“My teacher is humble enough to listen and learn, and caring enough to make sure each of us feels valued and supported on our learning journey. She makes us feel like it’s okay to make mistakes and learn from them”

– Carol Quebrado Roman, a senior at Mansueto High School, about Ms. Sanchez.

When we asked the recently-graduated Class of 2024 and Mansueto staff which teacher made them feel seen and supported, many named Lizbet Sanchez—an inspiring special education teacher who has been shaping lives for four years. Her passion for teaching, rooted in her own cultural pride and desire to uplift others, shines in everything she does. She grew up in Brighton Park herself, so having the opportunity to return and teach local Brighton Park residents is incredibly special to her. We sat down with Sanchez to learn more about her journey and commitment to her students:

Q: Tell us a little bit about your teaching journey and why you continue to teach

A: I have been teaching for four years. I received my bachelor’s degree in special education. Currently, I have my own foundation math class for seniors, and I co-teach math across two different grade levels, 10th and 11th grade. Teaching was never something I envisioned for myself growing up. School was simply school. I was the kind of student who followed the rules, did the work, and kept to myself. I was shy, and despite having amazing teachers, I never felt truly connected with them. I knew that they were there for me, but I had never had that deep personal connection with them. As I eventually became a teacher myself, I knew I wanted things to be different for my students. My “why” is simple: I want my students to feel seen. They live in a world in which they are often overwhelmed with their own responsibilities and challenges and deal with so much more than being a teenage student. I want to be that person who stands in their corner. Whether they are excelling or struggling, I want them to know that they have someone who believes in them and will be there for them as long as they need the support. I want to be that person I wish I had growing up.

Q: What is one of your best memories of teaching so far?

A: Choosing just one favorite memory from these past four years is hard. But if I had to pick one, it would be watching the Class of 2024 walk across the stage at their graduation. This group of seniors holds a special place in my journey as a teacher. This class returned to Mansueto after the height of the pandemic, and that was also the start of my teaching career. We met during their sophomore year, and together, we tried to navigate the challenges that the effects of COVID-19 had created. Trust me, it wasn’t easy, but through all these challenges, we connected, grew, and adapted. Watching them grow from uncertain sophomores into confident and accomplished young adults has been among the most rewarding experiences. Hearing their names called out at graduation and knowing them personally made it such an amazing experience. That moment when they walked across the stage is one I will remember forever.

Q: What strategies do you use to build a positive, inclusive classroom environment and culture?

A: Building relationships with my students is my greatest strength as a teacher. My goal is to connect with them and let them know that I’m truly there for them. I make a point to get to know each student, whether they’re athletes or involved in other activities. If they play sports, I try to attend their games and support them. For those who aren’t athletes, I make sure to ask about their interests and their non-athletic events. I strive for every student to feel seen and valued in my classroom.

I am also very open about my own struggles with math. This honesty builds a strong connection between us. When they see that even their teacher had challenges with math, it helps them understand that struggle is part of learning and creates a safe environment.

Q: How do you promote self-identity in your classroom?

A: In my classroom, I make it a priority to promote self-identity, starting with myself. I show my students who I am, not just as their teacher but as a person. I always show the real me. Some say we should keep a small part of ourselves hidden from our students, but I disagree. The “Sanchez” my students see at Mansueto is the same person my friends and family know. I believe that showing my authentic self will allow my students to feel comfortable being who they are, too. If they are comfortable, then they open up, share their interests, and will talk to me about anything and everything.

I encourage self-expression in simple ways by asking them about their favorite music or TV shows, taking recommendations, or even listening to music during class while we work. I believe that these small moments matter because they tell a student that their identities are valued in my classroom. I will never discourage any student from being themselves, and I hope I have created a space where students can feel like their authentic selves.

Q: What do you want your students to know as they leave your classroom? What advice would you give yourself if you were your student’s age again?

A: One of the most important lessons I want my students to carry with them is this: “Failure is part of growth. Mistakes and setbacks are not the end. They are steps toward progress. Embrace them, learn from them, and continue forward.” I know firsthand how difficult it can be when you fail. Your first instinct is to give up and walk away—believe me, I’ve been there. I’ve made mistakes, and there were moments when I thought about quitting. But I learned that the worst thing you can do is let failure define you. If I had allowed my failures to define me, I wouldn’t be here today as a teacher. I wouldn’t have earned my degree or even gone to college. It’s hard, but sometimes failure teaches us more than success ever could.

There’s a lot I would tell my younger self, but one thing that someone once told me will always stand out: “trust the process.” Life rarely goes as planned, but that doesn’t mean you’re on the wrong path. It took me six years to graduate from Roosevelt, while most people take four years. There were moments of doubt, professors who didn’t believe in me, and plenty of bad decisions along the way. But just because it takes longer than expected doesn’t mean it won’t happen. I had to trust that things would work out, and they did. To anyone who is reading this, remember to keep moving forward. Trust that the challenges and delays are part of your journey. In the end, it will all make sense.