The Fulfillment and Challenges of a Title I Educator

Few would disagree that teachers have one of the country's most demanding, stressful, yet rewarding jobs. Along with providing the fundamentals of learning, teachers are responsible for developing social skills and coping mechanisms inside a positive, stimulating classroom environment. Yet, for the Title I educator, there are added pressures and responsibilities that differ from standard school setups.

As part of the?U.S. Department of Education?efforts, Title I funds are distributed to high-poverty schools to provide added assistance in teaching efforts, emotional support mechanisms, and school resources. Title I teachers must often manage students experiencing a higher level of trauma and emotional support requirements than those in other schools. Added to educator responsibilities are increased learning catch-up responsibilities common to many Title I environments.

As a result, educators inside Title I-funded institutions require a high level of empathy and understanding in managing the delicate balance of learning objectives and emotional support.?

Strategos Group’s Todd Dallas Lamb took the opportunity at the?ExcelinEd?conference to sit down with an educator working at a Title I school. As part of his?On the Clock?podcast series, Todd spoke with Sylvie Brounstein, a young educator that bucked a medical school track to take on the challenges and fulfillment of teaching in a Title I school.

In the interview below, Todd examines the juxtaposition of Sylvie’s journey from advantageous beginnings to her choice to dive into the challenging yet rewarding life-changing environment of Title I.

Todd Dallas Lamb:?The rubber hits the road where you are, Sylvie, and that's in the classroom. How did you get started in teaching?

Sylvie Brounstein:?I became a teacher in a non-traditional way. I went to the University of Miami as a D1-recruited athlete for rowing. I was pre-med and studied chemistry, public health, and health communication. I graduated, took the MCAT twice, and then realized, “Oh my gosh, I don't think I want to go to medical school. What should I do?”

I looked at different options, and?Teach For America?(TFA) fell into my lap. The prep to interview is exceptionally lengthy, with many papers to read beforehand. But, through that preparation, I learned about the existing inequities and opportunity gaps. I was utterly shocked. Every child deserves an opportunity to learn and receive an excellent education, but that's not today’s reality.

I joined TFA thinking it would be a two-year commitment, but here I am in my third year at a low-income Title I school. My students keep me coming back every day.

Lamb:?Where did you start teaching when you started with TFA?

Brounstein:?Overtown in Miami, the same school where I started with TFA. It's a low-income, high-crime area, and experiencing a lot of gentrification now and a change in the population. Our school was over 99% African-American, but now over 40% are Hispanic children in my classroom. So, we're seeing that shift happen.

Lamb:?Out of curiosity, where did you grow up and learn rowing?

Brounstein:??I grew up in Greenwich, Connecticut. I'm grateful my parents gave me the opportunities I needed to succeed. I went to public school and had an excellent education with added school band and athletics.

I admit I was in a bubble during college, and it wasn't until Teach For America that I became exposed to all of these inequities and challenges that affect so many.

Lamb:?I have family in Greenwich, and it’s great, but let’s face it, not one of the more diverse locations. What was the transition like for you walking into a Title 1 school and relating all the knowledge you had absorbed? The kids were probably not used to seeing a 6’2” white woman walk in and talk chemistry with them.

Brounstein:?Yes [laugh]. When I first started, I taught fifth grade, but now I'm teaching first grade. In the beginning, I honestly did not feel like I fit in at the school. But I was surrounded by so many inspiring individuals.

Two of my colleagues are at the conference today. Together, we created a community where I did not have to hide where I came from, embracing it rather than feeling embarrassed.

I make it a point to talk about travel with my students and the opportunities I've had. I tell them about the classes I've taken in college and expose them to those experiences so they can one day want it for themselves.

Lamb:?I wish I had more teachers like you in my life. You are so inspired, and I feel the energy you bring.

Before the podcast, you expressed a strong interest in discussing social-emotional learning (SEL). I've been around longer than you have and heard a lot of buzzwords in American education, and SEL is at or top of the list. However, it has also become controversial in the last five years. So what specifically does SEL mean to you?

Brounstein:?Thank you for bringing up my passion.?SEL provides students and adults with the tools they need to live their daily life. They are the things that we sometimes take for granted, like self-awareness; how are you feeling right now? What does that feeling look like? What does it sound like? How do you act upon it? Things that come naturally to some don't come naturally to others.

So, I'm providing students with opportunities to learn about self-awareness, relationship-building skills, coping with stress, organizing, and communicating - all essential life tools.

This year, I'm teaching math and science, but?my ultimate goal is to teach children how to become good human beings, live a life of kindness and mindfulness, and be aware so they can help this world as our next generation of leaders.

Lamb:?Is resiliency one of the building blocks of SEL?

Brounstein:?My students come in with stories that could make you shed a tear with their traumas and the disadvantages they face. I teach them how to deal with that because it's a lot for a six or seven-year-old to process. For example, experiencing an uncle shot the night before, how are they supposed to show up to school, sit up nice and tall in their scholar position, and engage in a conversation without processing that?

Lamb:?How do you handle that type of experience, specifically?

Brounstein:?My class is a family. We have trust and vulnerability. There is community and inclusiveness. The second you walk in my door, you feel it. All are welcome. Students know at the door that they can step aside if they need to tell me something.?

When they come in, they have their morning work and one-on-one check-ins. If something is coming up for an individual, we'll talk about it right then and there.

At our morning meeting, if a child is comfortable, an experience will be shared with the class, where others can relate and share advice for that other child. I'm all about students teaching students. We use meditation and affirmations to learn how to acknowledge our disadvantages and work forward.

Lamb:?You must have many happy stories from your classroom experience. Could you share with the listeners?

Brounstein:?When a child learns, it can start with them feeling defeated and that they can't do it. We change their mindset and say, “You can do this.” A few moments later, they go from having their head down and pouty faces to solving the problem and having confidence in sharing their answer. That's what makes me proud. Seeing those learning gains and a child light up with confidence makes me happy. That's a spark. That's a happy story.?

When a child feels like they're alone, or when a child comes in, and I mention they look beautiful today, some cry and say, “I haven't heard that yet today, Mrs. B.” I offer a hug, a physical touch, a human connection that some are lacking. Every child deserves to feel loved and have a meaningful life.

Lamb:?How did you hear about this conference?

Brounstein:?Last year, one of my colleagues familiar with the Bush family got into the conference and brought me and another along. We were the only three educators at the conference last year. We spoke to the conference team and said, “We need more teachers here. Amazing policies are being discussed, school choice, red zones, all of it. Why don't we know about that, as teachers? Let's get teachers here on scholarship because it is expensive. Let's have these discussions.”

ExcelinEd?is very transformative. When you have an idea, they listen and run with it. I admire this group, and now we have 51 teachers at this conference.

Lamb:?I heard the conference recognize the teachers today, which was great.

What's the plan for Sylvie Brownstein? Do you have a roadmap for going higher in education?

Brounstein: I'm finishing up my master's right now in education and social change. I also work for a nonprofit called?Breakthrough Miami. In addition to teaching, Breakthrough is an opportunity generator. I’m creating the mental health and social-emotional wellness curriculum.?

We call it?Wellness?because it?embodies not just learning but also student scholar enrichment and seeing their success in their emotional intelligence. It’s fueling me right now. I plan to take my passion for social-emotional learning, continue learning more, connect with incredible, inspiring colleagues, and see where that takes me.

Lamb:?Sylvie Brounstein, thank you for being on the clock. I’m sure to hear and see more of you down the road.

To listen to other exciting guests like Sylvie Brounstein, visit Todd Dallas Lamb’s?On the Clock Podcast,part of the Strategos Podcast Network (SPN).