A journey is not always a straight line

By Matt Scott, Third Grade Lead Teacher

Growing up in a household with two parents in healthcare, I always knew that I was going to follow in their footsteps. The plan was clear and simple: attend the small college down the road from where I lived, pursue an undergraduate program in pre-physical therapy, and go to graduate school to become a physical therapist. Having been an athlete and being passionate about helping people, it was the perfect fit. I would be able to apply my understanding of training and performance to help others. Although my parents were thrilled with my choice of career path, they always encouraged me to pursue my passions. My intended straight-line path was certainly one they were proud of as I enrolled at Calvin College. It didn’t take long before my intended plans began to change slightly. Although I enjoyed learning about the human body, excelling in my anatomy and physiology class, I found no excitement in the rigorous challenges of chemistry and physics. Within one week of animal biology my sophomore year, I was certain a degree in biology was not for me. I wanted to help people, and I thought physical therapy was still the right choice. Right then I decided to pursue a degree in exercise science instead of biology, and I found my niche. I was able to connect with people and use my knowledge of exercise and training. In my program, I spent time learning about teaching others. In one class, we learned about motor skills and how to build patterns of movement. We also had the opportunity to work with a faculty member to develop an exercise plan for his or her personal fitness goals, and I was energized about helping people learn and progress towards their personal goals. Upon graduating, I held off on applying for graduate school and accepted a job working in a hospital, assisting others in their rehabilitation from total joint replacements. Initially, I was able to make connections to my experience in my undergrad program. It wasn’t long before I found myself dissatisfied with my work, and I needed change. I was unsure of what that change was at the time, but I knew I needed to do something else. I began investigating a number of other opportunities without success. I also began to have conversations with Josh, one of my best friends from college, who was in seminary at Emory in Atlanta. Who better to help me discern my next step than a pastor in

Matt works with his students on grammar, using a mentor sentence to identify the different parts of speech.

Third Graders Zavien and Elsie decorate their writer’s notebooks with pictures to help them generate story ideas.

training? He and his wife were living in the Atlanta area, and after several months of conversations, I began to realize that the change I desired was going to push me farther outside my comfort zone. Eventually, I made a major job change and moved to Atlanta. While I felt confi dent in my decision and excited about the move, it was signifi cant. To say I was anxious would be an understatement. After a year and a half of multiple jobs and plans that once again didn’t pan out, I took a risk and applied to be a substitute at Trinity. For a year, I fi lled in for the P.E. team while they were on outdoor ed trips and for anyone else who asked. It was a challenge unlike anything I had experienced before. With my year of experience as a substitute teacher, I was fortunate to be off ered a job as a Fourth-Grade associate teacher the following year, during which I gained a wealth of knowledge and experience from two incredible lead teachers, Brooke Ovorus and Kato Nims. I’m grateful to former Upper Elementary Division Head Maryellen Berry for off ering me the opportunity to pursue my passion in education, and during my two years as an associate teacher, I was able to take advantage of many learning opportunities. I sought out feedback from Brooke and Kato to hone my craft as an educator and embraced as many new experiences as I could. Brooke and Kato modeled how to build strong relationships with students, navigate social and academic challenges in the classroom, and supported me in my role as an associate teacher. After my fi rst year in the classroom, a year that I will never forget, I made my next life-changing decision, to pursue a master’s degree in education.

One of the things I considered as I began my search for a program was the age range that I was going to study. If you asked me when I started in Fourth Grade, I would have said that I would never teach any grade lower than that, and I really thought seriously about a degree in physical education since I felt I had the most experience and confi dence in that area. As I met with my advisor and spoke to other teachers, however, I realized that obtaining a degree in elementary education was the best fi t and would provide the most opportunities. These are the most formative and important years in a child’s life. They begin to understand how they learn, what interests them, and what makes them unique. This is something that I’ve discovered in my eight years at Trinity that makes it such a special place. Trinity emphasizes the value of academic foundation, but character development of each child is of equal importance. Students certainly learn essential skills to read and write profi ciently, and they develop a deep understanding of mathematical operations. They also learn the importance of having a strong work ethic, respect and empathy for others, and perseverance. These are just a few of the many things that make Trinity such a unique place for students, families, and teachers.

Upon graduating with my degree, I also made the transition from an associate teacher role to being a lead. I’m now entering my sixth year in Third Grade, and for those who have had a child pass through Third Grade, you know how much growth happens in those nine months. Students begin to engrain study habits, form new friendships, and start to build and connect their learning to foundational skills acquired in previous years. It is a milestone year in students’ lives, and I am excited every August to be a part of each child’s educational journey that year. One of the highlights of the year in Third Grade is the Living Museum. Each year, the majority of questions on Sneak Peek Day from Second Grade students are about this event. They get excited to dress up, walk the red carpet, and be the star for a day. There are many things that make this a memorable event. As a teacher, I get to see how much growth occurs throughout this process as students research, write, and present what they have learned to their classmates, parents, and other students in the Trinity community. They foster curiosity, display creativity, and build their confi dence when speaking in front of people. Throughout the course of each year, I am amazed and impressed by the amount of growth that I see in each child. Third Grade is a pivotal year in a child’s life, a year in which they truly begin to take ownership of their learning. They learn the importance of using technology responsibly, how to manage and keep track of nightly homework assignments, and they begin to advocate for themselves in the classroom.

As a Third-Grade teacher, I’m grateful to be able to partner with parents in this critical year in their child’s educational journey. As I refl ect on my own journey and experiences, I recognize the important role that each person plays along the way. Just as my path to teaching was not always linear, students also experience twists and turns along the way. I often emphasize the importance of the process of learning with my students, which is just as important, if not more, than the product. I hope to help empower each student who comes through my classroom door to pursue his or her own passions, develop good habits as a learner, and cherish being a child throughout the year. It is an honor and privilege to be a Third-Grade teacher at Trinity, and I love having the opportunity to build relationships with my students and help them learn and grow throughout the year they spend in my classroom.