The scholarship recipient makes big concepts easy to understand for students.

For as long as she can remember, Hannah Gary wanted to be an educator.

“I’m talking five years old,” says Gary. “It’s very cliché, but I began by teaching my dolls, explaining things to my parents, even if I did not have a clue what I was talking about.”

The passion was in her blood. Gary’s grandmother wanted to become a teacher, but life got in the way, and she was never able to pursue her dream. Gary seeks to honor that legacy and passion for learning while sharing respect for the position. Even her family encouraged her to look at more lucrative careers, but Gary maintained belief in the importance of educators.

“I was able to be a teacher cadet in high school,” says Gary. “After one placement in middle school, I knew I found my home. That is where I am supposed to be.”

Right now, Gary is most excited to be participating in her internship where she’s placed in an area school and putting the theories she’s learned into practice. She’s always had a knack for mathematics and knows math educators are in high demand. She shares that she really enjoys helping students overcome their trepidations toward the subject.

“Students have predispositions or negative experiences in math,” says Gary. “Sometimes they are afraid to answer, and sometimes they can’t even explain why they don’t like the subject.”

This common experience fuels Gary’s passion as an educator. She seeks to make concepts tangible for her students because building relevance is one of the biggest ways to move the needle with students. She also feels that middle school is a fantastic age group for making a difference.

“Middle level is the ‘Goldilocks Zone,’” says Gary. “So many people say, ‘I can never teach middle school.’ They want to spend time with younger students or students who are more independent. I think it’s the best of both worlds. You get to teach different concepts every day and work with students who are exploring their independence, but in many ways, they still need you.”

Gary says she appreciates that middle schoolers aren’t too cool for their teachers yet but also can tie their own shoes. Gary even received a standing ovation on a recent lesson. Not only is Gary leading through impact, but she is also the recipient of two scholarships from the College of Education. She shares that senior year in the middle level program is very difficult. She spends two days a week at her internship and three days in class. Since freshman year, Gary has had to work two or more jobs. Thanks to her scholarships, she can spend less time working and more time focusing on school.

Focusing on school allows Gary to dig deep into what she’s learning. Right now, two of her favorite concepts are “scaffolding” and “zones of proximal development.” She explains both in her own words:

“Scaffolding is meeting students where they are,” says Gary. “Students lose attention quickly, so when you share information in pieces, ask them to repeat what you are sharing and break down tasks, they are more likely to retain what you are telling them.”

Gary says she uses scaffolding regularly and invites students to read aloud. It also helps her learners who may not use English as their first language. To understand “zones of proximal development,” Gary relates it to student comfort zones.

“Every student has a different zone,” Gary says. “The center zone is too easy, where students do not have to try. Students might tap out because they are bored. The middle is their best learning zone, where the concept is challenging but not too hard. The outside zone is too difficult and can also make them feel like they can’t complete the task.”

Gary shares that she enjoys trying to determine her students’ zones and how to keep her content in that middle area.

Currently Gary is interning at Blythewood Middle School in Richland County School District Two. She describes the school as “utopian,” and she has great relationships with her school leadership and her coaching teachers.

“They have developed such a strong community in the school,” says Gary. “They know how to balance instruction with letting the kids be kids. The leadership and teachers are engaged and that definitely translates to the students.”

Gary shares how her coaching teachers have gone above and beyond for her. Gary cites their honesty and ability to help her navigate the difference between being a student and being a teacher as their best qualities. Both of her coaching teachers encourage her classroom leadership style and help her determine what to push for and what to let go of.

“They’ve both shown me in their own way what success looks like,” says Gary.

After graduation, Gary will take all she’s learned to a middle school classroom of her own — maybe in the same school. It is clear that she is already making a real impact.

Hannah Gary is the recipient of the Melissa L. Klopfer Endowed Scholarship and the Jennifer L. Wilson Memorial Endowed Scholarship. She recently spoke at the annual Scholarship Luncheon about her experiences in the College of Education as the student representative.