptions or stereotypes surrounding education and/or STEM education?
One misconception is that STEM fields do not allow people to be creative. I think STEM field require that individuals be able to think outside of the box and have the courage to test out a hypothesis (within certain parameters of course). Those who are free thinkers will find a place in STEM. Another misconception of STEM fields is that they are lonely. Although this was my experience, I would say that my experience is anecdotal especially given the current interest in increasing participation by minorities and/or women in the field of STEM by those involved in STEM fields. STEM is vast, almost infinite because nature is vast. If you follow your passion, you will most likely find like minded people who can help you advance your interests. STEM has no place for women…false! We all know that women are creative, articulate leaders and deep thinkers who generally work to advance human progress. STEM has a place for them.
See these amazing Canadian women at work:
https://letstalkscience.ca/about-us/news-and-media/celebrating-10-canadian-women-in-stem
https://www.thestar.com/news/canada/2020/02/11/10-canadian-women-in-stem-fields.html
You could probably find more…
What advice would you have given your past self when you first started out teaching?
According to my colleagues, when I first started, I had a big binder that had all my lessons. I would hold on to it for dear life and would repeatedly say “it’s gonna be okay” down the hallway. So, I would tell myself, “It’s gonna be okay, I promise!”
What advice would you give to someone who aspires to be a teacher in S.T.E.M.?
If you have a passion that lies in STEM fields, go for it! If your passion is in STEM teaching, even better (for me!). STEM has a place for you. We look forward to all that you will add to STEM teaching and learning! Welcome to the best job ever!
