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During Gayathri Ramkumar’s favorite lesson — a sort of mathematical guessing game — she’ll hear her students asking their partners things like, “Can you tell me the degree of the polynomial?”
Not only does the back-and-forth get the high-schoolers talking precisely about mathematical problems, but it helps English learners boost their language skills without forcing them to talk in front of the whole class.
Ramkumar is a math and computer science teacher at Aurora Central High School, one of Colorado’s most diverse schools, where about half of the students are learning English.
She is also one of 22 Colorado educators named a semifinalist for the state’s 2026 Teacher of the Year award. The winner will be announced in October.
Ramkumar talked to Chalkbeat about why she switched careers, how she incorporates educational influences from India and America into her lessons, and what advice she gives to college-bound students.
This interview has been edited for length and clarity.
Was there a moment when you decided to become a teacher?
My journey into teaching wasn’t one of those stories where I always knew I wanted to be an educator. In fact, 25 years ago, fresh out of high school, I never would have imagined myself in a classroom. It was only after stepping away from engineering work to raise my kids that I unexpectedly discovered a love for teaching. Teaching them reading and math before they started school wasn’t just a responsibility; it became something I genuinely enjoyed. That experience sparked a passion in me, one I hadn’t realized was there, and it ultimately led me down the path to becoming a licensed teacher.
How did your own experience in school influence your approach to teaching?
I completed both my high school and bachelor’s degree in India, where the teaching style was very traditional. From an early age, I was used to taking extensive notes and doing a large volume of homework. Teaching in the U.S. has given me the opportunity to reflect on and compare both educational systems. I strive to integrate the best aspects of each into my own teaching approach. For example, when planning a math lesson, I draw inspiration from problem-based U.S. curricula such as Illustrative Mathematics and Desmos, which I’ve come to truly appreciate and enjoy. At the same time, I firmly believe in the value of practice, and I incorporate worksheets that I’ve found effective from my own experience as a math student in India.
Tell us about a favorite lesson to teach.
As a concurrent enrollment math teacher at the high school level, I strive to maintain the academic rigor of college-level math while also making it accessible, engaging, and developmentally appropriate for high school students. I always try to create lessons where students are engaging in content through exploration, discovery, and collaboration long before formal definitions or procedures are introduced.
One such lesson, adapted from Illustrative Math, was called “Info Gap.” The format supports precise mathematical communication and problem-solving. The lesson’s purpose was for students to put together what they have learned about sketching graphs of polynomials in factored form and factoring polynomials using division. Students worked in pairs, each receiving one of two card types. One student had the problem card with the problem that needed to be solved but lacked certain key details, such as its degree, intercepts, or end behavior. The other student held the data card containing the missing data, but they were not allowed to simply hand over the answers. Instead, the student with the problem card had to ask thoughtful, specific questions and explain their reasoning for needing that information to solve the problem.
One of the most powerful outcomes was the lesson’s support for multilingual learners. In whole-class settings, these students often hesitate to participate due to limited confidence with academic English. However, they had the chance to use vocabulary like “zeros,” “multiplicity,” and “degree” in a low-pressure context. This dialogue supported both math learning and language development.
There was not a dull moment in the classroom. Students were engaged in meaningful dialogue, constructing knowledge collectively, and supporting each other’s understanding. It was a moment that reaffirmed my belief in student-centered learning.
You help guide first-generation students through the college application process. What is your most important piece of advice for them?
I always encourage my students to take full advantage of Colorado’s Free Application Days by applying to all in-state public universities, even if they’re planning to go out of state. Plans can change unexpectedly, and having solid backup options can reduce stress later on. I also advise them to answer every question on the college application thoroughly, including those marked optional.
Tell us about a memorable time — good or bad — when contact with a student’s family changed your perspective or approach.
One memorable moment that really shifted my perspective was when I received a message from my student’s mother after I was selected as a semifinalist for Teacher of the Year. She congratulated me warmly and said she was proud to see someone from the immigrant community being recognized. She also told me she would be sharing the news in parent group chats to celebrate the accomplishment.
That message meant a great deal to me. It reminded me that the work I do doesn’t go unnoticed. It helped me realize that beyond academics, I’m serving as a role model and a source of representation for families in our school community. It was a humbling moment that gave me a deeper sense of purpose and a renewed commitment to advocacy, especially for students and families who may not always feel seen or heard.
What’s something happening in the community that affects what goes on in your classroom?
One thing that deeply influences my classroom is the current political climate and the emotional toll it takes on our community, especially immigrant families and first-generation college students. Many of my students are navigating fear, financial instability, and uncertainty about their futures, all while trying to succeed academically. These pressures create setbacks in the classroom, but not because of a lack of ability or motivation.
As an educator, my role extends beyond academics. I advocate for my students by helping connect them with school counselors, former students, and college access programs. I collaborate with families to ensure they feel informed and supported. I also offer extra academic support through flexible office hours, tutoring sessions, and culturally responsive teaching strategies that validate students’ identities. My ultimate goal is to help students not just survive, but thrive, and to remind them that college and long-term success are within their reach, even when the path feels uncertain.
What was your biggest misconception that you initially brought to teaching?
When I first started my licensure process, I didn’t realize how much advocacy teachers do for their students, their colleagues, and the community in general. Teachers are constantly and relentlessly advocating for better and equitable school policies and systemic structure in addition to teaching the content that they are actually hired for.
What are you reading for enjoyment?
I enjoy reading historical fiction books, specifically by Ken Follett. Recently, I have been enjoying fantasy fiction.
Ann Schimke is a senior reporter at Chalkbeat, covering early childhood issues and early literacy. Contact Ann at aschimke@chalkbeat.org.
