We Asked . . . Mahwish McIntosh

Q: What is a Freedom Writer Teacher?

A: A Freedom Writer Teacher has completed a five-day Freedom Writers Institute training/workshop with Erin Gruwell in Long Beach, Calif. Educators learn how to implement the Freedom Writers Method, which enlightens, engages and empowers students in their own schools and communities through thought-provoking lessons and activities.

Q: How does the Freedom Writing teaching differ from traditional teaching methods?

A: Through teaching tolerance and allowing students to express themselves honestly through writing and a supportive classroom environment, teachers and students together build a stronger sense of understanding and acceptance of one another.

Journaling is a common practice of the method, and often, teachers become aware of the sensitive issues their student's face such as abuse, neglect, racism and drug use, which are discussed in the Freedom Writers Diary.

In the past, teachers tiptoed around these issues, but it is clear that students turn to us for guidance and advice when none can be found at home or if a support system is missing. The method helps us as teachers to better serve our students through specific strategies and a clearer understanding of our students and their worlds.

Q: How did you become a Freedom Writer Teacher?

A: I met Ms. Gruwell at Burke High School in the fall of 2007 after watching the movie and reading "The Freedom Writers Diary." In line at her book signing, I started gushing out words, something close to, "You are the most wonderful person and thank you for fighting so hard for our kids!"

She asked me if I heard of the institute, and her assistant passed me the paperwork. I applied for and received a $10,000-all-expenses-paid scholarship for the program, and completed the training in December 2007 as one of the first 150 trained educators, which eventually led to the creation of the book, "Teaching Hope: Stories From the Freedom Writer Teachers," that hit bookshelves Aug. 18.

Q: Why is Freedom Writing Teaching important to you?

A: Once I started using the method, I saw a spark in my students like never before. Through their journal entries, I learned more about them than I ever would by viewing their academic and behavioral records, talking with them or holding a class discussion. They opened up to me, to themselves and to each other.

The training also changed me as a person. When I realized my own prejudices, I decided I wanted to be a better person for the sake of humanity and unity. We find all the things that divide us, but hardly celebrate what unites us.

It's still a struggle at times, but I believe if I can do my best to be a good person, then I can set an example for everyone around me.

Q: Are students receptive to your teaching methods?

A: Most of my students have been, but every class varies. Each class has its own personality, and what may be a success for one can be an utter failure for another.

While I wish to reach 100 percent of my students all the time, I must realize that every day is a challenge for most of my students, and in many different ways. I remember my classroom management class motto: Monitor and Adjust!

Q: What was your contribution to "Teaching Hope: Stories from the Freedom Writer Teachers?"

A: As one of the 150 Freedom Writer Teachers that has contributed anonymously to the book, I helped other FW Teachers in my session, or group, generate ideas and help put pen to paper. Microsoft and Hewlett-Packard joined forces to provide each one of us with a free HP Mini-Note PC to support us as we wrote, rewrote, revised and edited together.

Q: Have you always wanted to be a teacher?

A: Ha! No. In fourth grade, I wanted to be a genetic engineer. I knew I had a knack for helping others, and I enjoyed being a Junior Civitan in high school.

When I became a Teacher Cadet, my decision was made. I wanted to become an English teacher. My uncle was a professor, poet and photographer, my grandfather was the dean of economics at Osmania University in Hyderabad, India, and my mother's side of the family is filled with educators. Teaching is simply in my blood, but it took me a little time to figure that out.

Q: What do you like most about working with high school kids?

A: Their ideas and gumption. Some high school students present hardened shells for good reasons, but it's my job to get past the shell to the heart and help them to heal. And it's not always fine and dandy each day. Most days, I am totally exhausted, sometimes frustrated and have had "McIntosh Meltdowns" as we call them, but that one "thank you," that one visit from a former student or that note reminding me how I helped a student, will inevitably bring tears of joy to my eyes.

Q: What do you do for fun in the Charleston area?

A: Eat! I live to eat good food. I take full advantage of the beach in my summer months. I love riding around town on the back of my husband's vintage Honda motorcycle. Cruising down The Battery and downtown Charleston brings back memories of my days at the College of Charleston and of courtship with Matt.

I also like to stay involved in my community, Park Circle. Slow Food Charleston also is another passion of mine. It's important for people to know exactly where their food is coming from.

Q: Where are you originally from?

A: I was born in Sumter, South Carolina, to Azam and Asfia Alikhan, who immigrated to the United States in 1971. I am the first generation in my family to be born and raised in America, and went to school at Willow Drive Elementary in Sumter, Seven Oaks Elementary, CrossRoads Middle School and Dutch Fork High in Irmo.

I moved to Charleston to study English and education and stayed after meeting my husband.

- Annie Ierardi