Christelle Tambwe escaped genocide and overcame great odds as a refugee in America. Now a member of Houston’s Teach for America corps, Christelle fuels student achievement through lived experience and authentic relationships.
Author: Christelle Tambwe
My name is Christelle Tambwe, and I am an advocate for educational and social reform that will improve the lives of black and brown individuals here in the United States as well as globally. I am a Congolese refugee who escaped genocide and overcame immense odds immigrating into a new country with language as a navigation barrier.
Now as an advocate, I believe that I am making an impact everyday through activism, educating youth and creating paths for future leaders. My mission is to be an educator to minority students in Houston’s low-income communities, like the ones I grew up in, to foster a world of possibilities and educate young minds to pursue their goals and dreams.
I have always known that, like my Rwandese mother, I too would push for social change in a country that did not value my voice. I never let that deter me from my life's work, instead it fueled my purpose in making a difference any way that I could. I joined Teach for America Houston because their mission and values aligned to my own and I felt a calling to enter the world of education in my childhood city of Houston, Texas.
Before TFA summer institute, I had a job interview with a Houston school district that asked me at the end of the interview if I would prefer to teach middle school boys or girls. I told them I did not have a preference and later learned I was assigned to teach reading to 8th grade boys.
Once I knew of my placement, I was ecstatic—because it sounded like a challenge I was ready to take it on.
When I told people of where I was going to teach, I only heard negative comments, specifically about the boys that attend the school and their academic performance. I was told to consider teaching elsewhere because, “they perform really low on exams.” I took offense at the negative comments.
Was it not my job to improve the academic performance of my students? Did I not sign up to educate children who are often neglected and overlooked by the state due to their race, ethnicity, nationality, zip code and socioeconomic status?
I couldn't wrap my head around people telling me to find a school with students who performed better on exams. Instead of feeling discouraged or allowing the negative comments fester I used them to motivate me.
When I first met my students, I knew I made the right decision in joining my specific middle school campus. I have students who are far beyond the 8th grade curriculum, amazing artists, talented athletes, comedians, singers, entrepreneurs, paid gamers, social advocates and many more.
Many of these attributes you would not know about them if you simply looked at their academic data. I use their interests and passions to build solid relationships which motivates my students in engaging with reading lessons and assignments. Building a solid relationship with students has led to academic growth.
One of my students went from “not yet approaching grade level,” to “approaching grade level” and finally to “mastering grade level.” He lacked motivation at the start of the semester, and after a few phone calls with his mother, after school tutorials, and holding him accountable in class, he blossomed academically.
As a black woman educating young boys of color, I am conscious of the fact that there are more women than men in higher education in every state in the nation. Boys are more likely to be disciplined, placed in special education, more likely to commit acts of violence and to be victims of violence. For black boys specifically, the rates are much higher. These institutional problems are detrimental to the outcome of these boys in adulthood, who experience issues such as higher unemployment and incarceration rates.
With all this in mind I intentionally push for my students to express their emotions verbally and not physically, celebrate their successes, promote various ways of being a successful adult, honor their voices, validate their feelings and foster a safe learning environment in my classroom.
Students describe me as nice, understanding, patient, enthusiastic and apparently, I “keep it real” with them. I enjoy being an educator to community leaders, skilled agents and America's future. I exemplify diversity and persistence with my lived experience.
Teaching is not easy by any means, but if you teach a subject you love, invest in your students’ interests, seek help when you need it and ground yourself in your mission and purpose, it is enjoyable and rewarding.
I have no regrets in accepting a teaching position at an all-boys school, moving back to Houston, and joining Teach for America Houston. This experience has solidified my life purpose and mission, and because of that I am forever grateful.
Great teachers like Christelle know, teaching is challenging and joyful—and the rewards extend beyond the classroom and into the community. Are you ready to explore the profession? Sign up to talk to a teacher and get your questions answered by a Houston educator. If you’re ready to take the next step, create a career roadmap to map your path to the classroom.
