“When a teacher told me in the seventh grade that I would become a teacher, I just laughed: ‘Me, a teacher? No way!’ Yet here I am, now in my third year of standing in front of a class, teaching physics and math, and I know I am exactly where I belong,” says Paulina Jacynė, a teacher at Kaunas Martynas Mažvydas Progymnasium.
Paulina emphasises that she feels happy working with children, and every day at school reminds her why she chose this career path. She holds a degree in Subject Didactics: STEAM Pedagogy from Vytautas Magnus University (VDU) Academy of Education, according to the university.
The spark of inspiration: in seventh grade.
Paulina‘s initial thoughts about the teaching profession began unexpectedly in the seventh grade. Her physics teacher, recognising her quick thinking and abilities, told her, “You will be a teacher.” While she found the comment amusing at the time, it later gained more significance.
“I would finish assignments very quickly, grasp the theoretical material fast, and help other students,” Paulina recounts. “And he, perhaps jokingly or maybe half-seriously, said that I would become a teacher. Of course, in the seventh grade, I had no idea what I wanted from life or which profession I would choose. But later, in the 11th and 12th grades, I realised I genuinely liked physics and mathematics. That’s how I discovered VDU’s Subject Didactics with a STEAM focus, which allowed me to study two subjects – physics and mathematics – at once.”
STEAM pedagogy: theory, practice, and teamwork
The STEAM-focused pedagogy studies at the university helped Paulina prepare for her teaching career not just theoretically but also practically. She particularly valued learning teamwork, noting its importance in the everyday school environment.
“The university provided a very broad foundation, from theory to teamwork, from practical activities to reflection, “ she explains. “What you take from the university yourself is also very important. We weren’t just students, but future teachers – we were taught how to understand what a lesson looks like from both the student’s and the teacher’s perspective.”
Paulina completed her pedagogical internships at Kaunas Martynas Mažvydas Progymnasium, which is where she eventually began her teaching career.
“The school recognised my potential during the internship. After it, they immediately offered me a job, but I wanted to finish my studies. So, I returned once I earned my bachelor’s degree,” says Paulina.
According to her, mentorship played a crucial role during her internship and early career. Her colleagues willingly acted as her mentors, sharing their experience, offering help and suggestions – all of which helped her grow and improve quickly.
Challenges inside and out of the classroom
Upon beginning her teaching career, Paulina immediately faced numerous challenges. In a single class, she had to teach both exceptionally gifted students with high expectations, who require a significant amount of knowledge and attention, and students with special educational needs, who also require an individual approach and assistance.
“A teacher must cover the entire spectrum of needs so that every pupil takes something from the lesson,” Paulina explains. “You must prepare your lesson to meet the needs of all students, no matter how different they are. It’s a challenge that never ends.”
Still, the challenges of teaching motivate her, strengthening her belief in what she does. Paulinas is convinced that when teachers are passionate about their work, the pupils feel it too – that motivation becomes contagious.
“Children follow many people on social media, and in class, they often mention various influencers and talk about TikTok and Instagram,” Paulina says. “When I ask them what these people do, they typically reply, ‘They create content.’ Then I say, ‘But did you know that he’s a physicist or a mathematician?’ Their eyes light up, and they start seeing that person differently. They had never even considered that someone could be a scientist or an educator.”
Why are there so few STEAM teachers?
Paulina admits that teachers in the sciences are often introverted and tend to shy away from the public eye. “They focus on quality,” she says. “Publicity requires a lot of effort, energy, and time, which is often in short supply for work, family, and rest.”
“I could say the same about myself,” she adds. “Sometimes I must step out of my comfort zone to be a role model for children and show them that physics or math can be interesting. I open up to the kids and let them get to know me so I can be a role model for them.”
Her first years of teaching, she jokes, were ‘very chalky’ – literally, since she spent a lot of time standing at the blackboard with chalk in hand. Today, more processes are digitised, but the work remains diverse: her daily routine still involves a significant amount of preparation, reflection, grading, and consultations.
“I want to know what a child takes from my lesson. Their grade is important, but more important is their thought process,” she emphasises. “Through reflections, I always ask students how they would suggest improving our lessons and learning content. I ask them what we can do differently to make learning more interesting and motivating.”
Support, growth, and plans for the future
Paulina’s greatest motivation comes from her daily work with children, her colleagues, and the school administration. She says that at her school, her initiatives and ideas are never met with the word “no”. Instead, she is always told, “Give it a try; we’ll see what happens, and if it doesn’t work, we’ll improve it.” According to Paulina, this approach provides freedom and confidence both personally and within her team.
Over the past two years, Paulina has been pursuing a master’s degree in applied mathematics. Her immediate plans include a short break, with the possibility of pursuing a doctorate later. “School-level mathematics is a relatively under-researched field, and it fascinates me. I want to dive deeper into it,” she says. “Perhaps in the future, I can contribute to important decisions that are relevant to students, parents, and teachers.”
She always repeats the same advice to her colleagues, children, and future teachers: “Don’t be afraid to make mistakes.”
“It’s important to move forward, try, ask questions, and be curious,” Paulina affirms. “Only then can you understand if the path you’ve chosen is the right one. The beginning of your studies isn’t easy, and neither are the first years of teaching, but if you follow your heart, everything is achievable, learnable, and possible.”
Translated to English by Smiltė Titovaitė.
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