Viridiana Martínez's family immigrated twice when she was in elementary school: once, from Mexico to Canada, and the second time to the United States. With each move, she had to learn a new language and adapt to a different culture.
During those transitions, Martinez was challenged and encouraged, often by kind teachers and mentors she met in school.
Now a college graduate, the 21-year-old is channeling her lived experiences into a professional career.
This fall, Martínez will become a bilingual teacher for students in kindergarten through eighth grade in Morgan Hill, a small city near San Jose, California, as part of the next Teach for America cohort. Her teacher training begins in June.
Martínez 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 like other teachers did for her. Along the way, she says, she wants to help students identify their strengths and find their voices.
At a time when the teaching profession is in decline, with less young people Entering the field, EdSurge follows people who pursue careers in the classroom anyway. What motivates them? What worries you? And why don't they let themselves be intimidated?
In our Future Teachers series, we ask these questions to aspiring educators who are about to enter the classroom. In this installment, we introduce Martínez.
The following interview has been lightly edited and condensed for clarity.
Name: Viridiana Martinez
Age: twenty-one
Current City: Berkeley, California
Colleague: University of California, Berkeley
intends to teach: Bilingual education in a K-8 school
Native city: Monterrey Mexico
EdSurge: What is your first memory of a teacher?
Viridiana Martinez: The first memory I have of a teacher is that of my first grade teacher in Mexico. She was stern, but also very loving. She always had very high expectations of her students and that is something I really appreciated about her. She believed that her students could achieve great things.
When did you realize you might want to be a teacher?
I worked in an elementary school as part of my minor at the University of California, Berkeley, during my junior year, and I think that had a big impact on me. I would have individual sessions with students so they could practice and improve their reading and fluency skills. I really enjoyed working with my students and seeing them improve made me feel very proud of them. Since then I have wanted to dedicate myself to the teaching profession.
That would have been for you in college. What had you thought you might want to do before that?
I previously wanted to study psychology… but I didn't know exactly what path I wanted to take. Then, when I added my education and child development minors, (my classes) sparked my interest in going into teaching. I didn't have a specific plan or a previously chosen career. In reality, I was just going with the flow.
I knew I wanted to work with children. She just didn't know what profession yet. The teaching crossed my mind. Then, as I went through this experience and started working with students, I realized that I definitely wanted to become a teacher.
Did you ever reconsider?
I do not think. I thought about a lot of ideas about what careers I could pursue, but nothing seemed as satisfying as teaching, so I kept going.
Did your own experiences in school have any influence on your decision to pursue this career?
Yes. I attended schools in California that have predominantly Latino populations and I had some Latino teachers who were able to help me learn English. I think that sense of community and the support of my own teachers and counselors helped me decide that this was something I wanted to do.
I understand that you had to learn a couple of different languages as part of your studies. Can you tell me a little about that?
I was born in Mexico and lived there until I was 7 years old. Then I moved to a French-speaking region in Canada with my family, so I had to learn French on top of everything that comes with moving countries. There was a change in the culture and in the school.
Then, about three years later, my family and I moved back to California, so I had to learn English and readjust again. I've been in California ever since.
Were there any teachers, coaches, or counselors who helped you through those transitions that make you stand out?
Absolutely. I came to California when I was in fifth grade and I had two teachers who were amazing. They always made me feel included in the classroom. They made sure I had access to learning the language; For example, they labeled articles in the classroom for me in Spanish and English. And they explained my situation to the other students in the class so that they could understand the situation I was in.
Were there other English learners in your classes?
Not in fifth grade, but years later, when I was in middle and high school, I met students who were just learning English as a second language.
Tell me about your decision to apply for Teach for America.
I heard about Teach for America during my last semester at UC Berkeley and thought it was a perfect move for me. I attended one of their events in person and met several people who were part of the program and were able to answer my questions. I ended up applying shortly after attending the event. I chose this program because they offered excellent communication and support, which is exactly what I was looking for.
My goal is to become a full-time classroom teacher.
Why are you interested in teaching K-8 bilingual classes?
I am very passionate about teaching in bilingual classrooms. I (want to help students) overcome language barriers and cultural barriers. My experience moving countries twice and having to learn a new language twice has given me a lot of insight into what students go through and what I can do to help them succeed in the classroom.
Why do you want to be a teacher?
I think it is a very satisfying profession. Everyone wants the next generations to excel academically and have a bright future. I want to make sure the next generation has the right support (to be successful).
In college, during my elementary school (tutoring) experience, I had a student who inspired me. It wasn't until the end of our session, but we gave them a little survey with questions about how their sessions went, if they felt like they learned anything, that kind of thing. One of the questions was what they wanted to do when they grew up, and this particular student said that he wanted to be a tutor like me. That really solidified it for me.
What gives you hope of becoming a teacher?
Simply having an impact on the next generation is what gives me hope. I'm excited to show them what their strengths are, to help them see that they can speak for themselves and that they can make a difference if they believe in themselves.
What worries you or makes you think about becoming a teacher?
I've heard that many teachers have noticed a big decline in students' math and reading skills since the pandemic. It was a very difficult time for both teachers and students, which unfortunately resulted in slower learning. My biggest concern is how this will play out in the classroom and what I can do to effectively support my students.
Why does the field need you right now?
We need more bilingual teachers. That's really important. There are many schools that have students who are currently trying to learn English as a second language or who are bilingual. They deserve access to bilingual programs with bilingual teachers who can help them excel academically. And I believe that my own experiences will allow me to provide enriching bilingual classes to students.
