Whoever reads this is awesome!

You worked as a radio DJ, but now teach at a secondary school. How come? 

‘When I had to choose a study programme, I started looking at NHTV, but also at teacher training colleges. I chose Media and Entertainment Management, because it is a broad study programme. I didn’t want to commit myself too much yet by choosing one specific profession. I was always into music and worked at the local broadcaster. I liked making radio and I thought, let’s first try and make my hobby my profession!’

And you succeeded! Did you start working in radio right away?

‘During my very first placement, actually. I worked at Efteling Kids Radio. It was fantastic! Even after graduating, I continued making programmes there and recording voice-overs. Meanwhile, I also worked as a DJ at 3FM, mainly hosting music programmes during weekend mornings. A really great time, but at some point it was time for me to move on.’

How did you end up taking a teacher training programme after all? 

‘Immediately after graduating, I started giving guest lectures at NHTV. I talked about my experiences and how I got into radio. I always looked forward to those lectures immensely, even though they only happened a few times a year. That got me thinking, if I like this so much, maybe I should become a teacher? After ample consideration, I made the decision.’ 

Did you find that difficult?

‘It was a hurdle indeed. I had already achieved quite a bit; I had worked hard for it. I was afraid I would just throw that all away. Starting over completely can be daunting.’ 

Is that so?

‘Exactly, that’s what my sister said too! It’s not a question of throwing things away, she said, everything you’ve learned you take with you. Experiences build up, literally. That was the deciding factor for me.’ 

You chose the subjects Dutch and history. Why those two?

‘In secondary school, I personally liked those two best. I believe it is important that children learn how to formulate and express their opinions, and that they know what is going on in the world. I’m not a language fanatic or anything, I mainly find the pedagogical side interesting, but I do have a thing for language. Additionally, I volunteered as a language coach for the Dutch Council for Refugees for a few years.’

Did you find it challenging to teach? 

‘I think there is too much focus on the negative sides of the profession these days. Yes, those challenges exist, but let’s not forget how rewarding it is to work with adolescents. They speak their minds, sometimes bluntly, and that authenticity is refreshing. You really have to enjoy teaching though. If you are not enthusiastic yourself, why would they listen to you!?’

How do you try to engage your class?

‘I try to relate the history lessons to their own experiences. I am currently preparing a lesson on the French Revolution. I want to try to explain the different social classes – nobility, clergy and commoners – using chocolate coins. Unsurprisingly, some students will get more coins than others. That way, I want the students to experience what it feels like. Why are you angry? Why do you think it is unfair? I want to show them all sides. Empathising in this way helps them understand things better. It works the same way with reading. You can even sympathise with the murderer in a story. That is what a book can do. In a book – more than in a film – you are drawn into the characters‘ world of thought.’ 

Your creativity helps you teach. So your sister was right? 

‘Preparing a radio programme is not that different from preparing a lesson. It’s a project you have to organise. The only downside is that in the classroom, you can’t just throw in a record if you’re at a loss for words. That’s easy with radio, it gives you an extra three-and-a-half minutes to think about how to proceed. So yes, I have definitely found that I can use my media skills. Now, when my class finds it difficult to make choices, I tell them: “You can use everything at least once – just do what you like”.’ 

And then you started making podcasts?

‘I still enjoy working with audio and I have all the equipment at home. It takes an incredible amount of time, but it’s not very complicated or anything. If we were doing this – what we are doing now with this interview – in the form of a podcast, I would have come to campus with just one bag. Making a video of it would have been much harder, especially with the backlight from the sun here.’ 

But it’s a beautiful place here, isn’t it? On campus at Innovation Square? 

‘Absolutely! I used to have classes in this building, but I don’t recognise it anymore!’

Okay, so you teach first-year secondary schoolers. That’s where your inspiration for the podcast comes from, I assume? 

‘The idea actually originated during my teacher training studies at Utrecht University of Applied Sciences. For my graduation, I researched how podcasts can be used in education. At the time, I also looked into how educational podcasts can promote reading enjoyment.’ 

Why do you think reading is so important?

‘It promotes empathy and concentration. But most importantly, I think children discover that reading can also be fun, that you can enjoy it. I teach in the lower years of vocational secondary education (vmbo kader). I notice that many pupils struggle with technical reading. That makes reading a book quite a challenge, which is why we don’t work with mandatory reading lists in the lower years. Allowing students to choose their own books helps them find more joy in reading. But, as I mentioned, choosing can be difficult. That’s what I want to help them with.’   

How do you go about that?

‘I mainly show them what genres there are. I ask the children what films and series they like and tell them what kinds of books match these. That’s how I eventually started creating the podcast ‘Wie dit leest is te gek’, to share that. When you hear someone talking enthusiastically about something, you often become enthusiastic yourself. Especially if they are peers. So I let their peers speak in the podcast. And of course, the authors too.’ 

I listened to one myself and found eight minutes quite long. How do the children experience it? I mean, without any images? 

‘Not everything needs images. And besides, it’s calmer. They listen to it in class, which works. That’s what I made the podcast for, to help other teachers.’ 

And the genre – I mean podcasts – is popular!

‘True. Only there is not so much material yet that can be used in education – for this young target group, I mean. That’s exactly why I’m doing this. There are very few podcasts made for children aged 12 to 15, and certainly not anything that can be used in the classroom. So, a call to all Creative Business alumni, to please also consider teachers when you create something. Try to come up with beautiful things for educational purposes. We would be very happy with that!’ 

Interview: Maaike Dukker-’t Hart
Photography: Rianne den Balvert