Ms. Julie Ryu - SPMS

Ms. Ryu, my sixth grade honors English teacher, is someone who made a lasting impact on me during one of the most unusual years of school possible. I had her during the online and hybrid year caused by COVID-19, when classrooms were replaced by screens and connections felt harder than ever. I first met Ms. Ryu on a zoom call to then a classroom full of face masks and social distancing, yet despite those challenges, Ms. Ryu still created a learning environment that was thoughtful, engaging, and rooted in genuine care for her students.

Ms. Ryu’s journey into teaching was not something she always had perfectly planned. As a student herself, she enjoyed school and even imagined becoming a math teacher. She was originally inspired by her energetic and passionate AP calculus teacher who made every class exciting. For a long time, she believed math would be her path, especially since it was a subject she excelled in and enjoyed learning. However, once she began teaching math through various teaching programs, she realized that being good at a subject did not always mean it was the right one to teach. She found it difficult to explain math from a beginner’s perspective, and that disconnect pushed her to reflect on what kind of teacher she truly wanted to be.

Through that reflection, Ms. Ryu realized that English was where she could make the greatest impact. Growing up in a household where English was not the primary language, she understood how challenging it could be for children to learn the language. She remembered helping one of her relatives from Korea practice English at a young age, and through this process she felt how powerful it was to help someone gain confidence in a new language. Those early experiences stayed with her and ultimately shaped her decision to become an English teacher, especially one who works closely with English language development students.

Ms. Ryu studied sociology in college, drawn to understanding people, relationships, and how individuals grow within communities. After college, she participated in multiple teaching programs, worked in nonprofit education, and even explored school programs before earning her teaching credential and master’s degree through UC Berkeley. Her path to teaching was not direct, but it was intentional, shaped by experience, self-reflection, and a strong desire to work with students in meaningful ways.

When I asked Ms. Ryu if there was a specific moment that confirmed teaching was the right career for her, she explained that teaching rarely offers instant confirmation. Growth takes time, and the most meaningful rewards often come long after students leave the classroom. She shared that some of the highlights of her career are when former students return years later, send emails, or stop by to catch up on life and how they are doing now. Seeing English language learners who once struggled in her classroom, now speaking confidently, or hearing from students who simply want to say thank you, are the moments that reaffirm why she teaches.

One of the biggest challenges Ms. Ryu faces as a teacher is managing large class sizes, especially when teaching writing. Writing is a skill that requires individual feedback for each student and one-on-one guidance. Ms Ryu. shared how this process is difficult when classes are large and time is limited, due to other lessons or instructions. Rather than pretending this challenge does not exist, Ms. Ryu is open about still searching for better ways to support every student with the feedback and help they need. Her willingness to adapt and improve reflects her commitment to both her students and her profession.

Throughout her career, many students have left a lasting impression on her, particularly those who struggled the most. Ms. Ryu shared stories of students who entered her class with limited English skills but strong ambition, as well as students who struggled behaviorally before eventually learning how to control themselves. Watching those students grow, mature, and succeed later in high school and beyond reinforced her belief that one difficult year, of sixth grade in this case, does not define a student’s future or life.

In the classroom, Ms. Ryu values discussion, student voice, and engagement. One of her favorite classroom activities is a Socratic seminar, where students are encouraged to think critically and share their ideas openly. She also enjoys mock trials and performance-based activities that push students to speak confidently and collaborate with others. Even in sixth grade, she believes students are capable of rising to high expectations when they are trusted and supported.

When asked what advice she would give students beyond school, Ms. Ryu emphasized the importance of not being too hard on yourself. In a community where high expectations and pressure are common, she encourages students to view mistakes as part of growth rather than as permanent failures. She believes resilience and self-compassion are just as important as academic success.

Ms. Ryu also shared her honest perspective on the teaching profession. While teaching can be incredibly rewarding, it can also be demanding, especially during the early years. She explained that support systems, both emotional and financial, play a major role in whether someone can thrive in the profession. Despite the challenges, she believes teaching is one of the few careers that is never boring and consistently meaningful.

Even during the COVID 19 year marked by distance and disruption, Ms. Ryu made her classroom a place of learning, reflection, and connection. She is more than just an English teacher, but she is someone who understands her students’ struggles and believes in their long-term growth. Her impact extends far beyond sixth grade, leaving lessons that students carry with them long after the school year ends.