UK senior finds purpose in teaching health, physical education

University of Kentucky senior Kate Tyler’s motto is “students like me need teachers like me.” Her passion for becoming a teacher comes from her own challenging school experiences.

“As a kid I dreaded school,” she said. “School made me feel unsuccessful because I had several learning disabilities that were not discovered until later in my education."

Before leaving for college from her hometown of Atlanta, Georgia, Tyler’s mother asked why she wanted to major in education, given how much she disliked school growing up.

“I thought about my mother’s question and realized I firmly believe that students like me need teachers like me — and that line became my personal mission statement,” she said.

Tyler is set to earn bachelor’s degrees from the College of Education in December, double majoring in health education and physical education.

“Often the best teachers are those who had personal experiences in their own K-12 schooling that lead them to pursue a career in education,” said Hildi Nicksic, Ph.D., program faculty chair for Health Education Teacher Education in the Department of Kinesiology and Health Promotion. “Leading with passion and commitment — like Kate does — enables teachers to make special connections with students, knowing the impact a teacher can make on the lives of the next generation."

As a student teacher this semester, the first half of Tyler’s placement is taking place at Henry Clay High School with health and physical education teacher Lisa Hager.

This year, Hager launched the school’s first-ever adapted P.E. class for students with special needs. The class has become a highlight of the day, with students, teachers and peer mentors coming together to play volleyball with a specially designed ball, use adapted exercise equipment, play tag, jump rope and dance.

“Helping to launch new curriculum during student teaching placements is an excellent way for our students to be engaged at the ground level,” said Heather Erwin, Ph.D., program faculty chair for Physical Education Teacher Education and chair of the Department of Kinesiology and Health Promotion. “And being part of adapted physical education classes that include students with and without disabilities is a tremendous opportunity for students to see the benefits of inclusion and potentially launch similar programs during their own careers.”

The class has given Tyler the chance to be part of a pioneering effort while making a lasting impact on students’ lives.

“There is never a dull moment with our class, and I feel so lucky to be at Henry Clay during the pilot year,” Tyler said. “At the high school level, it is difficult for students with special needs to participate in traditional physical education classes, where there’s an increased risk of injury. In this new class, we can create a whole new physical education experience while teaching basic motor development skills and building a sense of community for all students."

Tyler’s major blends her love for fitness with her commitment to education. In the classroom, she believes relationships should come first — something she has seen modeled by her mentor teacher at Henry Clay.

“Mrs. Hager has been an amazing mentor to me, and I feel so lucky to have gotten to learn from her and with her for the past few months. The relationships she has with students across all grades in the building is inspiring to me, and I would be lucky to follow in her footsteps. I’ve learned that once you build trust, students will engage with the work, and often with a positive attitude. Especially in the teenage years, it is important to have people who listen to you and treat you as a real person, and that is what I hope to be for my students,” she said.

Tyler credits her time in the UK College of Education Department of Kinesiology and Health Promotion for solidifying her career choice and preparing her to become a teacher.

“The amount of field experience we get is unlike anywhere else. By the beginning of my sophomore year, I was out in schools getting real life experience. This is great for students because you can find out early on if this major is right for you. The idea of teaching versus actually being in the classroom are two very different things, so getting started early is key. The professors in our program are great mentors and have always been there for me,” she said.

As she prepares to start her career in the spring, Tyler is excited about becoming a teacher who connects with students who may be feeling unsuccessful at school or unseen.

“I hope to build relationships with my students and meet them where they are,” she said. “I have already seen this happen in my student teaching experience and it assures me I’m on the right path toward a fulfilling career.”