Who is Ruthie Reyna ?
When I was 11 years old, I knew I wanted to be a teacher. I had no idea where that desire and passion would lead me.
Young Ruthie
I grew up in Togo, West Africa, where my American parents were engaged in work at a seminary. During this time, I attended a British International School and had the opportunity to form friendships with peers from diverse backgrounds.
Primary and Secondary Education
Throughout my primary and secondary education, I achieved average grades. However, as I progressed, I faced challenges in maintaining focus, particularly in mathematics, which remained a struggle through high school and college. I dedicated significant effort to retain what I learned, often with the support and patience of my father and teachers, despite experiencing frustration. Although I worked diligently, my grades did not always reflect my efforts in comparison to my peers.
University Experience
In university, I gained a better understanding of my learning style, which enabled me to advocate for myself more effectively. I utilized an audio recorder in many classes to supplement my note-taking and requested a separate setting for assessments. As a result, I observed a notable improvement in my academic performance.
Adult Ruthie
When I became a teacher, I never imagined the depth of learning and the diverse countries in which I would have the opportunity to teach. Over the past 14 years, I have developed greater patience and flexibility than I ever thought possible. My students have ranged in age from as young as 3 to as old as 18.
Each child has left a unique imprint on my heart and has fueled my ongoing desire to teach and learn.
I have experience teaching in both private and public schools in the U.S., Morocco, Kenya, China, and South Korea. Growing up in an international school setting in Togo, West Africa, has greatly influenced my ability to relate to my students.
I strive to create a safe environment for my students, and I want parents to feel assured that their children are in good hands. I prioritize open communication with parents to keep them informed about classroom activities and their child’s progress.
I believe that every student has the potential to learn, and it is my responsibility as an educator to meet them where they are and discover what works best for each individual.
There are times when a student may be reluctant to learn, and it is my role to understand the underlying reasons. I reflect on questions such as: Is there something happening at home? Are they feeling unwell that day? Do they have specific language needs? Are there sensory considerations? I also collaborate with my colleagues to brainstorm solutions to support each student effectively.
I am passionate about my work and consistently strive to give my best in every situation.