Emily Mitchael

Tell us why you became a teacher

I became a math teacher because I know what it feels like to struggle in school but still love learning. As a student with dyslexia, school was challenging. I was fortunate to have excellent teachers who believed in me and helped me overcome those obstacles. Those experiences shaped who I am today and motivated me to become the kind of teacher who helps students believe in themselves, work through challenges, understand the “why” in math, and show them the massive potential they all possess.

Tell us about your most memorable teaching experience

One of my most memorable moments in teaching was calling a mom about her son. She answered with a worried sigh and said, “What did he do now?” She was expecting bad news. Instead, I got to tell her how hard he was working and how much he was thriving in my class. As she listened, she began to cry with joy. That moment gave me goosebumps, and I’ll never forget it. The next day, my student came in and thanked me for calling home because his parents took him out for crumble cookies.

What would you do with the $25,000?

If I won $25,000, I would use it to travel to places where math, history, and education intersect—such as famous and historic architecture and museums. Experiencing how math appears in cultures around the world would deepen my understanding and inspire new lessons. I would bring those stories and real-world examples back to my classroom to help students see that math is a universal language connecting people, ideas, and places.