Leah Nurse finds her calling in classroom

For Leah Nurse, teaching was never her first choice, but two years in the classroom has convinced her that it may have been exactly where she was meant to be.

The teaching assistant at Bridgetown Seventh-Day Adventist Primary School describes education as “a calling” while reflecting on her journey during an interview at Chelston Park on Friday.

“It would not have been my first choice to teach, but since I’ve been in this field for the past two years, I can say that God definitely has plans for me here,” she says.

Nurse, who is currently completing her undergraduate degree, says her decision to enter the profession was also shaped by the teachers who had influenced her while she was being educated.

“I had a lot of amazing teachers in school that poured into me in so many different ways,” she recalls. “And seeing how I grew from their empowerment, I really longed to carry on that legacy and to do that for others.”

That desire to empower others has become central to the way Nurse approaches her work with young children.

Although she initially envisioned herself teaching students around the Common Entrance age, working with children between three and six has changed her perspective.

“Before I started, I wanted to teach Common Entrance age, but since I’ve been with these little people, I’ve really fallen in love with them, and they’re just amazing, so I really enjoy it here.”

And while working with young children can bring its share of unpredictable moments, Nurse believes flexibility is one of the most important qualities a teacher can have.

Nurse describes her approach to teaching as adaptable, individualized, fun and persevering.

“You could come with a great lesson plan, but they will also have their own plans, attention span, their moods, everything can be very different from one day to another.”

For her, adapting to those changes means paying attention to what is happening in front of her and adjusting her approach accordingly.

“Being able to adapt to what I see in front of me and being able to adjust depending on how they’re feeling on any given day is very important to me.”

Nurse also places considerable emphasis on understanding each child as an individual, rather than expecting every student to learn in exactly the same way.

“Not everyone is good at everything,” she says, stressing the importance of recognising students’ strengths and weaknesses and responding to them individually.

That includes students who may be struggling, as well as those who are academically advanced.

With her own experience with giftedness has led Nurse to develop a particular interest in gifted students, an area she believes deserves greater attention across the Caribbean.

“Gifted students are students who are very advanced in certain areas of their development,” she explains, noting that a child may be gifted in subjects such as mathematics or English.

Nurse says her interest in gifted education developed while she was studying and became particularly personal because of her own experience.

“I was a bit gifted in that I never found school challenging.”

Gifted students can sometimes be misunderstood when their academic needs are not being met, she notes.

“Gifted students often become resentful, they often become disruptive, and then you’re wondering why you have this student in your class that’s not focusing,” she says. “It’s because they’re bored. They’re beyond the curriculum already.”

For Nurse, recognising that behaviour and understanding what may be behind it is part of creating an environment where every student can thrive.

She believes the needs of gifted children are “sadly neglected in the Caribbean” and would like to see greater awareness and education about how best to support them.

But whether she is working with a child who is gifted or one who needs additional assistance, patience and perseverance remain essential for Nurse.

“It doesn’t always come to them the first time that you teach it. You might have to teach it five times before they get it.”

And on the days when the classroom becomes less than glamorous, she returns to the reason she chose the profession.

“Teaching is not always easy, so it’s important to remember why you do it. 

“I do it because I want to inspire others the way that I was inspired.”

For Nurse, that purpose is enough to keep her going, especially when “everybody’s crying”.

“So, I would say remember why you chose to teach in the first place. It keeps you grounded,” she says. (LE)