麻豆精品

Ashlynn Radziwon wanted to be a teacher for nearly her entire life. 

Growing up with cerebral palsy,聽she聽听迟丑别 transformational impact a caring educator can have. Her teachers found ways to include her, encouraged her through challenges, and helped her see possibilities rather than limitations. Those experiences stayed with her long after elementary school ended.聽

Today, as a 麻豆精品 education major preparing for student teaching, Ashlynn is working toward a simple goal: becoming the kind of teacher she once needed. 

Along the way, Carlow’s faculty, classroom experiences, and mission have continued to shape her approach to education. From her first lessons at the Campus Laboratory School (CLS) to mentoring preschool students of her own, she’s had opportunities to put those lessons into practice and begin discovering the kind of teacher she wants to become. 

We sat down with Ashlynn to talk about the teachers who inspired her, the experiences that shaped her journey, and why she’s excited to create that same sense of belonging for the next generation. 

You’ve said you’ve wanted to be a teacher for a long time. Where did that begin? 

When I was growing up, I always said I wanted to be a teacher. There was some pushback though. It wasn’t necessarily my parents, but some extended family and friends would ask, “Are you sure you want to be a teacher?” 

Then COVID happened, and we started hearing about classrooms that didn’t have a full-time teacher. Some schools were relying on emergency substitutes just to have someone in the room. I kept thinking about the teachers I had growing up. They knew everything about me, and they adored me. I adored them. 

That was the moment it really clicked for me. I thought, I don’t care about the salary. If this is what I love to do, then the money doesn鈥檛 matter. I just want to be the teacher that I had. Those teachers spent hours making sure I felt included in their classroom, and that’s really special to look back on. I still keep in touch with some of them, and truly, I just want to recreate that for today’s students. 

How did you end up at Carlow? 

As I was finishing high school, I knew I wanted to stay close to home. I live in Westmoreland County, and I knew Carlow had a very good teaching program. I applied to Carlow and one other school, and then I applied for Carlow’s Honors Program. 

Being part of the Honors Program made it possible for me to come to Carlow without taking out student loans. Between that and the scholarships I received, I was able to pay my tuition while working, and I’m very grateful for that. 

Once聽I got聽settled here, I knew I had made the right choice. Carlow felt like home. I never felt like a number. I felt like I was a student who had professors and faculty members who genuinely cared about me.

How have the faculty at Carlow helped shape the teacher you’re becoming? 

Dr. Keely Baronak has definitely had the biggest impact on me. I actually met her before I was even a student. She spoke at Celtic Celebration, and my mom and I looked at each other and thought, “Wow, she is just a ray of sunshine.” 

Later, when I came back for another campus visit, she sat down with me and relieved all my worries and nerves. Once I was in her classes, she just continued believing in me and pushing me one step further. Whether I was teaching a lesson at CLS or working on an assignment, she’d say, “Take what you’re doing, but go one step further. Be uncomfortable with what you’re doing because it’s okay to be uncomfortable. That’s how you know you’re learning.” 

I’ve carried that with me ever since. 

What has it been like learning at Carlow’s Campus Laboratory School? 

It’s been one of the most valuable parts of my education because everything is connected. 

Carlow has the Early Learning Center, Montessori and Reggio Emilia preschool classrooms, and then the Campus Laboratory School. Having the opportunity to observe all of those environments has been really special because they’re all different, and I’ve learned something from each one. 

My first lesson in front of children was at CLS, and I was so nervous. But I knew it was going to be okay because the teachers understood exactly where I was in my learning. They were in communication with my professors, so everyone knew the expectations and no one, including me, was ever left in the dark. That kind of collaboration makes such a difference. 

How has Carlow’s mission influenced the way you think about teaching? 

Most of the schools where I’ve completed my field experiences have been in lower-income communities, and it’s hard to see some of the things those children go without. One thing Carlow has taught me is that you might not have every tool in your teacher toolbox, but you can still create meaningful opportunities for your students. 

The coursework has given me the skills and the mindset to know that it doesn’t matter what community I’m teaching in. I can take what I’ve learned and use it to help my students succeed, regardless of what resources a school may or may not have. 

What are you most looking forward to as you prepare for your own classroom? 

Right now, I’m doing my pre-student teaching in second grade, and I love it. I love watching students make those bigger connections and relate what they’re learning to their own experiences. When they finally understand what they’ve been working toward, it’s incredibly rewarding. 

I also think about one of my preschool students. When she first came to us, she barely spoke. She wanted to go home with her mom every day. 

She’s sassy, smart, and probably the most verbose child I know now. She’ll be turning five soon, and I can’t believe she’s going to kindergarten. It’s a complete night-and-day difference from where she started. She totally came out of her shell. 

Seeing a child open up like that shows you they trust you and feel safe around you. That makes you feel really special.