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Amanda Mock started university expecting to be an engineer but left the program, taking a variety of classes before majoring in anthropology – even then, she wasn’t sure what to do after graduation. We all find ourselves at these uncertain moments, considering important choices and waiting for the right answer to come to us.

One weekend during this time, Amanda saw her high school biology teacher in a restaurant. Ms. F had taught rigorous science classes. “I loved learning from her,” Amanda says, remembering the ways Ms. F engaged her students. Like when the class traveled to a university lab to conduct experiments, or the year they tapped maple trees to collect sap to make syrup for a class pancake party. That day in the restaurant, they caught up and when Amanda confided she was uncertain about her future career Ms. F asked if she’d ever considered becoming a teacher. Amanda remembers Ms. F telling her she’d be a great teacher and to think about the possibility.

Amanda did think about it. And she’s glad she did.

As a teacher, Amanda draws on her experience as a student. She wants her students to be their authentic selves and she works to meet them where they are, including when they feel challenged or frustrated. Amanda recalls the frustration she felt as an engineering student when she doubted her ability and desire to continue the program. The pressure she felt then informs the empathy she has for students. Struggle and failure are part of learning, but in the middle of struggle or failure you may just want to quit – Amanda talks with her students about this process, to normalize challenging experiences and remind students that personal and academic growth can come from a tough stretch. 

Amanda also wants students to be open to the surprising direction their life might take. Her own winding path that brought her to education and KIS continues as she seeks her best self where she is. She says, “There are many different ways to live a good life.” Absolutely.

Willie Watson taught high school English for twenty years in Chicago before moving abroad to Guatemala where he began teaching middle school. At KIS he teaches grade seven and has a fondness for ages that feel in the middle. “Grade seven is an important year,” he says. “You are growing up, being your best self.” Willie watches his students develop confidence and resilience as they learn what they can do for themselves.

He believes that trust is central to strong classroom relationships. Willie has a kind presence. His students know that he knows they are capable learners. He is unhurried in the classroom so that he can read where a student is and understand what they need. “Leaving space for conversation and thinking is necessary for growth,” he says. When a student struggles with a task, Willie helps them identify the point of confusion and possible next steps. 

One of the KIS core values is integrity. “I am a real person in my class,” Willie says. “Kids know if you aren’t being real.” Through daily interactions, Willie shows students that he sees each of them as individuals. And through his own actions, speech, and shared reflection he models how a person can have and express emotions, care for others, and help make the classroom a welcoming community. Willie appreciates how an environment of good rapport supports learning. 

"This is the reason I’m teaching,” he says of moments when a student comprehends something new or makes a connection or helps another student. At the end of class when students talk about what they’re learning as they walk into the hall, delight.

Mia arrived at KIS at the start of tenth grade, her first year living abroad. Though she was nervous she knew she was not the only new student in school. “You meet people in the same situation as you,” she says, “and so you can relate to one another.” Mia felt welcomed by other students and by her teachers. Still, it can be a challenge to find belonging in a new school. 

During her first months at KIS, Mia focused on her academics. In the classroom, she appreciates that student voices are part of the learning process. Her teachers create respectful classroom environments that support conversation and collaboration and Mia likes to hear what her classmates think and know. 

Mia also values the perspective and guidance KIS teachers give. When her PE teacher suggested she play in the upcoming basketball season, Mia realized her teacher recognized her athletic potential. “I’d never played before,” Mia says, “but my PE teacher was supportive. She worked with me to improve my skills.” This experience changed how Mia thought about being involved at KIS. She realized you can find multiple ways to connect with others. During that first basketball season, Mia joined a team – and a community.

Now Mia wants her peers to take a similar risk. “It’s a challenge to put yourself out there,” she says. At KIS co-curricular activities enrich the learning experience as students explore interests and grow their potential.