Laughter, discussion, and the occasional Kahoot theme song echo through Kristen Runyen’s U.S. history classroom, but behind the energy is careful planning, clear intention, and a teacher determined to make history feel real for every student.
“I wanted to find a way that we’re not always just doing notes and not always just writing essays,” Runyen said.
In class, Runyen wants to foster an environment where students can grow without fear of judgment or failure.
“My hope is that I can convince kids to ask questions,” Runyen said. “And not be embarrassed.”
Students in class notice her attention to detail in her decisive teaching style.
“She walks us through everything and uses videos,” senior Ainsley Shields said. “We take our own notes, and she gives us assignments, activities, or games like Kahoot to help it stick in our brains.”
Runyen always commits time to each and every student, and no task is too small.
“She always dedicates time to work with you,” Ainsley said. “She makes sure we understand the material.”
For students, taking U.S. history is an experience they can fully comprehend and grasp.
“She was the first history teacher who actually taught me with a plan that doesn’t overwhelm us,” Ainsley said. “She cuts the material down to what we really need to know.”
The availability of help outside school hours has instilled in students the motivation to work and improve not just during class.
“Ms. Runyen is always willing to work with students in the morning, after school, or during other flexible meeting times,” history instructional coach Hannah Howard said. “She builds supports into her lessons, checks for understanding, and provides positive reinforcement.”
Runyen uses one teaching method that students have found particularly effective.
“One example that stands out is a series of review games Ms. Runyen has created that align with AP content and are used year-round,” Howard said. “I’ve participated in these games with students and can see the different levels of rigor, historical trends, connections, and chronological reasoning skills.”
Despite the effort she puts into her own teaching, U.S. history didn’t immediately click for Runyen in high school.
“I wasn’t necessarily the best at U.S. history in high school,” Runyen said. “It was the class that definitely took a back burner, and it showed.”
Because she had her own difficulties with history in high school, she understood the importance of developing a strong curriculum for her students.
“I read the book that y’all read, your textbook,” Runyen said. “I read it cover to cover.”
Runyen added that coming into her own as a teacher was not immediate.
“I think I finally hit my stride probably the third year that I was teaching,” Runyen said. “I understood how these things connect together across time.”
Despite some early difficulties, her hard work shows.
“I never would have guessed she didn’t like U.S. history in high school,” junior Delilah Regan said. “I think that experience contributes to how passionate she is about teaching.”
Through her teaching style, Runyen understands the demanding schedules many students have and provides a safe environment in class.
“She really understands that we’re learning a lot of new things and are involved in so many activities,” Delilah said. “She wants to give us space for that.”
While Runyen’s class is safe and secure, she ensures students take a rigorous course with clear expectations.
“She does not go easy on her students,” Howard said. “She expects them to come to class prepared and to produce high-quality work.”
Runyen’s hard work is evident in the time she spends deliberately planning her lessons in the most thorough way possible.
“Ms. Runyen has an impact beyond her own classroom,” Howard said. “She takes an active role in our teaming period by helping plan lessons, analyze assessments and data, and create engaging activities.”
