Social studies department first-year teacher Emily Costley teaches in her room on Nov. 24. Costley’s love for history began at an early age and later led her to become an educator. “(My interest in history) started because my history classes were always my favorite, and then I was definitely also influenced by my teachers,” Costley said. Photo by Roxanne Domizi.
After student teaching for one semester at Clarke Central High School, Emily Costley is a first-year social studies department teacher at CCHS.
Roxanne Domizi: What made you want to teach (history)?
Emily Costley: I think that the influence of my teachers, especially in high school, is one big factor. Then after college, I worked in Washington, D.C. for several years doing something totally different, but I think I always knew that education was something that I was passionate about and that I wanted to be involved with. I didn’t know whether that would be in the classroom or going into the policy side, but I thought that the classroom was the best place to start, and I’m loving it so far.
RD: Once you knew that you wanted to be a teacher, what attracted you to Clarke Central?
EC: I both kind of fell into it and was attracted to it. I fell into it just by way of U.G.A. because that’s where I got my master’s degree in teaching. I student taught here, and then while I was student teaching here, I got to know the school- the student body (and) the other teachers. I think that it embodies some of the goals that I hope to achieve as a teacher, and then I also value the diverse population here.
RD: How has your experience as a teacher compared to your student teaching experience?
EC: The biggest change is that it’s just a lot more. The biggest challenge has been organization over everything and just staying on top of that. Managing over (my students) and all their stuff is hard. That’s been the biggest difference, just more students and more responsibilities. I feel like student teaching was a good way to immerse myself at first, and I guess there wasn’t a ton of change.
RD: What has it been like being the replacement for Mr. Hinson?
EC: Since I did student teach here, I did get to meet Mr. Hinson and get to know him a little bit. He really is beloved in this school. (He’s) kind of one of those teachers that other teachers love and that students look forward to having. Because I’m teaching a different subject than he taught, I feel like I don’t get a lot of comparison or anything like that because I’m teaching a different subject. Coming into his room was kind of a funny experience, though.
RD: How has the job been compared to what you expected?
EC: I think that it has been kind of on par with what I expected. I set realistic expectations in the beginning. I think the big difference — and this kind of answers your question about going from student teaching to actually being a full-time teacher — is that I’m just a lot more exhausted. I think that comes with the teaching profession and also the first year of teaching. I’m just still figuring out my rhythm and the planning of lessons, and figuring out what works and what doesn’t.
RD: Did you choose to teach this age group? What do you like about it?
EC: I would’ve also been OK with middle schoolers, but this was my first choice. Students in high school are on the brink of adulthood, and also the levels of conversation and thinking are really fun to be around. It is really cool to see what (they) are thinking. It also makes it fun for me when (students) challenge me, and outside of academics, high school is a hard time of life. It has its challenges, and I think that (my students) are all very interesting people — every student I have.
RD: What have been your favorite parts of the job so far?
EC: My favorite part has been getting to know the people, and by that I mean students and other staff members here, especially students. I also love that, as the year goes on, I’m learning more and more about you guys. That’s the most fun part. Also, having a successful day where all five classes for the day feel productive and good is really nice. Especially as a first-year teacher, there often is a class where I’m like, “OK, that didn’t work, I’m not gonna do that again.” Unexpected things happen, which is fine, and I’m just kind of rolling with that.
RD: Is there anything you hope to improve or change about yourself or your classes?
EC: I think that for myself is the organization piece, and I’m just working on that as I go. Teaching-wise, just continuing to work to make classes more student-centric is a goal. I also am starting with three different level classes, so those are all a little bit different. I’m just working to find the right balance right now.
RD: What brought you to be teaching world history specifically?
EC: My background is in government and US history, so those were the kind of positions that I was looking at, but I loved CCHS, and quite frankly, World History was the position that was open. I have taken world history classes and taken the AP Institute over the summer, those sorts of things. I’m actually really liking it, and it’s turning out really fun for me. I’m liking it more than Government, even though that’s where my experience is.
RD: Do you want to always teach that subject, or do you ever want to branch out from it?
EC: At least for the next five years I do. Maybe forever, I don’t know. I think that I definitely want to get to a point where I have a better handle of it. They say that every year you teach a subject, it gets easier because you know the areas that students really love, the ones that are hard for them to grasp, etc. You know these things as you go year by year. Hopefully I’ll just continue improving.
