As I recently reflected on my academic journey here at CRLS, I’ve come to realize how deeply I, and other CRLS students, struggle to show proper appreciation for the role played by teachers and staff. It is often taken for granted or simply unnoticed. So in an attempt to bridge this gap, I wanted to write this article and show some appreciation for some of the educators who have grounded, bettered, and shaped my academic experience—the hardworking people who form the backbone of Cambridge Public Schools.
First and foremost, Berhan Ducan! Berhan is the secretary of Learning Community R. He enjoys spending time with his nephews, puzzling, and placing obnoxiously colorful stickers on students’ hall passes. I’ve learned a lot through observing how Berhan treats students and staff over the years. He is always unconditionally and unequivocally kind to everyone. “I appreciate how he remembers our names,” Simret Zeleke ’25, told the Register Forum. “He has like a million students he has to remember and he still remembers everyone’s name.” Daniela Montorzi ’25 adds, “One time last year, I had stomach issues and I went to the LCR office and Berhan sat me down, made me tea and he gave me a Covid test and some applesauce. Even though I was in pain, I felt way better, and I think that those small acts of kindness, they’re never forgotten.” The notion of unwavering positivity and friendliness is often idealized as a virtue, but Berhan makes it appear so innate, uncomplicated, and undemanding. Even as he accosts you for your tardiness, you can sense a genuine underlying concern and playfulness. Thank you for always being the friendliest face to see in the morning!
Next up is Sharon Lozada, who has worked as a teacher in Cambridge Public Schools for 20 years. Sharon teaches the STARS program, and many of her students, including myself, praise her efforts to make CRLS a more inclusive and culturally rich environment. “I appreciate Ms. Lozada’s patience and her understanding. She puts in so much time and dedication, and it all goes underappreciated,” says Weyni Kidanemariam ’25. “She goes above and beyond to create a space where her students feel comfortable expressing their thoughts, challenges, and celebrating their successes.” If you’ve ever spent more than 5 minutes in Sharon’s class, you can easily recognize how much her students connect, confide, and flourish with her and under her guidance. She fosters a space of trust that transcends the typical teacher-student dynamic.
Last but not least is Mr. Cohen, but I don’t even need to write about him—his students say it all. “I would not be the same learner, thinker, or person if I hadn’t taken his class freshman year,” Kate Wheatley ’25 told the Register Forum. “The passion that he taught with and the attention he gave to every one of his students—it was the first time I’d ever seen what a passion for learning looked like, and it changed how I thought about history.” Maisy Branch ’24 echoes those sentiments, adding, “In classes you see teachers treating students differently and that can discourage students from talking, but he just makes each student feel so smart and makes everyone aware of what they bring to the table.”
I’ve learned so much from the little time I’ve spent in Cohen’s class. His teaching style fosters discussion, which challenges students intellectually, encourages us to challenge the world and allows us to explore the intricacies of the subject freely. I appreciate Cohen’s ability to make every student feel uniquely intelligent, heard, and important, while also demonstrating an overwhelmingly sincere interest in the growth of each student. I highly suggest people take a class of his; it will leave a lasting imprint on your approach to education.
