Sanaa White’s journey to becoming an educator is shaped by her unique experiences and driven by a passion for meaningful change. Growing up attending a boarding school and now navigating life as a first-generation college student, she has experienced firsthand the transformative power of education. White believes every child deserves the chance to dream, grow and succeed. Her story is one of resilience, breaking barriers and finding joy in the art of teaching—a journey as inspiring as the lessons she shares.
Before attending Temple University, White was a student at Milton Hershey School for 11 years, a private boarding school serving children facing hardship and founded by the famed chocolatier Milton S. Hershey and his wife, Catherine Hershey. During her time there, she discovered her passion for working with children.
“I often stayed on campus during breaks, and they kept the school open for kids who did not have the best home lives,” White recalls. “After graduating, I received a significant scholarship, which made it possible for me to go to college. Indeed, Milton Hershey School provided me with much more than that. They gave me the resources that helped me become the woman I am today. The teachers and staff that raised me helped me see that I could change my destiny. That is the role that I want to have in my students’ lives.”
Upon high school graduation, White chose to return to Philadelphia, her hometown, to pursue higher education. She chose Temple University for its renowned College of Education and Human Development (CEHD) and its diverse learning opportunities, including a study-abroad program.
Now, as a senior majoring in early childhood education, White has completed her fieldwork at various Philadelphia schools such as Clara Barton School, Gloria Casarez Elementary School and Bayard Taylor School. Currently, she is a student teacher at Tanner Duckrey School.
White recognizes the importance of diversity among educators, especially in urban schools. “There still are not many female teachers of color, and I have noticed a lack of male teachers as well,” she shares, talking about her student teaching in Philadelphia. “I love being in an environment where people look like me. Representation matters, so when students see a teacher—a role model—who looks like them, it opens their minds to new possibilities. They can envision themselves in roles they might not have considered otherwise.”
At Tanner Duckrey School, White’s days are a whirlwind of activity, blending her role as a student and a teacher. She immerses herself in classroom routines, guiding lessons, managing transitions and working one-on-one with students who need extra support. On a daily basis, she balances observing her mentor teacher with leading small group activities, as she steadily builds her confidence to lead classroom instruction. “It is a lot of multitasking,” she says, “but it is rewarding to see how the students engage and make progress.”
Learning to manage behavioral challenges is a vital part of White’s student teaching experience, and she approaches disruptions with patience and a focus on understanding. “Sometimes, it is about looking deeper,” she explains. “A student might act out because they are frustrated or need attention.” White relies on strategies like setting clear expectations, maintaining consistency and building strong relationships with her students to address these challenges.
From her own experiences, she recognizes the profound impact a supportive school environment can have on a child’s life. “I know what it’s like to need someone in your corner,” she shares. “You can’t just write kids off when they act out. A lot of the time, there may be outside factors such as what they are dealing with in their home environment. When they know that you care, they will start to trust you, and that trust changes everything. That’s when you start to see a change.”
A cornerstone of White’s success is the support of her mentor teacher. “She is always there to guide me,” White shares. Through offering feedback after a lesson, demonstrating effective classroom management techniques or simply listening when White feels overwhelmed, her mentor provides practical advice as well as emotional encouragement. “I know that I can ask her anything, and she will help me figure it out.”
Over time, White has stepped into the role of lead teacher with increasing independence. She now plans and delivers full lessons and adjusts her approach to meet her students’ needs. “It is exciting to stand in front of the class and feel like it is mine,” she says. “I am still learning every day, but I also know that I am making a difference.”
White considers her student teaching experience the most transformative part of her education. The hands-on classroom time and experiential learning element through fieldwork have given her practical insights and boosted her confidence in becoming a teacher. She credits the CEHD program for modeling expectations and emphasizing real-world preparedness, which has equipped her with the competence and assurance needed to succeed in the classroom.
“The classes really opened my eyes to how I can meet the needs of every child,” White shares. “We learned not just about the different theories but how to actually apply them in real classrooms, and that has been so valuable for me.”
Associate Professor of Instruction Judith Flanigan is among the those who have made a significant impact on White’s experience at Temple. “She doesn’t just teach you; she invests in you. Professor Flanigan gives you teaching tips and tricks that you can actually use. She makes you feel like you can walk into a classroom and handle anything,” White reflects.
In addition, White’s hands-on art class with Assistant Professor David Herman inspired her to adopt creative teaching techniques. “That class changed the way I think about teaching,” White recalls. By conducting lessons that involve multiple senses, she learned to craft vibrant and interactive activities specifically for early childhood education. “Professor Herman taught us to think like kids—to use visuals, colors and even fun ‘brain breaks’ that keep students interested and active. If you are not engaging them in their world, you are going to lose them,” she adds.
White's growth as an educator was also shaped by the support of many other incredible faculty members including Julie Bacak, Christine Woyshner and Jennifer Eaton. “The professors in the College of Education and Human Development are truly amazing and influential in my life,” White shares. “They were always willing to assist me through insightful feedback, practical advice or simply being available to answer questions. They genuinely care about their students’ success and go out of their way to help them grow.”
Another milestone of White’s academic journey was her study abroad in Rome. She strategically selected courses with broader implications for her education journey, such as Black Europe and Youth Cultures. These classes explored global social dynamics and helped her draw comparisons between cultural and educational systems. Ultimately, this study abroad program solidified White’s approach to culturally responsive teaching.
Looking ahead, White has ambitious goals for her career in education. She dreams of teaching abroad and exploring opportunities such as summer camps or international schools. Domestically, she would like to create programs that provide students with enriching experiences. In the long term, she aspires to take on leadership roles, such as becoming a principal, where she can influence broader systemic changes in education.
White values the opportunity to give students in Philadelphia the encouragement and opportunities they need to thrive. “Some students here might not ever get the chance to leave their environment, but I want them to know they can go as far as they want to go,” she says. “They are not their circumstances. They deserve just as many opportunities as anyone else.”
Reflecting on her own experience as a first-generation college student, White hopes to create a classroom that inspires, nurtures and empowers students to dream big and achieve greatness. “I want them to know they can achieve anything they set their minds to,” she says. “They deserve a teacher who believes in them, who sees their potential and who will push them to succeed.”
White is committed to shaping a brighter future for her students—one lesson, one connection, and one act of kindness at a time. As she puts it, “This year I learned that teaching is about more than simply providing students with the tools and materials they need to learn and grow, teaching is also about listening to your students’ needs and helping them navigate their emotions and circumstances.”