With the seamless shuffle of papers and steady rhythm of a well-rehearsed lesson, experienced hands effortlessly navigate the classroom and guide students with expertise. These hands belong to math teacher Melanie Clarke, who holds teaching credentials from the states of California, Nevada and Utah.
Clarke studied statistics at Brigham Young University, originally aiming for a career in applied mathematics such as engineering. However, as she furthered her education, she began craving a more human interest job that prioritizes communication and family.
As she shifted her attention toward becoming a high school teacher, she acquired her first teaching credential from the state of Utah in five years through a process built into her undergraduate degree. Searching for opportunities in larger school districts around the country, she attained a credential in Nevada, a procedure financially incentivized by the state. Finally, after teaching at a high school in Las Vegas for two years, Clarke and her family relocated to California where she tutored full-time as her third teaching credential pended approval for over a year.
Through her experience teaching in three states, Clarke said that she has learned that no matter where or who she is teaching, maintaining an openness for conversation is essential as it encourages students to feel comfortable engaging with both the material and one another.
“I sacrifice some control over the classroom to let students have more opportunity to talk,” Clarke said. “I really like it when they talk, even if they’re just talking casually, because then at least they’re forming connections.”
According to AP Precalculus student and sophomore Chanoo Yoon, Clarke’s emphasis on building interpersonal relationships and matching students’ learning paces makes for an inviting learning atmosphere.
“In general, it’s just good to match an individual’s pace,” Yoon said. “Because of that, even if you don’t like math, you’d still probably like her class. Also, she’s very friendly and throws jokes here and there.”
Clarke’s dedication to her students and colleagues is evident in the extra effort she puts in, according to fellow AP Precalculus teacher Shelley Godett.
“She works really hard, like weekends and after school,” Godett said. “When I was sick, she made videos because I didn’t have videos. She’s super caring and cares about her students and colleagues.”
According to Clarke, she finds true fulfillment in moments when her students break away from the typical classroom stiffness — when mathematical concepts take a backseat to an inside joke, a small comment turns into a deeper conversation or a lesson pauses for a laugh. Though attaining three credentials was an arduous process that she does not recommend, meeting a variety of colleagues and having the opportunity to teach in diverse settings has made her a stronger educator, according to Clarke.
“My husband’s always like, ‘you go to work to have fun,’ which is true,” Clarke said. “My favorite part is the kids and talking to them and building relationships with them. Even if math is not their favorite, they’ll walk out with new connections and maybe even friendships.”
