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Mary Brennan
Dr. Scott Reilly
Field I Fall 2016
Teacher Interview
Teacher Interviewed: Mrs. Colleen Gatrone Holy Cross High School, Dunmore, PA
I chose to interview Holy Cross High Schools biology teacher, Mrs. Colleen Gatrone, for
this interview because she was my teacher in school and has been influential by encouraging me
to pursue this great career. In addition, because I have been observing in Mid Valley, I was
interested to revisit the perspective that a private school has to offer too.
When asked if she always wanted to be a teacher, Mrs. Gatrone responded that she
original worked in a laboratory, but that motherhood brought her into teaching. Having been a
teacher for almost 30 years, Mrs. Gatrone stays on top by changing her materials and teaching
styles every year to fit to each of the three ability levels she teaches. She remarked that she
strives to show her excitement for her job and uphold fairness when dealing with her colleagues
and students in order to build strong, professional relationships with them. Lastly, Mrs. Gatrone
emphasized that she wished that someone told her that the job of a teacher does not get easier
and that although the job may be tiring at times, her impact on her students is its own reward.
By interviewing Mrs. Gatrone, I was able to compare my experience at the school as a
student to what she experiences working there. I was surprised how much planning she puts into
not only her classes, but also her work bettering herself by taking supplement classes and
bettering her students by contouring her teaching approaches to what works best for them. I was
impressed by her natural ability of classroom management and how she balanced being an
authority figure while remaining approachable.
Overall, our conversation allowed me to witness her passion for her job and students from the
other side. In reflection of what her responses mean to me, I hope to be able to implement her
level of professionalism, authority, confidence, and openness as I try to find teaching styles and
approaches that work for me and my future students. I believe that while all teachers will answer
these questions differently, I hope that they allow me to see their passion in the way they teach
and how they speak about their job.
1.

Why did you become a teacher? Was teaching your first occupational choice?

Being a teacher was never a career goal for me. I wanted to work in a laboratory
setting. At the University of Buffalo, you had to earn a major in a field before you
could take education credits and do your student teaching. My mother suggested
teaching as a back-up plan even though it required an extra year of work at that
time. When I finished my degree, my major was biology and my minor was
chemistry. My NY teaching certificate has both areas listed. After graduation, the
lab for which I was working as an undergraduate hired me as the afternoon shift
laboratory supervisor. After staying home with my first child for two years, a
teaching position was advertised at a Catholic high school minutes from my
home. It was the perfect schedule for someone with a young child. Three
children later, I know it was the right choice for me. ( When I moved to Illinois,

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the state board added a number of areas in which I was qualified to teach based on
the number of credits earned. I also hold multiple certifications in PA.)
2. How long have you been teaching in your current area? How do you keep your
interest in what you are teaching? How do you keep things fresh and avoid
becoming complacent?

I have been teaching for twenty-nine years. I change my notes, worksheets,

approach, and methods every year. I always remember that many of the students
in front of me are meeting me for the first time. I try to keep my excitement level
high which is not difficult when you love what you teach and care about all the
students in front of you. I hope that my passion for science shows in everything I
do when I am working.

3. How do you individualize your teaching approaches while still conforming to your
schools curriculum?
In the science department, we have three ability levels for the required classes.
Therefore, I can tailor all course materials and evaluations to a particular
audience. It requires planning and preparation, but is worth the effort to see all
my students succeed.
4. How are you able to interact with students in an engaging/interesting way and hold
their attention when you meet with them every day for a school year?
I keep my energy level high. I use current information to supplement all
activities. All my classes are laboratory-based. I use educational DVDs to
highlight certain aspects of all classes. I am excited to have the opportunity to
interact with some of the nicest students during my teaching day. I have fresh,
young faces in front of me and they are usually enthusiastic.
5. How did you build a rapport with your students? Especially when you were a new
teacher who may have looked like a student?

Building a professional rapport is extremely important. There is a line that you

set as a professional educator that students never cross. One of my first handouts
explains the type of behavior that is expected in my classroom. Another handout,
the laboratory safety contract, explains the behavior expected in a laboratory
setting. When you set clear guidelines or expectations and have the necessary
tools to enforce those guidelines, students know the benefits of behaving in a
positive manner as well as consequences for not following the classroom rules. In
my mind, a teacher should never be confused with a friend in any educational
setting.

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6. What do you do if all of your students perform poorly on a test? Do you believe in
curves or reassessments?
It is rare for any class to need reassessment. I have used reassessment for
particular concepts in the past. I dont even remember if I have ever had to curve
a test. If your tests are well-constructed and you are reinforcing the major
concepts in each section, the students should be prepared for the evaluation and
not require reassessment or a curve. I have said that a teacher can easily construct
a test where a majority of the students fail, but that is not a fair evaluation. In my
experience teaching at both the high school and college level, most college
professors need a course in test construction.
7. Are you aware of if/when you play favorites with students and how do you maintain
fairness? How did you handle students that you did not seem to mesh with?
I do not play favorites with students. I treat each child as I would want my
children to be treated. I keep in mind that I do not always know the type of home
situation a student may be experiencing. I hope that my classroom is one of the
best parts of the day for every student. I keep a participation chart for each
student. My goal is that each student earns a 100 at the end of the quarter. If a
particular student does not have enough participations marks near his/her name, I
watch for the hand to go up so that I can call on them. I try to make sure that
quiet students have the opportunity to share. I try to make sure that students
with dominant personalities do not drown out the quiet ones.
8. How did you build/maintain relationships with other teacher and how did you
address conflict with other teachers and the administration?
I treat other teachers, staff members, and administration as I would want to be
treated. I never criticize another teachers methods or actions in front of students
or other colleagues. If there is a conflict, I would discuss it directly with the other
professional. If I have an issue that requires intervention and there is no
resolution, I would discuss it with an administrator. That situation is rare.
9. How do you handle a hostile parent or a parent that disagrees with the grade you
gave their child?
I use a variety of evaluations and always have a good number of evaluations for a
particular child. Therefore, one low test/quiz grade does not drop an average
very far. I have not had to deal with a hostile parent. I have had a few parents
who were disappointed with a grade. I suggest tutoring through our National
Honor Society. I work with students on new study methods. I keep a positive
attitude when discussing the grade by saying that I believe that he/she can
improve and that a college only sees the final grade for the class. Therefore,
there is plenty of time for improvement.

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10. What is the one piece of advice you wish you knew before you stepped into the
classroom solo?
On the very first day of my first sub job in a city school, the students decided to
test the sub by coming in and walking across the tops of the desk. As I stood
there, my first thought was that this was not covered in any of my education
classes. I located the ring leader and in about two minutes handled the situation
and moved on to give the assignment. The principal called the next day to offer
me a full-time job until the end of the year. However, I had no classes on this
particular day and was still finishing classes at the university. I had to decline the
offer but I felt that I had impressed the administration with my handling of the
situation.
I wish someone told me that the job never gets easier. There is always something
to correct, so you never feel finished until the finals are graded in June. Some
days are overwhelming. All days are interesting. I feel blessed on a regular basis
for choosing this profession and being able to choose to teach in a Catholic high
school.