School鈥檚 in Session
On a recent Friday morning, Jesse Lima, SOE/MAT 鈥24, asked a big question of about two dozen small children sitting in front of him at Janney Elementary School in Tenleytown.
鈥淲e鈥檙e having a conversation about the importance of seeing yourself,鈥 Lima said to his first-grade class. 鈥淪o, friends, why is representation important, and why is it important to see yourself in important spaces or places?鈥
In the middle of the classroom, the students sat in a circle on a colorful rug to discuss a children鈥檚 book that their teacher had just read to them about a young Black girl鈥檚 experience coming face-to-face with a painting of First Lady Michelle Obama at the National Portrait Gallery. The book culminates with the protagonist, Parker, seeing herself in a public figure who, like her, 鈥渉ad rich brown skin.鈥
It wasn鈥檛 long before one of the students piped up, making a connection from the story to what it means to them that their teacher, Mr. Lima, shares their Mexican 麻豆传媒 heritage. Students also shared stories of 听including others that made them feel good and led to more fun.
鈥淒iversity means including everyone,鈥 Lima said. 鈥淚n our classroom community, we are all seen.鈥
Lima鈥攁 student in the School of Education鈥檚 master鈥檚 in teaching program who will graduate this week鈥攊s more than just part of AU鈥檚 campus community. The DC Public Schools teacher is also working to shape the next generation of learners at Janney in Northwest Washington, nearby AU.
In 2022, the California native, drawn to SOE鈥檚 core values, of antiracism, social justice, equity, and diversity and inclusion, moved across the country to enroll at AU. Lima credits AU with giving him the tools to have important conversations with his students.
鈥淚t鈥檚 such a fantastic program,鈥 the SOE dean's scholar said. 鈥淵ou don鈥檛 just learn what you need to become a successful teacher, but also aspects of education that are not necessarily taught in most teaching programs, such as bias, student鈥檚 lived experiences, and how their socioeconomic background affects their learning. It鈥檚 really placing the student鈥檚 whole identity first.鈥
During his undergraduate studies at California State University, Long Beach, Lima obtained a federal work study position in the dean's office at the College of Education, where his passion for education flourished. There, he听also听mentored first generation K-12 and community college students and inspired them to pursue careers in education听as part of Hermanos Unidos.听
After graduating in 2021, Lima听began substitute teaching for the Los Angeles Unified School District. During a teacher shortage, he pitched in at eight different schools, sometimes wrangling as many as three classes鈥攁round 120 students鈥攁t a time in the cafeteria. An experience that might scare others away from teaching confirmed that the first-generation graduate student听was meant to mold young minds.
鈥淚 love the transformative impact that you can provide teaching students something new for the first time,鈥 he said. 鈥淚t sparks something in them, and you can see that moment where they learn something and they鈥檙e like, 鈥榃ow!鈥 When they believe in themselves, it makes me feel so joyful.鈥
Last summer, Lima interned at the US Department of Education鈥檚 Office of Elementary and Secondary Education, where听he identified听solutions to educational equity issues impacting the听most marginalized populations. The experience听gave him a new perspective on the work to ensure students receive a quality education. But he knows he belongs in the classroom.
鈥淚t鈥檚 not about me; it鈥檚 always about students,鈥 Lima said. 鈥淎t the end of the day, I鈥檓 here for the students because what matters to me is their growth and potential.鈥
Lima鈥檚 current students reciprocate a fondness for their teacher. They offered that the best things about having him as a teacher are how he helps them with math, that he sometimes plays sports with them at recess, and that he鈥檚 young.
鈥淏ecause you鈥檙e just very nice,鈥 one student added.
It鈥檚 high praise for an Eagle who couldn鈥檛 imagine doing anything else.