Q: What’s your name and how long have you been teaching at ETHS?
A: My name is Betsy Gutstein. I’ve been at ETHS since 2004 and teaching since 1988.
Q: Can you share a little about how you became a teacher and where you went to school?
A: I went to Northwestern University. A pivotal experience for me was being a counselor at a week-long government workshop called Hoosier Girls State in Indiana. It’s run by the American Legion, and students run for office and set up a mock government for a week. I had such a blast mentoring kids and helping them understand the power of their voices and what they could accomplish. That experience ultimately swayed me to go into teaching.
Q: Was this during your time at Northwestern?
A: Yes, it was during my summers at Northwestern.
Q: What inspired you to become a teacher, and how has your motivation evolved over the years?
A: That anecdote I just shared is what initially inspired me. I also believe deeply in giving back to the community and being a responsible, participating citizen. Sometimes people focus on their rights, and I aim to encourage my students to think about their responsibilities as well.
Q: Looking back on your career, what are you most proud of?
A: I think I’m most proud of setting an example as a lifelong learner. I recently finished my doctorate a few years ago. I have two bachelor’s degrees, two master’s degrees, and a doctorate in curriculum and instruction with a focus on history. There’s still so much more I want to learn.
Q: That’s amazing! Is your doctorate from Northwestern?
A: No, Northwestern required full-time enrollment, so I chose Loyola University because they have a strong social justice program.
Q: What has been the most rewarding part of your teaching journey?
A: Seeing students believe in the power of their own voices when they may not have before.
Q: How have your students influenced your teaching or perspective over the years?
A: I’ve taught 3,700 students since 1988, from sixth grade through seniors. One thing I appreciate about students in Evanston is their genuine curiosity about the world. Even though teenagers are often focused on their own development, many of my students ask insightful questions about global issues, which I find inspiring.
Q: What do you think are the biggest challenges facing educators today?
A: Students’ attention spans are shorter than they used to be, which impacts teaching and learning. However, the cell phone policy this year has led to a noticeable improvement in attentiveness and engagement.
Q: Do you have any advice for students as they continue their academic journeys?
A: Push yourself to take courses in subjects you know little about. When I was at Northwestern, I took courses in 21 different departments. College is a unique opportunity to explore fields like art history, philosophy, or religious studies. Challenge yourself.
Q: What are your future plans for retirement, and how do you plan to stay connected with the Evanston community?
A: I like to say I’m not retiring, I’m rewiring. I’m planning a big project with Connections for the Homeless, focusing on community education about homelessness and affordable housing. I’m also active in my church and considering volunteering with hospice, art classes, and other opportunities. I’m excited to travel, garden, cook, and pursue hobbies I enjoy.
Q: Finally, what’s the most surprising thing you’ve learned about yourself through teaching?
A:I’ve learned just how much flexibility is inherent in the job. Students, parents, and administrators often see different aspects of what we do, but there’s a lot of behind-the-scenes adaptability involved in meeting students where they are and helping them grow.
