Mrs. Marsha Klotzle - MHS

The first thing you notice when you talk to Mrs. Klotzle is that she is completely herself. Honest, funny, and grounded in a way that immediately puts you at ease. Even before we got into my questions, our conversation felt like picking up right where we left off, even though it has been years since I last saw her as she is now retired.

As we caught up, she told me she is currently subbing off and on and enjoying the flexibility that comes with this stage of her life. She is able to bike in the mornings, spend time outside, and teach when she wants to. At the age of 65, she is beginning to think about closing her chapter of teaching as a substitute as well, as she is ready to make room for other interests too. The way she talked about it felt thoughtful and intentional, like someone who knows when it is time to slow down without letting go of who they are.

What stood out to me most is that even now, teaching is still clearly part of her identity. When I asked what inspired her to become a teacher, she did not hesitate. She told me she never remembers not wanting to be one. By the time she was nine years old, she already knew that teaching was what she wanted to do.

She began her career in special education, where she spent many years working closely with students who needed extra support. Later, she transitioned into general education and taught across multiple grade levels, including first grade. Over the years, she also taught older students and even spent time in a high school setting through her master’s program, where she explored computer assisted instruction. While interesting, she quickly realized that learning worked best when it was with humans and connections, not through computer programs.

Early in her teaching career, she faced a moment that made her question herself. During her teacher training, she worked at an institution for emotionally disturbed children. The environment was extremely structured, with strict routines and scripted responses. She explained that it felt robotic and disconnected, and there were practices she did not agree with, including isolating students away from others. That experience made her nervous and unsure if teaching was right for her. But when she moved into public school, everything changed. She felt more confident, more connected, and more like herself. That shift says a lot about the kind of educator she is. Mrs. Klotzle is not focused on control or structure but rather on care, dignity, and making students feel safe.

As we talked more, I asked about how her teaching style has evolved over time. She shared that when she first started teaching, she was more structured and focused on what needed to be done but with experience, she learned to let go. Now, caring less about the exact path students take and more about whether they get there. She believes her role is to introduce multiple ways of learning and then letting students decide what works best for them. She has also become more relaxed and more understanding, realizing that the most important thing is making students feel comfortable.

She also talked about humor and how important it is in the classroom. Learning should not feel intimidating. Kids need space to laugh, make mistakes, and still feel supported. Showing how she was able to incorporate her fun and unique personality into a classroom, making it an even better environment for students like me. Her humor is something that I will always remember, and getting the chance to talk to her was the biggest throwback to my first grade where I loved to learn in her safe, comfortable, and humorous class.

When I asked what the biggest challenge of teaching was for her, she immediately said time. Mrs. Klotzle raised three kids while teaching full time, and balancing her career with family life was not easy. She described how her days felt like two full time jobs, teaching during the day and parenting once she got home. To aid this issue, she and her husband worked intentionally to support each other and make time for themselves. Whether it was coordinating workout schedules or simply being present, they found ways to make it work. She also shared that the high school years for her kids were especially challenging, and she felt relieved when her kids went off to college and gained independence. For her, that independence was the goal, as it meant she had done her job.

When I asked which students left the biggest impact on her, she said it was often the most challenging ones. She described students who were intellectually advanced but emotionally younger than their peers. These students could express deep, thoughtful ideas but struggled to manage their emotions or physically show what they knew on paper. Those moments stayed with her because they revealed how much potential can be hidden beneath frustration within many students. 

When I asked what she loved most about teaching, she said relationships. Relationships with students and relationships with colleagues. Mrs. Klotzle has been recognized for her work, including being voted Teacher of the Year more than once. She mentioned these honors humbly, but it matters that her colleagues and community saw her dedication and impact. She loves when former students come back to visit, even though she believes older grades may do it more often. I told her what I truly believe, which is that early teachers leave a lasting impression whether they realize it or not. First grade teachers, especially, become part of a student’s story, just as Mrs. Klotzle was a major part of mine.

We also talked about classroom memories. When I asked about favorite traditions, she mentioned science projects, singing, memorizing poems, and of course, the silkworms. Her classroom was not just about academics. It was about curiosity, creativity, and making learning feel alive. Outside of teaching, creativity has always played a huge role in her life. She told me that if she were not a teacher, she would be a floral or landscape designer. She loves working in the yard, growing herbs, and working with plants. She also makes candles and soap using beeswax and has even designed weddings, including for her daughters. She described these projects as things she does purely for joy, which feels very fitting.

One of the most surprising things she shared was her athletic background. There was no girls cross country team at her high school, so she ran on the boys team. Later, she helped form one of the first women’s cross country and track teams at Occidental College. As a brand new team, they placed well and competed at the state level. She shared this casually, but it reflects her lifelong willingness to step into new spaces.

She studied German and comparative literature at Occidental College and later earned her master’s degree in special education at Illinois State University. She spoke passionately about the value of a liberal arts education, explaining that it teaches you how to think, write, communicate, and learn. She also spent a year studying abroad in Germany, an experience she described as formative and life changing. It shaped how she viewed independence and growth, and later influenced how she encouraged her own children to explore the world and build their own lives.

Toward the end of our conversation, I asked her for advice beyond school. She talked about setting goals and reflecting honestly when things do not go as planned. She emphasized the importance of being truthful, appreciating life, and not judging others. She shared a story about her father, a professor, who learned not to judge students based on appearances after realizing one of his most unconventional students was also one of the best teachers he had ever known. That message felt especially meaningful coming from someone who spent her career helping students feel seen.

When I told her about SPotlight and my goal of preserving teachers’ stories, she told me she trusted me. That trust means everything. Mrs. Klotzle’s story is not just about teaching. It is about growth, creativity, balance, and choosing care over control. Even as she begins to step away from the classroom, her impact remains. For the students who were lucky enough to learn from her, she is a teacher they carry with them long after they leave first grade. And that is exactly why her story deserves to be told, to keep her amazing legacy throughout her retirement.