Kim Whaley, Mathematics
“The academic rigor here is challenging, but in a good way, a healthy way,” says Kim Whaley, who has taught at St. Bernard Prep since 2013.
She realizes some students are more gifted in Math than others. “So we help students adjust. I offer free tutoring in the morning, and give them the time they need.”
STEM certified, Mrs. Whaley has taught both middle and high school Math throughout her career, and came to St. Bernard after several years in public schools. “What I really love about teaching Math at St. Bernard are the students."
Because of the culture of the school, you have students who want to learn.”
She says teachers find inquisitive students at all schools. “But the culture in other schools acted against those who wanted to excel. It wasn’t cool to be smart.”
She claims that’s not the case at St. Bernard. “I’ve had students who at first seemed indifferent to learning. But they soon realized it’s not acceptable to coast through class. Today these same students are doing great.”
"Students set the pace, and not just the teachers."
Mrs. Whaley said she knows Math can be intimidating. “I tell students, 'Don’t be scared of Math.'”
She recalled one student who struggled his first few months. “Honestly,” she candidly admitted, “I wondered if he would make it.”
With a smile she remembers him fondly. “He went on to medical school!”
Shelley Perry, Chemistry
Shelley Perry, Chemistry teacher, echoes Mrs. Whaley’s experience. “Some students start here convinced they don’t like science,” notes Mrs. Perry. “But once they get here, the next thing you know, they are enjoying labs. Pretty soon I hear them say, ‘I want to be a doctor, an engineer.’”
She began her teaching career in 1983, and currently specializes in sophomore pre-AP Chemistry and junior AP Chemistry. “I feel it’s my job to help the student be successful, not just here but with STEM courses in college.”
To that end, St. Bernard endeavors to use the latest technology like Lab Quest, a mini computer with probeware to record data that students analyze graphically. “They have to be able to use technology they will be dealing with in college,” observed Mrs. Perry.
Connie Briehn, Biology
“Academic success rests on more than equipment, facts and tests,” adds Connie Briehn, biology teacher. “If I was sending my student to a boarding school, I would want to know teachers care about them not just academically, but personally. For us, it’s noticing little things, like if a student doesn’t feel well.”
Students don’t want teachers to be perfect. They want you to be real.
Both Mrs. Briehn and Mrs. Perry laughed when asked if students challenge them. “Yes! All the time! But students don’t want you to be perfect, they want you to be real and accessible,” notes Mrs. Briehn, who started her career in banking before returning to her first love—Biology. “We’re actually modeling how to be a life-long learner, because I am. I tell them the day I quit learning, I’ll be dead.”
Students are quick to respond to their teachers' energy. “They are responsible, prepared and competitive,” observes Mrs. Perry. “They want to be the best. We don’t have to encourage that at all.”
Mrs. Briehn agrees. “It’s inspiring. It’s what teachers live for.”
Returning to her love of learning, Mrs. Briehn summarizes her fascination with Biology. “The more I know, the more I realize how much I don’t know. You can’t study science and not recognize, deep in your heart, there is a God. The more you study, the more you see that life itself is a miracle.”