Thoughts from two St. Maarten teachers preparing for the first bell

GREAT BAY--Teachers are rarely starting from zero when the school year begins, they are already carrying plans, anxieties, and a duty of care that extends far beyond lesson objectives. On St. Maarten, two veteran educators, Keisha Lacroes and Kimberley Duzong, laid out exactly how they ready themselves and their students for the year ahead, what must change in classrooms and in the wider school culture, and why families and the community are essential partners.

Keisha Lacroes says her starting point is simple, “I look forward to stronger student engagement and parental involvement,” and she wants the system to provide “updated learning materials for students and teachers.”

Kimberley Duzong’s preparation list is longer and more structural. She wants “more personalized and technology-rich classrooms,” arguing that technology is reshaping learning and teachers must “integrate various technology techniques to cater to the diverse learning styles.” She also pushes for “more collaborative learning within the school system,” so that educators pool strengths and build a “strong support system for one another.” For culture, she wants every stakeholder to “feel safe, respected and supported,” and she cautions that when problems arise “social media is not the first solution,” internal communication and solutions should come first. Finally, she wants far more “celebrating of success,” not only academics but “all student and staff achievements,” and she adds a reminder to adults: “manners do go a long way.”

Both teachers plan for subject gaps before students even arrive. Lacroes enters each year “with a mindset that all subjects need extra attention,” though mathematics is the priority because “the hardest part is making students believe that they can do the math,” so confidence building is her top focus.

Duzong shares the concern about math fundamentals, “students are no longer mastering the fundamental operations of addition, subtraction, multiplication and division,” and too many “rely on calculators.” She also names English, reading and writing, as a core risk area, because these skills “form the foundation for further learning,” reading comprehension helps students understand procedures, and writing strengthens motor skills, spelling, and grammar, while shorthand messaging habits are eroding formal communication. Her plan is relentless practice and fun, using Baamboozle, Kahoot, Wayground, Jeopardy Labs, RoomRecess, and K5 Learning, plus varied methods for different learners: small group discussion, center activities, movies, videos, field trips, and experiments.

The work is not only academic. “Being a teacher we always have to support students mentally, physically and emotionally,” Lacroes says. She listens, encourages, and tries “to provide a caring and safe learning environment.”

Duzong says the same support is daily and deliberate. Some situations she can handle alone, others require “internal and external support.” Two of her cornerstone strategies: “fostering a culture of kindness” and giving students time to talk and “express themselves.”

Both insist that the school–home–community triangle is decisive. Lacroes’ ask is practical, “Parents can support by staying engaged,” and the wider community should help “by contributing and participating in school activities.” In an ideal world, parents would “communicate consistently with teachers, attend school events and enforce learning goals at home.”

Duzong sketches a fuller architecture for collaboration. She invites parents and community members to volunteer as guest speakers, readers, assistant teachers, or to back school initiatives, and she urges adults to serve as a non-judgmental “listening ear” so children feel safe to ask questions. Correction is fine, she notes, but “it is not what you say that shuts them down, but rather how it is brought across.” She recommends setting up communication pipelines through mini workshops and panel discussions, making some events compulsory and others optional, and “set[ting] clear goals and responsibilities” with feedback for continuous improvement.

Her ideal for community norms is unambiguous. If a child misbehaves in public, an adult should be able “to correct that child in a respectable manner without the parent taking offense or creating animosity,” because mutual trust lets everyone “work together for the benefit of all children.” She also acknowledges busy lives. Parents may not make every meeting, yet “building and nurturing a relationship with their child’s teacher” still creates a real partnership.

Behind their plans are biographies that explain their staying power. Lacroes says, “I love being a teacher,” because watching students improve and gain confidence is “a great feeling,” and her message this year is crisp: “Believe in your child and encourage them everyday to be the best version of themselves.” To colleagues she adds, “Consistency and teamwork will help us achieve our goals.”

Duzong decided to teach at age four. She completed a formative field experience in Group 4 (Grade 2), at St. Dominic Primary, where she has taught since August 2011, covering Groups 4 and 5, (Grades 2 and 3), and now co-teaching Groups 7 and 8, (Grades 5 and 6), with Tr. Melisa Labasti. She loves “making a difference,” building relationships, and personal growth, and she has earned a Master’s in Educational Leadership and Administration. Her next step, she says, is to become a school manager.

Duzong also offered two open letters for the year. To parents and the wider community:

“Together, we have the power to create a safe, supportive and positive learning environment for all. Your involvement never goes unnoticed, but your absence does. We understand you may not be able to attend every event or meeting this school year. However, even five minutes out of your busy schedule to be present can make a difference. That small act will make your child feel proud, valued, and certain that you care. As educators, we cannot do this work alone. We need a strong support system, and you are the second-largest piece of the puzzle in our educational system.”

To colleagues:

“We play a vital role in the lives of the children we teach. Our profession is truly rewarding, despite not always feeling like we are treated the way we deserve. Please note that your hard work never goes unnoticed. Somewhere in this community, there is always someone who can speak proudly of you and the difference you’ve made. In my opinion, we as teachers are the foundation of every single profession in this world. My advice is that we set aside our differences and come together to build a network where we can learn from one another. Each of us brings something unique, and by sharing our talents and experiences, we can help shape a stronger, more promising generation for the future.”

Together, Lacroes’ emphasis on engagement, updated materials, confidence in math, and daily emotional support, and Duzong’s blueprint for tech-rich personalized classrooms, stronger educator collaboration, culture building, careful communication, public courtesy, and a community that celebrates every kind of success, give a full picture of how great teachers actually prepare. They map the year in advance, they guard the climate of the classroom, they plan to close skill gaps with precise tools, and they invite families to claim their seat at the table. On St. Maarten, that is how a school year truly begins.

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