Interview with Travis Payne

Travis Payne graduated from Towson University in 2011 with a bachelor's degree in elementary education with a math emphasis. Mr. Payne is a fifth grade teacher in the Howard County Public

Schools. These are his reflections. Mr. Payne, thanks for sharing your preparation, thoughts about your

preparation here at Towson University and your subsequent career in education, although it's rather brief in comparison to some of our alums. I think your contribution will be significant in giving us a

sense of the evolution of teacher education at Towson University. And I guess we should start at the beginning. So would you share with us a little bit about your early

social context, where you grew up, thoughts that you were beginning to have as you moved into middle school and high school, maybe about what you want to be? That would be really helpful.

OK. I grew up in Montgomery County, so not too far from here. I was always a sports kid. I loved sports.

I'm still a sports person. So I played football, basketball, baseball, soccer. I played everything and had one of those, you know, aspirations to be a famous basketball player at some point in my life.

I felt like I had gotten really good. And that was just... Things like that. And my parents were really good about making sure I stayed on top of school.

My parents were young when they had me, but it was kind of their... Their perspective was stay strict, stay firm and he'll come out all right. Even though we may not have the financial resources or might not

have, you know, the ideal upbringing, as long as family's involved and love's involved, then everything'll come out right. And so, I mean, that kind of guided me throughout. So I was always striving to get the best grades possible so I

didn't upset them or tried to impress them. I mean, that was kind of the main initiative, main focus growing up. My dad loved basketball.

He had played basketball in high school. And so I kind of wanted to follow that dream as well. In middle school, I started, I mean, just going right along, straight A's, accelerated in my class, played basketball as well

for the middle school team. And then after eighth grade, my parents decided that we should move because my dad got a, kind of like a wider range, bigger job offer, more money.

So we went to Virginia for a year. In Virginia, I had a tough time. I was really popular, really well, I lived in the same area for eight years in a row and then

had to kind of pick up everything and move. And so that was hard, kind of transitioning. I guess I wasn't ready for the social part of things, of how to start over and make new friends because I've never done it

before. And that's a difficult age to make that move because that whole social transition is beginning to happen. Right. So I stayed with basketball.

That was kind of my entry point into trying to make some kind of friendships and standard in that school. I started realizing that I liked math a lot. I liked the whole statistics and accounting parts and things like

that, so while I was in Virginia, I was more, I could play basketball, I could go to college and play basketball.

And so that's kind of where my head was. But at the same time, I did like accounting. I did like math. And so for that year, I was in Virginia, it really kind of

brought two avenues and teaching was not anywhere near because I had never thought about it. I had always liked working with kids. I'd done summer camps and volunteered in camps and

counselor-in-trainings, things like that, but never got a chance to really work with kids on a deep level. So that summer of my ninth grade year, I got a job working for a swimming pool. That's kind of, like, just an assistant to the

swim lesson teachers. And eventually I kind of went through and that same year, I actually got to teach my own class. And so it was at that point that I realized that I, you know, I

liked teaching. I liked working with kids. And so that summer as well, we decided that Virginia wasn't the place for us.

We had faced a lot of racism and difficulties and setbacks, things like that. More on my end because I was kind of going through the high school transitions and things like that.

So we moved back to Maryland and moved into Columbia, which was great as well. But again, another big transition, and moving into Howard County,

we moved to a nice school. So Atholton was kind of one of the top schools in Howard County at the time. And I still wanted to play basketball.

I still felt like I was good at basketball. But I didn't make the team my sophomore year. And that was a huge kind of shock. I had gone through ninth grade being one of the best players on

the team, JV team, and then came to this new school and it was like, what happened? I lost it. And so after that happened, I met a wonderful teacher whose

name is Mary Burzynski, and she was kind of restarting the Future Educators of America club at Towson. And so she needed people to kind of start the club. And, you know, I saw a flyer for it, realized what I

did over the summer with the teaching for swimming lessons, and said, you know, why not? Didn't make the basketball team, need something else to kind of keep my mind, right, make some friends.

Because then I came to a whole new scenario with no one. I didn't know anyone at all. And so FEA, which they called it, became kind of my niche. And everything I did was for FEA.

So between working with Miss Burzynski, between volunteering at a Head Start preschool that we had right across the field from us, everything I did was for FEA. And so I'd spend hours at the preschool after school.

I would go over the summer during breaks, days off of school, just kind of found a home at this preschool and that... And that's where my love for teaching really came and started.

I see. And just working at that preschool nonstop. And that was Head Start or... So, that's a governmentally funded program for preschool children.

Yeah. And so it's one of the few in Howard County because Howard County is such an affluent area. It is.

So the few areas that aren't, they have those Head Start preschools set up for them. Yeah, and a very successful program across time. So that's kind of great to be part of something that has met

with that kind of success. But those are very young kids. Right. And I didn't, I knew I didn't want to be that kind of teacher, but the same time I really enjoyed it.

I, part of FEA, did an internship with the Head Start preschool through one of my classes, and I got a $500 grant from National Education Association and was able to create a kind of a working library computer lab at the

preschool. And so the kids got to check out books and I got donations from people and got the money to buy books from local bookstores and things like that.

And then also got refurbished computers from a foundation that was giving away computers. And so kind of, all that stuff kind of came into place and I was able to create this, you know, wonderful library.

Baltimore Sun came for the opening and Howard County Times. I mean, it was a pretty big deal at the time, you know, for a junior in high school, and it just, it felt so good. And I spent so much time there working with them.

And from what I know, the library is still running today, which is really cool. So the initiatives kept going with Miss Burzynski and kind of taking the lead after that.

So you're a junior and you're thinking about college, of course, and what are you thinking? So I know in education, I know that my grades were still really good.

So I knew I had that dream of, people tell you, you know, have your reach school, have your safe school, have your school that you know is probably your best fit. And so I knew that Towson was probably my best fit, but I

still applied to Syracuse. I applied to Clemson and College Park and McDaniel and places like that that I knew were my reach schools. I've always fell in love with Syracuse.

My favorite color is orange. And that's kind of a childhood thing where Syracuse is the place I would always go because it was the whole orange. It's really cold up there.

It is really cold. And I didn't really think much of that. But we went up to visit that junior year, and it was rainy and it was awful day, but I still loved it.

And so I applied to Syracuse, got in, got money for it. But in the end, I knew that, you know, being a teacher, you're probably not going to be able to afford paying back that tuition in enough time.

And at the same time, I knew that Towson was the ideal place for me. It was a good education school. It was close to home, but I knew I wasn't going to live at home.

So kind of had that, you know, easy access for me as well. And Towson became the choice after kind of going through and visiting colleges and things like that, it was in the back of

my head that Towson was the smart choice as well as the best choice. And so you came and you were very active and involved here as well.

Would you like to share with us just the the breadth of your involvement on campus? And then we'll talk a little bit about your preparation to become a teacher.

I... In high school, I had a really hard time socially getting my head straight. I mean, moving around like that and not knowing how to make friends.

It was really hard. And so when I got ready for the summer before college started, I knew that I didn't want to kind of live that life again. I knew I wanted to branch out.

And so I kind of make, like, a vow with myself that I would just put myself out there more, in the involvement part, but also with just making friends, meeting new people really and kind of approaching people and making friends

that way. And so coming to Towson, and I started a week before school started, they had this Project Serve initiation, which is for freshmen.

So they got to come in and do community service projects with nice to know other people, other freshmen. And so it's a nice way to kind of get on campus early, meet new people, kind of really set myself in my ways.

And that that was the beginning of me always just saying yes. So whatever Towson offered, I said yes. And Project Serve was a great point for that. I mean, a lot of good people that worked for Towson as well as

students on on campus. And I still talk to some of them today. So I mean, it was just a nice way to really get started. And so I lived in Scarborough Hall, which I love.

It's not the ideal place to live for most people, but we thought it was amazing. And so being there beforehand, I knew what I was walking into. I knew that there wasn't air conditioning.

I knew there wasn't all those kind of amenities that other places had on campus. But at the same time, when people started moving in that next week, I was already there.

I was able to help out. I was able to be there. I was able to help people make new friends. I mean, I was all over the place.

And it just, it just made me feel so good. And it really got things started on the right track, which is what I needed. And so throughout campus, I got a job with student ambassadors.

So giving tours around campus and really becoming involved in that sense of the fashion as well. I work for the Campus Activities board, so I help program a lot of the events on campus.

We brought All American Rejects for Tiger Fest and Homecoming with T-Pain and all this kind of stuff that, you know, I never thought I would ever be talking to some famous rap star or rock group or things like that, or even just negotiating and trying

to get the best contract for people to come to Towson and perform. So that was really cool as well. I knew I would never do that in my life.

I never wanted to. That's a lot of stress, but it was really cool to to be a part of that and just to have that experience. I also started my own club on campus, which was kind of like a

community service, kind of a knock-off of Project Serve that would last throughout the year. It didn't do too well, but we started it. It was nice.

Another kind of thing to add to the resume, just to say that you went through the process of starting a student campus or a student club that was funded by the campus, and... What did you do when you came early and you did that

student service piece, and you said that you worked with a variety of people. Right. So it was nineteen other freshmen as well as four or five staff members for Towson, and they worked throughout the camp.

So they kind of got to choose and say they wanted to work with this Project Serve group. And so we went out to homeless shelters, painted old rooms in the city, went to a soup kitchen.

So it kind of went all over the place just helping out different areas. But then came back and got chances to really talk to each other and get to know each other better and kind of feel the

campus out a little bit more, which is nice. So when you started your own, or tried to start your own group, were you going to do the same sorts of things? Yeah, that was our plan.

I mean, a lot of us that were in Project Serve kind of got together and said, well, let's keep this going. This was fun. So we got together, we had a couple of donations from parents

that would donate money to help us, you know, get ourselves started. It didn't last very long just because we realized what the campus was offering and, you know, we were close knit.

But as soon as we kind of met our roommates and met people from other parts of the campus, you know, we kind of disconnected a little bit. But you know, we knew each other.

We tried to get people to come in and just kind of fell apart because of everything else that was offered on campus. But it was still a nice initiative and start and everything like that. Plus a few courses to take.

That too. Yeah. So you knew when you came in that you wanted to be a teacher. So that was your focus from the very beginning.

Did you know at what level that you wanted to be? I mean, there was early childhood, elementary, secondary, special ed. I knew elementary right away.

I knew that working with preschool and high school, I knew that I wasn't fit for the crying and the tying the shoes and the bathroom visits and all that kind of stuff. So I knew I wanted that second to fifth grade range.

I thought I was really good at math, so I thought I could do math as well. So I double majored in math and elementary education when I first came in because I thought, you know, maybe I could do all

three levels of school and do elementary, middle and high school. Math got really hard. Yes. And I eventually dropped that.

And I the praxis too, to get a math certification, just because of it was hard, it was, the teaching was, you know, different. It wasn't as practical.

It was more sit there and listen and lecture and then try to apply it to whatever you're doing, which was hard at times. And so I eventually said that this was going to drive me nuts and need to focus on education more so than anything else.

Yes. Do you remember much about your education courses? You're not too far removed from them. One of the things that has changed over time is the amount

of time that teacher candidates, the students, spend in schools. Do you remember whether those initial courses in education were more theoretical in nature or were they more hands-on practical?

The ones before the program started my junior year were more discussion-based. So they sent us out to the schools for observation once or twice for the semester, which was nice to kind of get our feet

wet a little bit, see what's going on, and then come back and really discuss it. And so a lot of those classes were more discussion and just really kind of grinding out our ideas of education and what is

education now and how has it changed? What could it be, what do you want to put into place and things like that. So it's really cool to be able to really feel out what

education is and what you're supposed to do in it, but also the freedom to try and change it to freedom to, you know, put your mark on education as well. Wherever you're going, whatever you're going to end up doing,

you know, after school is over. And were you here when we had moved into the idea of the professional year where your last year you you start typically in the fall.

And I think now it's you go in when the teachers go in. From when I remember, level one, which was the first semester, junior year, we went in once a week for half a day. And so that was, you know, a nice kind of entry point.

Second semester was twice a week for both half-days. Those times you went in. So again, nice as well. Nice, you know, get your feet wet.

And then junior years, you went in two full days a week. And we usually had off on one day. So like, you know, myself, I decided to go back in on those off days and get more just interaction and experience in

that last semester. So for the full spring semester, you're in there full time planning lessons. They're early, they're late.

Yeah, you're a full teacher at that point. Uh huh. So at what point do you sort of take over instruction? I mean, you kind of start in that sophomore, the senior

year of the first semester where those two days a week, you know, you go from just watching to co- teaching to then fully taking over by November or so. And then for that spring semester, I mean, you go to a new

classroom. So then you're watching again and then by late February or so you're kind of taking over a subject at a time until, you know, after spring break, you're the full teacher until you

graduate. So it's a nice smooth transition that they kind of put you in. So you got to have two different experiences, really. Two different grade levels? Right.

And what were they? I was in first grade and third grade. OK. My other internships were in kindergarten.

So it was a... I didn't get to see fifth grade, which is what I thought I was going to. And that senior year, I was supposed to be in fifth grade for the spring semester, but the teacher had some health

problems, so unfortunately couldn't take an intern. I see. And so I moved to third grade. So I had first and third grade experience and I loved them

both. I could do either one, but I still know I wanted to experience that fourth and fifth grade range. Yeah.

Interested in that intermediate level. Right So here you are. You're ready. You're gonna graduate.

How are you feeling about your choice, about becoming a teacher? Does it seem like a good choice? It did.

It really did. I knew going in that being a guy, being, I was one of the only guys in my classes most times, that that was really going to add a lot of value into what I was doing.

But I didn't let that take over. I knew that I wanted to be a good teacher no matter who I was looking at. So if it was behind a blank screen, voices are muffled, you know, I

still was producing ideas and producing theoretical ideas that were going to value any principal or any education system or county to want me as one of their teachers. So I knew that going in although I kind of had the

advantage at points, I knew that, but I knew that that wasn't going to be the reason why I got selected to be a teacher. So I felt really good.

I felt like I accomplished everything I wanted to accomplish. At that point when I was still interning, I was still saying yes to everything.

So concerts and plays and I was there, I was helping out at the school. I was an intern. So I knew that's the kind of person I wanted to be.

I wanted to be involved as much as possible. I remember school being my life and I wanted it to be my life again. So by the time you're finished that last semester, do you have

a job in hand? No, I did not. After I graduated, so, the day of graduation I got selected to be a long term sub at a middle school teaching seventh grade math.

And so the day after graduation I was in the classroom teaching again by by myself to a group of seventh graders. So I think that cured me of ever wanting to teach middle school. But at the same time, it was getting another good experience

just to see the results and what happens and being in there by yourself. And you know, you're not really held to the same expectations as a normal classroom teacher because you are a substitute,

but you're still in there by yourself. And you can't just have them sit there and do nothing. No. But it's also the end of the school year.

And that was hard too. So after that was over, after standardized assessments were over, you had to be in there and teach to kids that knew that summer was right around the corner.

And that was challenging. It was really challenging, but I'm glad I took, I'm really glad that I decided to do that long term stint instead of doing, you know, spot subs here and there.

And you survived it. I did, I did. What happens next? When... At what point are you offered a position, and where did

you look, I guess I should ask as well. I knew I wanted to work in Howard County, so I didn't apply anywhere else.

I started applications for other counties, but at the time that I finished, the time I got the long term sub, my vice principal from high school was also, at that time, when I was going through applications, was one of the recruiting directors for Howard

County. And so four years later, you know, through college, he calls me up and says, I heard that you're looking for, you're a long term sub.

I heard you're looking for a job. And you know, he helped me get through everything and so... Wonderful. I kind of had the inward connection with someone in the

county. So therefore I didn't apply anywhere else. I knew that Howard County was going to take me. I knew that I was good enough for Howard County.

So July 15th is when their openings were set up. So before that I went through eight interviews, four for elementary, four for middle. Whoa.

So that was all through late June and early July and then July 15th openings they're allowed to start hiring people. And that summer I was giving tours for Towson over the summer.

And so after one of the tours was over, my phone rang and and the working director called me and said, you know, all four, all four elementary schools want you. They all want you for whatever grades I was aiming

for. So third, fourth and fifth, which all of them were offering. So that was hard to choose. So July 16th, I went in, signed the contract for Hollifield

Station, which is where I did my internship, and decided that, you know, that was going to be the school that, hope that will be it for the next five to ten years. So, but it's still your first year.

And tell us about that first year, because that can be very difficult even after you've had a successful internship experience. College was really successful.

And so I feel like I was on top of the world. When I graduated, I got selected for Maryland teachers of promise, so I kind of had that, you know, on my resume as well. So I'm, like, this highly recruited teacher, have all

these awards coming through, knew that I was going to be a teacher. I knew that people were looking at me as, you know, a future teacher of promise at that point.

But no one can prepare you for that first day that you walk in and you see your classroom and you have to organize it. You have to put things on the walls because it's all empty and barren.

And so when I walked in, I mean, I literally just stood there for a good two hours just kind of taking it all in that this empty white walled classroom is my room. This is my home now.

And so that week was challenging. I mean, there's very little that people tell you about how do you set up a classroom when you go and observe and you see what's on the walls, but you're just kind of like, well, now what?

And so you went to the teacher's store and bought a bunch of stuff and people gave me a couple of things and it kind of came out. So that Thursday or Friday before the open house and my

room was pretty much set up. And I'm looking at it and saying, whoa, this is going to be it. Now, were you, did you have some kind of supportive teacher?

Did the county have mentor teachers for the new hirees or anything like that? I guess the way it usually works is that people on your team are kind of a supporting...

I see. ...guidance for you. Most principals tried to get you a teacher that kind of matches your style or is willing to kind of take you in. But being at Hollifield after just being, you know, interning

there, everybody knew who I was. Therefore I had this connection. My mentor teacher was in the grade level below me. I see. I got a job in fourth grade after entering in third grade.

So therefore the same kids were coming up. I knew the teachers because I met them that spring before talking about, you know, what they're going to be good at and, you know, who to look out for and things like that.

So I was lucky I got a chance to fall right into a dream position. You know, the same kids I just worked with, teaching staff that I already knew really well.

And so, you know, I felt I was taken care of. I didn't, there wasn't really anybody that needed to be assigned to me or anything like that because they knew me already and they knew kind of who I was.

So how was the first day with kids?? No one ever tells you this, but the first day you don't do anything. I mean, it's more about the administrative policies, getting

the rules out, organizing desks and binders and folders and notebooks and all that kind of stuff. So by the time the day is over, you know, you've really done nothing.

You haven't done any real teaching at all. But at the same time, you know, you get to see those kids, and my class, only one of the students I had was in my class last year was in my current class.

So I had a group of new students who knew who I was because I was an intern and kids always know who the interns are. So they were excited because, you know, when you go into the roster and see Mr.

Payne, like, is that the same person that was at our school last year? And so I love those kids. And, you know, people always say they're your first class, the

one you remember the most, but I feel like that's the class that no matter when I would have had them, they'll be my favorites forever. It was great.

I mean, it just the idea that this is my class and I'll have them for the next 180 school days. And you know, this is going to be kids that, you know, I'm going to teach the world to and be the best person I

can be for them. Really kind of set me on my ways. And so that whole first week, a lot of it is just kind of administrative stuff and getting back into the swing of things

and summer break is now over. School has started, but same time, you know, I just, I knew that this the year was going to be the best year of my life. I knew that I was going to do everything imaginable to help

out and be a part of the school and be a part of their lives in every way I could. And how did that demonstrate itself? So what kinds of things were you involved in?

Besides teaching, I mean, I was there from seven in the morning to seven at night most days. I mean, and looking back, now it's my second year and I realized that I can't do that anymore.

Or maybe I just don't have the energy to do that anymore. But last year, I remember I was at school every single day. I never took a day off. I was there every day and from seven to seven going home and

still doing a little bit more extra. I never got tired of it. I never wanted to be doing anything different. You know, that's what I wanted to do.

I wanted to make sure that I was ready, that they were going to be ready, that I was going to do the best I can for the principal and my parents and the kids and their parents and other staff members.

I mean, just everyone I feel like I had to impress and that's how I liked it. I like impressing people. And so, you know, that, it really showed itself,

I feel like. I went to basketball games for the kids. I went to all the plays and chorus concerts and I was a part of a couple of clubs, one that I kind of helped to grow, one that I just kind of

was a part of with the other staff members. I mean, I just, everything I could touch, put my hands on, I was there and I was willing to be there and helping out with everything.

I mean, it was great. I loved it. In terms of the curriculum, what you were teaching, what were you most comfortable with and were there areas where you

weren't as certain of yourself? Reading's always been a struggle. I mean, teaching reading is hard, especially into that age level where they know how to read, they know how to, they can

read with fluency, but now it's more about, you know, helping them to build comprehension and build their written responses. And given the mindset of reading for longer periods of time and

reading more complex texts, that was always hard. And with math and social studies, you have a set plan. You know, you have to teach how to add fractions and then do a game with it and then how to subtract fractions and do

a game with it and then review. And it's so set in its ways because it's a process to follow. With reading, it's not really a set process.

You know, you have to just read as much as possible and work with it and interact with it and, you know, play with it a lot in order for them to really understand how they should think about reading and how to become better readers.

So that was always hard. And knowing what was enough, you know, when it didn't have a book necessarily that they were working on. Maybe there was Thursday and you only had two more days.

You want to start a whole new unit, but you had to figure out something to do for those three hours of reading for those next two days. It was hard.

Did you have students that were struggling readers? I did, yeah. And how did you... Were you involved with a reading specialist in the school or...

Being a first year teacher, I mean, I was definitely looked after, people came and helped and I had a teacher come and co-teacher me for a good portion of the year.

And she did, like, come this Monday comprehension skill lesson with me and it kind of set our thinking for the rest of the week. So whether it was based on making inferences or conclusions

or visualizing, things like that, she kind of helped us start it for the week on Monday. And then I would carry it out, for the rest of week with whatever, which reading material we had for that week.

So that was a good partnership then. It was really nice. What else do you want to share with us about that first year? I just loved it.

I mean... I couldn't have imagined doing any more than what I did. I didn't want to leave my first year regretting that "I wish I did this" or "I wish I did that" or "I wish I did better

this time." And so I put my best foot forward every single time. And I feel like that's just, that's the way it should be. That's the way you should take your first year and every year

after that, but especially that first year, because you want to set yourself off on a good foot. And ideally you'll probably be back in that that grade level that's in class from the following year.

And you can kind of reuse a lot of the stuff that you did the year before and have to go through that seven to seven hours every single day. And so that first year was, it was amazing.

It was everything that I wanted it to be and everything I pictured it to be. And then you get moved to a different school. Yeah.

So the summer, I spent a lot over the summer kind of preparing for my next fourth grade group at Hollifield. I knew that I was going to read a bunch of books, and I did read a bunch of books, and I did read a bunch of stuff and made a

bunch of stuff and just wanted to make my classroom even better than it was last year. And so I came in that week before school started, set up my room, and everything was good to go.

And then the Tuesday before school started, it's that kind of preparation week, the principal came in and asked me to come see her, and they told me that I was being transferred because I was the youngest teacher and they need to lose a

staff member because of the enrollment numbers, things like that. I didn't know where I was going at the time. Wednesday was pretty quiet.

I mean, I knew I was moving. They told the staff and so had people coming and giving me hugs and, you know, showing tears. And I made so many good friends there.

I mean, a lot of them are older than me. But we hung out. We, you know, we went to happy hours and we did all this kind of fun stuff together, helping out with the clubs and things

like that. Then on Thursday I found out where I was going and I had to take my stuff up and move because the teacher was moving into my classroom to take over my class.

Because she was older and so I came to this new school on that Thursday. I mean, had to get my room set up pretty quickly and still not even set up now that it's, you know, April or March.

And it was hard because I, that school was my home and it was everything that I wanted my teaching career to be. And so when I found out I was moving, I was moving to a title one school.

So it was completely different scenario, environment, challenges were going to come up that I didn't prepare for. Everything I did over the summer was for Hollifield. It was for that fourth grade group, was for the kids I was getting that year because

I knew who I was getting. So I had to change everything. So you were getting a different grade as well? Different grade. Moving into fifth grade.

So from fourth grade to fifth grade, which you would think would be kind of easy, but at the same time, it's as a first year teacher kind of starting all over again. That's what it is.

And it's been hard. I don't have the energy I did last year because when I started I didn't want to be there and I I missed Hollifield. I didn't know how to teach fifth grade and have the time to

prepare for fifth grade and didn't know how to make it work. And so I spent a lot of time being depressed, a little bit angry, saddened. It was hard.

So here we are and the year is more than half over. And are you feeling a little bit more comfortable with it now? At times. At times I'm not. Fifth grade is challenging with the behaviors. The kids are going through their, you know,

social change as well as maturity changes, physical changes and intellectual changes. And the school, the community doesn't really value the school the way that the community of Hollifield did.

Teachers weren't looked at... Teachers aren't looked at as heroes and, you know, world's best person, world's best teacher kind of mentality. It's more of, you know, I'm here at school because I have to be

and then I can go home and do whatever I want. And so that's been hard because I'm used to being that rock star. And that's kind of how internship built it up.

And that's how the awards I got built it up. I was this rock star that was coming in to teach. And, you know, if you imagine, like, an NBA squad and they acquired the best player from another team and, you

know, that team's going to be the best team in the world now. And then moving into fifth grade, you know, you're on the losing team and everyone just kind of disregards you because you never usually win.

And so it's been hard to transition into that mindset of keeping myself motivated and knowing that I'm there to teach and that building those relationships will be different and I have to find a different way to do it.

And so I succeeded in some ways. I mean, the kids and I have gotten to know each other a little bit better. After that first month of kind of the depression state, I kind

of regrouped and figured out that, you know, I have to figure out some way to get through this year and and probably going to be here next year. So I got to figure out a way to make it work and get myself set.

And so I think I did that. I'm there, but there's still so much to learn and it's more to learn than I ever thought. Coming out of Hollifield with this kind of rockstar status,

this idea that, you know, I was this wonderful teacher has kind of gone by the wayside. It's come kind of back to a reality check a little bit where I have a lot to learn and I needed that.

And so everything was for a reason. And that was one of those reasons, was that I need to kind of come back to Earth a little bit. So do you think that this is a situation where you

can become more comfortable with it if you were there again next year? I definitely think so. I mean, I'll have the time over the summer to prepare and to

kind of reenergize myself, to look at books and strategies that I can put in place to be more successful. Things I did this past summer for fourth grade and I have time to do for next year and to make that work in a way.

How about the kids? Are you getting to understand them a little bit better? At times. I mean, there's a few of them that I just, I don't know,

movies and television and radio and music has gotten to them. And it's, there's no right or wrong answer. And a lot of the kids are going through their hormonal changes.

So one day they could be your best friend. Next day they would have nothing to do with you. And, you know, being a guy, I don't, you know, you don't always realize, you know, that's what happens to a

lot, especially with the females. And yeah, you have to learn to kind of bite the bullet sometimes and learn to ignore stuff and learn to kind of walk away from certain things.

And then when to really charge and try and make that impact. It's a game sometimes. Well, it is.

I mean, you have to, and each child is different and they don't mature and they don't respond in the same kind of ways. So, wow.

Yeah. Yeah. I still love it. And I still want to teach. And this hasn't deterred me from teaching at all.

Some days it has. Some days I feel like, can I really do this for another couple years? But other days, you know, whether it's been a good day or

a bad day, I still look back and say I still want to plan that lesson the best way I can. Whether the kids are going to be, you know, annoying or disrespectful or not listening completely, I still want to know

that I did plan the best lesson I could. Do you think the kids have grown? Without a doubt. Yeah.

Without a doubt. That they have learned? I definitely think so. I mean, as I've learned what things I can put in place to make them more successful, make them enjoy school more, I've

tried... I've tried to do those things and I think that's helped, but then again, the changes happened and some happened earlier in the year, some happened later in the year.

So you just have to roll with the punches and realize you got to change things up often because as they're changing, the same things that you did in September are not going to work again now that it's March and things are happening in March,

not going to work again now that's two weeks later in March. So you got to, you got to know when to change things up and keep it fresh. And will you do any kind of in- service or take advantage of any

kind of support? I've tried to, yeah, I definitely tried to. It's open and available. I think the thing that's been hard this year is that when 3:30

comes around, I spent my entire day disciplining or spent all my energy trying to do things that I didn't plan on doing for that day. Whereas last year with Hollifield, you know, I spent

the whole day teaching and interacting with the kids. And so after it was over, you didn't feel that weight of, oh, the day is over, but you felt more... Now I feel more like, the day is over,

I can go home, because I just need to relax and get my mind off because I've gone through so much that day. And that 7, 8, 9 hours that I didn't usually go through. So spending another four hours at school is not going to help

me to come back the next day because I'll just be even more stressed and overworked and tired. But you still going to... I still come in at seven every day usually and then leave at like four or five now.

But you plan on going back next year, and you still like teaching? I still love teaching. Yeah.

And you still like students. Yes. Yeah. It's just...

And I realized, you know, people told me that you're gonna have a bad crop some years, and some years you're gonna have kids that you just don't relate to the way that you do other kids. And some classes just aren't the same with other classes.

And, you know, that's just a story you can tell. And it's lessons to be learned and tricks of the trade to learn and things to put in place for the following year. So when you have that same similar group of students, you

know what worked and what didn't work. Right. And to know that fifth grade is a whole lot different from fourth. Yes. And learn about that in terms of child development.

Right, right. This is a different ball game. Yeah. It's brought me back to my psychology days or educational

psychology courses and realize the changes they're making. And then you say, well, that was supposed to happen two years from now, but now it's happening now. So what does that mean for everything else?

Because their brain is still developing the same way usually if their body's going through different changes, how they react to it. And so it's a lot of study and science involved into

it as well. So is there anything that we haven't talked about that you would like to share with us? I feel like Towson did a great job of preparing me.

I wished a couple things were different. And one is it's so heavy on curriculum stuff early on in the program instead of kind of mixing it in with your senior year. I see.

Because at the time that you're in there teaching, observing and planning the things you learned last year, you know, you don't always remember. You can't always put a finger on what it is that you were taught

because it was so far ago. And you, at that time in the game, you weren't thinking about my classroom. You were still in the college mindset of,

I'm going out on Friday night or there's a big basketball game the next day or that day after class. And so you're not thinking of the things the way that you are your senior year when you're basically professional at that

point. And so I wish that there was more of a healthier balance of that information. I don't know what the right way is, but I think a healthier

balance of just kind of coming back and having more discussion time about what you're doing in the classrooms that there's that one-hour, two-hour break that you have twice a week, which is what we had.

Anything else you can think of? Is there anything in particular that was particularly helpful to you or was there a professor who inspired you or... I think being involved on campus helped a lot.

Giving tours was a blessing a lot of the time because it helped me work with parents and students too, and just in a different light. And so knowing what parents want to see and what they want to

hear. So now when I go through conferences or even work with the kids, I know what their parents in general are looking for them to accomplish within the next year or five years or

ten years and how to guide them in in kind of reaching those goals. Knowing what college admission officers look for and, you know, at fifth grade and fourth grade, it still starts then.

I mean, that's when it's most important to get those organizational skills down. Take yourself more available to be successful. And that part of Towson really helped me and that job and the

opportunities with that I really loved. And I remember working with a professor, Doctor Haverback, who is one of my all-time favorites. Whenever I get, like, told something or given an award or

interviewed or anything like that, I always pull her name out because she was just one of the people that had so much passion for what she was doing. And that really rubbed off on me a lot.

And we had gotten really close in terms of working together and just communicating, talking on a more personal level and just kind of having those communication areas where we could, I could bounce ideas off her or just kind of

pick her brain and find out, you know, what I could do better or what I'm looking, what I should be expecting or looking forward to. We have one last question and that's what wisdom would you

share with individuals who are considering being a teacher? Right. I would say that, you know, spend your college wisely, spend it enjoying college because of the experiences will lend

itself some way or some form to what you're doing in the classroom, whether that's going out, whether that's hanging out, whether that's eating lunch or dinner or, you know, whatever you're doing, don't say no.

I mean, that's one of the things that I always tell people on tours was keep your doors open figuratively and literally, because you never know who can walk through and what opportunities can walk through.

And if you say no, then you don't get a chance to really experience what else is out there for you. In terms of teaching, I mean, it's just trying your best.

I mean, if you love kids, then you love kids. And no matter what kids you have or what type of kids you have that you know that in the end you do love teaching, you love those students.

Whether it's a true love or whether it's a love that you have to work hard to generate every day. It's still that love for the idea that you are a teacher in the classroom.

And that first day you walk in and you're seeing your classroom, not your kids yet, but just your classroom that, you know, this is my new world. And just soak it in, take advantage of it and just always

put your best foot forward. Going through classes, it's going to be hard, challenging, but you need to remember that everything you're doing is going to help you at

some point. And so whether you're paying attention or not paying attention, it's still going to help you realize what you're going to be, who you're going to be.

Do you think it's a good career choice? I think it's a great career choice. I mean, everyone says the money isn't fantastic, but at the same time for what you do, for the time you spend or are

supposed to spend, the money kind of comes along with it. And, you know, if you don't say no, then you have the opportunity to make money doing other things that you love with teaching, whether it's just after school clubs through a another organization,

but you find ways to make it work. And it's not about the money. It's about the love for teaching and the love for being in the classroom and working with other people that have the same kind

of energy and compassion that you do. So I love it. It's a wonderful option and career choice, and I value everything about it.

Thank you, Travis, for sharing all these thoughts with us. Thank you.