Rebecca Young
Fifth Grade Science/Engineering Teacher, Martha and Josh Morriss Mathematics & Engineering Elementary School
Rebecca Young wanted to make a real difference, not just in what students learn, but in how they see themselves and their potential. She believes every student brings a unique story, and being a positive part of that story is both a privilege and a responsibility that Rebecca takes to heart as a fifth-grade teacher. “Being an educator allows me to do what I love most: help people. Every day, I have the opportunity to support students not only in their academic growth but also in their confidence, creativity, and character development. I strive to be someone who listens, encourages, and believes in every student. Helping them overcome challenges, discover their strengths, and realize their potential is one of the most fulfilling parts of my job,” Rebecca says.
Rebecca describes her teaching style in her role as a science/engineering teacher at the Martha and Josh Morriss Mathematics & Engineering Elementary School as hands-on, student-centered, and flexible. “I love this quote by Albert Einstein: ‘Play is the highest form of research.’ It reminds me that learning doesn’t have to be all serious—when students have fun and explore with curiosity, they discover and understand so much more. Making the classroom a place where fun and learning go hand in hand is important to me,” Rebecca says. “I believe students learn best when they’re actively engaged, so I incorporate a variety of activities and approaches to meet different learning styles. No two days in my classroom look the same, which offers the constant change needed to help students stay engaged. Whether it’s cooperative learning, creative projects, interactive review, or real-world applications, I aim to create an environment where learning is both meaningful and memorable. Flexibility is key; I adjust my plans based on what’s working and what my students need in the moment.”
Rebecca works hard to create a positive and inclusive classroom environment, starting with building strong relationships. She takes the time to get to know her students individually, including their interests, backgrounds, and strengths. In the classroom, students and Rebecca set clear expectations for respect, kindness, and collaboration from day one, and she consistently models those values. Together, they build a strong sense of community using the Leader in Me framework. This framework empowers students to take ownership of their learning and behavior in multiple ways, such as through classroom jobs, voice and choice in decision-making, and goal setting, allowing them to feel connected and motivated.
To differentiate instruction for diverse learners, Rebecca employs a range of strategies to meet the needs of all students, including those of advanced learners. “I offer opportunities for enrichment through extension activities, open-ended projects, and higher-level questioning that promote critical thinking and problem-solving. I often incorporate choice boards, independent research projects, and opportunities for peer teaching. I aim to create a classroom culture where learning is personalized, and every student, regardless of where they start, is supported in reaching their fullest potential,” Rebecca says.
Rebecca has spent her fair share of time in a classroom as a student. She earned her Bachelor of Science degree in Elementary Education with a specialization in Mathematics from Texas A&M University-Texarkana. She has also earned her STEAM Coach Certification from STEAMedu. She has extensive training in Solution Tree’s PLC model and RTI at Work, both through in-person conferences and within district training. She has attended Keystone Math and Science School Training in Keystone, Colorado, and is a Kagan Cooperative Learning Coach.
Many of Rebecca’s students have a deep admiration for her, and that admiration stems from Rebecca building strong connections with them. “It starts with showing that you care about who they are. Taking time to listen, learn about their interests, family, and backgrounds is what matters to them. Being approachable and consistent helps students feel valued in my classroom. I make an effort to create positive interactions while celebrating their successes, supporting them through challenges, and encouraging their unique strengths. When students know I care about them, they’re more willing to engage, take risks, work hard, and look up to me as someone who supports their learning and social growth,” Rebecca says.
Rebecca loves that her school district, TISD, holds a commitment to leadership. At Morriss, teachers have a designated time built into their schedule to teach the Leader in Me curriculum. This allows teachers to start each day by empowering students with the essential skills required to lead, innovate, and collaborate. Rebecca states, “My students take turns leading the daily lessons where they ask thoughtful, real-world questions that challenge their peers to dig deep. Using the eight habits, they can express their viewpoints, resolve conflicts, find creative solutions, and value each other’s differences. My belief that everyone has the potential to lead truly stands out in each of our Morriss classrooms!”
One of Rebecca’s key professional goals is to continue growing as an educator by deepening her instructional practice and building strong relationships with students. She strives to create a classroom environment where every student feels empowered, capable, and inspired to lead. “A specific goal I share with my colleagues is for Morriss Elementary to earn Legacy School status. I’m committed to the Leader in Me framework and believe in its power to transform school culture. We are continuing to make progress toward this goal by integrating even more leadership opportunities into the classrooms, refining goal-setting, and strengthening student voice and leadership across our campus. Working together toward this milestone motivates me, and I’m proud to be part of a team that values continuous growth, shared leadership, and lasting impact,” she says.
Teachers thrive when they feel supported, appreciated, and backed by a team that shares a common mission: helping every child reach their full potential. Rebecca believes parents and the community can play a significant role in supporting teachers. “This can be achieved through open communication, supporting learning at home, and reinforcing expectations. Volunteering time, resources, or expertise also makes a big difference. When students see their families and community members actively involved in their education, it reinforces the value of learning and strengthens school pride,” Rebecca says.
Did you know this about Rebecca?
On the first day of school, Rebecca kicks things off by going outside for a science scavenger hunt! It’s a fun way to get students thinking like scientists and gives her a sense of their starting point!
Something that might surprise her students is that she loves yardwork! Mowing, gardening, and being outside are her kind of therapy!
She spent this past summer break being a grandmother! She spent every minute possible with two beautiful new granddaughters–Reese Ann and Georgia Kate, who are absolutely precious!
Rebecca starts almost every morning by driving through for coffee to help her get ready for the day!
Rebecca is married to Kennedy Young and has three adult children: Braden, Griffin, and Macy. She lives on a farm in Arkansas and enjoys spending time with her sweet family and friends, cooking, kayaking, playing pickleball, and engaging in all outdoor activities.