A Family of Educators Story an Layout by Lindsey Leverett Photo by Brittany Gaylor Georgia Regents University is a school filled with diversity. Diversity not only thrives throughout the classrooms, but also throughout the individual programs offered at GRU. There are some subcultures within the student body that are more noticeable than others. The students of the Early Childhood Education Program offered at GRU make up one of those subcultures consisting of highly
unique individuals that rely heavily on the support system within their program This program, which consists of mostly women, gives a whole new meaning to the term family. Katherine King, and Early Childhood Education major said, “We depend on each other for not only lesson plans and ideas, but also moral support. We laugh together, cry together, and vent with one another until we feel better.”
For these rising educators, it’s about building relationships with those who share the same love for teaching. So what makes this program more close knit than other programs? “98% of students majoring in Early Childhood Education are female,” said Senior Brittany Gaylor, “this statistic alone changes the dynamic of the program.”
Brittany Munnerlyn, a junior at GRU said, “women in our field of study are natural leaders, so we all like to take charge.” Early Childhood students travel in groups. They are typically spotted on the third floor of University Hall or the computer labs working on assignments. This close subculture not only shares a common interest in hangout spots, but also attire, accessories and conversation. While walking around campus, “Early Childhood Education students can be spotted wearing clothes from stores like The Gap, The Limited, and The Loft,” said Gaylor. These stores “have all the teaching essentials and provide teachers with a 15% discount,” said King. These stores also provide educators with clothing that meets school dress codes. Girls majoring in Early Childhood Education are seen typically sporting bags that they like to call “teacher bags.” “It will most likely be a Thirty-one bag or Lilly Pulitzer bag and most definitely be monogrammed,” said King. Most of the students in the program would agree that they stick out among the rest of the student body at GRU. Conversation topics typically consist of lesson plans, Impact on Student Learning (ISL’s), observation hours, and the homework from the night before. “We like to tell funny stories about our teaching experiences and vent about the work we have to complete before for the end of the week,” said Gaylor. Each semester included in the two-year program is referred to as a “block.” There are four blocks that make up the last two years of the Education Program. “Each block varies in difficulty,” said King. During block one, students are learning how to write out lesson plans and different teaching objectives. “Students also get to experience teaching in a rural school during the first block,” said Gaylor. Blocks two and three are focused more on specific subjects. “During blocks two and three students get to teach in the Columbia County School System and at inner city schools,” said Gaylor. Block four is when students in the program enter their apprenticeship, which is the last stretch before becoming a graduate of the Education Program. This is when all of the hard work comes in to play and students get the chance to apply what they’ve learned during the three semesters prior to their apprenticeship. Being with the same students, four
Photo by Brittany Gaylor days out of the week, for two years gives these students a right to brag about the closeness of their program. “All of the different blocks are helpful because there is no way to get through this process alone,” said Munnerlyn. These students depend on each other and look to one another for the support they need to make it through their last two years of college. “Keep calm and graduate” is the motto most often repeated by Early Childhood majors when stress levels are high, explained King. The maternal instincts of most Early Childhood majors is what makes this program such a strong support group. “As educators, we have to tap in on each other’s weaknesses,” said Gaylor. “We are constantly evaluating each other and try-
ing to learn from our mistakes.” Most students in this program are motivated by creativity, so during weeks that lesson plans are due, expect to see bright posters and attention grabbing projects in the hands of these students. “We have a creative bunch,” said Munnerlyn, which gives way to a group of individuals filled with ideas and an ongoing need to progressively get better. While some students may turn to school organizations such as sororities or fraternities to be a part of a group, at GRU there are a variety of subcultures for students to be a part of. For those students aspiring to be educators, there is a family that awaits any student entering the Early Childhood Education Program. This subculture that exists at GRU, gives students the opportunity to be a part of a program where relationship building and leadership go hand in hand.
Lindsey Leverett is a senior communications major.
Photo by Katherine King