Finding Simple Answers to Complicated Questions

Reprinted from Traditions, Winter 2021-22
March 14, 2022

Math teacher Bea Egan Hellickson '00 has spent her career in the same classrooms she loved as a student, and is devoted to giving today's kids the foundation they need to succeed. Reprinted from Traditions, Winter 2021-22.

Why did you choose CDH as a student?
My oldest sister had graduated in 1995 and my middle sister was already attending CDH when I enrolled. I had seen the community welcome my family and was excited to be a part of it myself. I recall the first week of school being stopped by Brother Michael Rivers — someone I had never met before in my life — greeting me by name and asking me how swimming was going!

Why did you choose CDH as a teacher?
I left CDH for only four short years to complete my undergraduate degree at the College of St. Benedict before returning to teach. I had loved my student experience at CDH — being involved in swim team, theater, and justice trips. While the school was not the most diverse place in the late ’90s, the curriculum, progressive attitude, and opportunities available to me really opened my eyes to the experiences of diverse communities. I truly feel I was taught to “love God and the Dear Neighbor without distinction.” All of this made me want to continue to be a part of the community as a teacher. 

The math department was packed with master teachers who took me under their wings, taught me how to map out a chapter, write an effective assessment, work cooperatively in a team, and listened when I struggled through the first couple of years of teaching.

What do you enjoy about teaching at the school you attended?
I have loved teaching with my former teachers! While it was strange at first, I forced myself to call all these amazing teachers by their first name so that I thought of myself as a colleague and not a student. I laugh when some of them still call me by my maiden name even though I have been married now for 15 years! I have also had the opportunity to have many of their children in my classroom as students. I am so proud when these coworkers who I consider to be master teachers are excited for me to teach their child.

How has CDH changed since you were a student?
In recent years, I have seen a lot of my former teachers retire. I’m so very excited for them, but it does feel a bit like the ending of an era! There have been so many great changes to the building itself — the opening of the new Ryan STEM Center, the Lentsch Forum, the Joe Mauer Field House, and the Fine Arts Wing. I would have LOVED all these additions if they had been present when I was a student.

How do you collaborate with the other educators in your department?
Most classes we offer are taught by more than one math teacher throughout the day. In order to make the experience for all students in the course as similar as possible, the teachers work together to create the activities and assessments. This ensures that if a student has to switch teachers at trimester break, they can transition easily. It’s great to share the prep work and each teacher brings different ideas to the table!

What do you love about Math? What do you say to encourage students who claim it is boring, or too difficult?
I love starting with a complicated question, doing a bunch of manipulation, and coming out with a simple answer. I love that many questions can be solved in many ways. I love when a student sees a question differently from the way I see it — this will often change how I teach the topic for the next class. I always try to give students different ways to approach a question when they struggle — what if we look at it from a graphical approach, or an algebraic approach, or how is this idea like something you see in your life? I think seeing me excited about math encourages many students to also enjoy the class.

What has been your most rewarding experience as a teacher?
Any time I work with a student with special needs in the classroom! Oftentimes, when presented with unique needs, the task can feel very overwhelming and daunting at first. I have a hard time not thinking “How am I going to do this?” Every time, it forces me to think outside the box, get creative, and always makes me a better teacher. When one student needs something different, there are always more students that benefit and it causes a permanent change in the way I approach my classroom.