At Hudson high school we often celebrate the athletes, leaders, and the smartest kids in the school. Yet, there are many individuals at this school who’s amazing work goes unnoticed. These individuals dedicate their lives to improve the lives of others. They are leaving their mark on the world with their selfless acts of kindness. Mr. Barnes, a special education teacher at Hudson High School, works with students who have learning, mental, emotional, or physical disabilities.
Mr. Barnes’s path to becoming a teacher wasn’t a straight line. Initially drawn to business, his summers spent working with inner-city youth in Columbus, Ohio, sparked a different calling. “When I was a student here in Hudson, I was a soccer player and also did Soccer Camps with youth kids, and I really enjoyed it,” he recounts. “But then, working with those inner-city kids, I thought about pursuing education.” This realization led him back to Hudson, where he served as an aide for three years before returning to school to earn his special education degree.
“The most rewarding aspects of my job are seeing kids that might struggle… be successful and grow in important ways that prepare them for adult life.”
— Corey Barnes, Special Education Teacher
Barnes is set apart from other teachers for his genuine care for his students. He asks about students’ lives outside of school not just to be nice, but because he actually wants to know. He has created a comfortable classroom environment. At the heart of Mr. Barnes’s teaching philosophy is the unshakeable belief in the power of relationships. “To me, in a classroom… I really believe it is a relationship,” he emphasizes. “Kids aren’t going to learn if they don’t feel comfortable in their environment and don’t feel that the teacher loves them.” Barnes has an important role to play in these students’ lives, he is more than a teacher; he connects, offering hugs, attending student events, and keeping strong relationships with families. Mr Barnes doesn’t believe in a one-size-fits-all approach; his classroom has a diverse learning style and abilities. “Every student is different, every year is different, every day is different,” he explains.
He crafts lessons and questions to meet each student’s unique challenges and strengths, ensuring that everyone can access the curriculum and participate meaningfully. This includes strategic questioning, what he calls “active student responses,” carefully changing the complexity of questions to each student’s communication abilities. Students using communication devices, for example, are asked questions that allow them to respond using their tools.
The challenges inherent in special education are significant with the varying skills and needs of his students. He views the complexity of his work as the thing that makes his profession both demanding and deeply fulfilling. The rewards, he says, are immeasurable: “The most rewarding aspects of my job are seeing kids that might struggle… be successful and grow in important ways that prepare them for adult life.”
His advice to aspiring special education teachers is simple yet profoundly impactful: immerse yourselves in the classroom. “Work and spend time in special education classrooms.” This firsthand experience, he argues, is invaluable, supplementing formal education with the practical knowledge essential for success. He believes that observing different teachers and perspectives improves one’s ability to navigate the complexities of the field effectively.
Mr. Barnes is more than just a teacher; he’s a mentor, a confidant, and a champion for his students. His story, often overlooked. It’s a story deserving of recognition, a testament to the transformative power of dedicated teachers who make a world of difference, one student at a time.
