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Early childhood education major George LaFleur came to �鶹ҹ�� to follow in his favorite teacher’s footsteps.

“I felt a very strong connection to her,” George said. “I felt loved. Welcomed. I never had a teacher do that before. That’s why I tried my hardest in this program — because I want to be her, basically.”

George’s teacher, Robin Amanda Jeffers, helped George escape an abusive relationship and see a path forward.

“She was like, ‘You can do this.’ She took me under her wing,” he said. “When a teacher can see something in you, it helps you. I saw what a teacher can do for a student. They can change a student’s life.”

Ms. Jeffers died in a car accident while George was in high school, and her death deeply affected George. He tattooed her name on the inside of his arm, and he carries her classroom key on a lanyard. She remains his inspiration as he begins his career as an educator.

Accepted at �鶹ҹ��

George started college at LSU Eunice, and then transferred to �鶹ҹ�� to finish his education degree. As a gay black man, he said he didn’t always feel welcome in south Louisiana.

“When I came to �鶹ҹ��, it was a whole different ball game. They welcomed me with open arms," he said.

"I felt safe. It’s very different — it’s more open here, people are more accepting, they’re here to help you, and you don’t feel lost in the crowd.”

His identity is also part of the reason he chose early childhood education as his major. He started substitute teaching kindergarten when he was 19, and he loved it.

“I wanted to break the norm. I saw that my class was full of African American males, and I had just four girls,” he said. “They were amazed to see someone who was like them. There are no males to help guide these young African American men.”

For his , the year-long student teaching experience that all education majors complete their senior year, George is working with kindergarteners at Broadmoor Elementary.

Broadmoor also has an English as a Second Language program for kindergarteners through fourth grade, and that’s inspired George to consider earning his ESL teaching certification — something he’s wanted to pursue since working as a foreign exchange coordinator before starting college.

“I see kids who don’t speak English, they’re sometimes passed around and they don’t get that help they need,” he said. “I want to be that teacher to help them and push them up instead of passing them through the system. I thought I had to go to another country to teach English language learners, but I want to settle here and teach here.”

The Power of Community

George has found a home in the College of Education with his “Teacher Gang,” a group of six education majors who have taken the same classes since starting the together.

“Without them, I don’t think this would have been possible. I wouldn’t have made it this far,” George said. “We would lesson plan together, we would hang out together, we would cry together, we would vent together. We support each other.”

With their help — and the help of his professors — George has worked hard to become the teacher he wants to be.

“�鶹ҹ�� pushes us to bring more to the curriculum. The curriculum says to do this, but how can we do more? We want to add to and enhance our lessons,” he said. “You can’t just read a book about teaching — you have to get your hands dirty.

“It’s not an easy career choice, and this program is not easy. It’s worth it, though.”