Ms. Laurie Thackery - MHS

Some teachers stay with you long after you leave their classroom, even if you do not fully realize it until years later. For me, Ms. Thackery is one of those teachers. I recently reached out to her over email for my SPotlight project, and reading her responses felt like a full circle moment. She was one of the people who sparked my love for school, as her words instantly reminded me why her classroom always felt so special and unique.

What stood out first to me was how naturally Ms. Thackery found her way into teaching. She did not have a clear point in her life where she knew that she would pursue education as her passion. Instead, it was something she grew into over time. She always loved school and appreciated her teachers that had inspired her, but it was not until she was actually in the classroom for a few years that everything made sense. She shared how her very first day teaching alone was both exciting and scary. She wrote, there is no real way to prepare for standing in front of your own class for the first time, you simply have to step into it and trust yourself.

This idea of trusting yourself was a main theme throughout her responses. She believes that teachers naturally teach through their own personalities, as authenticity is what makes each classroom unique. Her confidence did not come from basic routines or strategies, instead it came from embracing her own personality and teaching style. I immediately thought of my fourth grade classroom. As a student I could feel her personality in everything, in the way she spoke to us, the expectations she set, and the way she made learning feel exciting for me and my classmates.

She was also open to sharing some of the challenges that she faces in the classroom, because whatever is happening in society eventually is reflected in her classroom. From stress, social issues, problems at home, teachers face it alongside their students. Because of that, she sees teaching as continuous problem solving. For her, every year is different, and so is every group of kids.

One story she shared really stuck with me. During her student teaching, she worked with a girl who barely spoke English and rarely completed assignments. But one day, when she brought in her personal mineral collection for a lesson, everything changed. The class was instantly hooked. She let the students “order” minerals, and that same quiet student turned in one of the most detailed and creative assignments, complete with drawings, labels, calculations, and even an “import tax.” That moment shifted something for both of them. For the student, it was confidence and for Ms. Thackery, it was the idea that inspired her well known mineral incentive program that so many students, including me, still remember and love.

The most rewarding part of teaching for her is growth, especially in writing, her favorite subject. She studied English and Writing in college and spent years crafting her curriculum. She said writing is the hardest thing to teach because students have to make so many decisions. But watching them find their voice, improve, and feel proud of their work makes every challenge worth it. 

She shared one memory that she is particularly proud of. Years ago, after a devastating earthquake in Nepal, her class decided they wanted to help. They had seen photos and heard stories from her trip there. She suggested a small raffle, worried that a schoolwide mineral sale might be too hard to pull off. But her students insisted and their determination paid off, as they were able to raise more than six thousand dollars for families in Nepal. To her, the money mattered, but the students’ compassion and teamwork mattered even more. 

If she were not a teacher, she thinks she might have gone back into business or pursued something involving minerals, possibly geology or gemology, which makes sense knowing how valuable minerals are to her classroom as she loves the structure and responsibility of the mineral program. I am thrilled that this program has lasted throughout the years that Ms. Thackery has been in the classroom, and I was fortunate enough to experience it. Not only did it make her class so fun and rewarding, but it was full of memories. I still have all my minerals that I earned today. I can remember earning each mineral after a successfully written essay or project, improving my writing as incentives and now a beautiful collection of valuable memories about my fourth grade. 

I asked her to share what advice she would give students today and she shared a simple but powerful message. Ms. Thackery said, “Dream, take risks, embrace struggle, and enjoy the climb.” It is the kind of advice that stays with me, as it reminds you that learning is not supposed to be perfect but rather meaningful.

Looking back, I understand why her class had such a lasting impact on me. She creates a space where students feel supported, challenged, and truly seen. She teaches with authenticity and kindness. She also believes in her students in ways that stay with them long after they leave fourth grade. I am grateful that she played such an important part of my childhood and even more grateful that I get to share her story now.