 For many teachers, starting their first year teaching at a new school is no easy task. Brent Ferguson though, currently teaching Calculus, AP Calculus AB, and AP Calculus BC, has already managed to set himself apart in just his first few days at the PHS. 
   Ferguson is no stranger to teaching, with this year marking his 30th year as an educator. When he first started as a teacher in 1993, Fergeson taught physics and chemistry at an all-boys school in Cleveland. Since then, Ferguson has taught at many schools including The Lawrenceville School, Princeton Day School, and Montgomery High School, before coming to PHS. 
   While he has grown to love the job over the years, Ferguson didn’t always know that teaching was for him. 
   “I always had a hard time figuring out what I wanted to be when I grew up,” said Ferguson. “I started tutoring officially in high school back in the 80s, you know, $15 an hour, it felt like highway robbery to charge that much. But I feel like that was the beginning of my teaching career. I think I would have been fine to do a number of other things, but I think this is really what I'm called to do.”
   One defining part of Ferguson’s journey in becoming a teacher was his time at graduate school at the Princeton Theological Seminary. Going into it, Ferguson felt the need to slow down and reevaluate where he wanted to go with the rest of his career, either continuing as a teacher or possibly assuming a leadership role in the church. 
   “During that time, I started to reframe why I was teaching. I kind of always just liked math, but I realized that the reason why teaching is so appealing to me is because you're helping people figure out who they are and who they are becoming and who they can be,” Ferguson said. 
   Yuyi Liu ’24, a student in Ferguson’s AP Calculus BC class, appreciates his love for teaching and the positive classroom environment that his passion brings with it. 
   “I like how he’s very good at guiding us into understanding the problem with hints and clues instead of rushing through the process and merely having us copy down notes. He emphasizes important parts of the lesson and really makes sure students comprehend the significant takeaways. His passion for math is very contagious, which creates an encouraging and engaging environment,” Liu said. 
   Ferguson does many things to make sure that students get the most possible out of their time in his class, emphasizing that student engagement is crucial for a complete learning experience. 
   “Getting students talking with the whole class and … in small groups is super important. And I think that's a really important piece of mine,” said Ferguson. “I think that the verbal description of math is what really leads to people owning their ideas and owning what they're doing, not just copying what a teacher did.”
   When students leave his classroom, Ferguson hopes that they are more prepared and excited to face the challenges that lie ahead of them in both their academic and non-academic lives. 
   “There are a few things that I hope anybody who interacts with me but especially my students take away,” said Ferguson. “That I love them no matter what, that I've got their back, and I will, without question, challenge them because the math is challenging. I'm not going to add to the challenges or pull away from them, but I'm definitely going to support students in finding ways that they can meet those challenges.”
   Vikas Yarlaggada ’25, a student in Fergusons AP Calculus BC class, appreciates how he uses humor to stray from creating a tedious working environment.
   “When he teaches, he can crack a joke or say something funny which really dials the class into what he is teaching,” said Yarlaggada. “He’s also still able to progress with the material because everyone then pays attention and understands quickly.”
   Outside of school, Ferguson enjoys spending time with his family and has many hobbies, including playing ultimate frisbee, doing jigsaw puzzles, and his latest interest: chopping wood.
   “We have this great little fireplace insert, and we heat our home mostly by burning wood,” said Ferguson. “We have a gas furnace, but we don't use it very much because we just love the smell and the kind of the caretaking quality of chopping, and managing and stoking the fire. It's just very satisfying.”
   In the end, Ferguson is grateful for the opportunity to teach at PHS. 
   “I'm really really glad to be here. It feels like home to me, because this is the kind of school that I grew up in,” said Ferguson. “I just feel like I have a chance to be useful and give back.”


PHS Profile: Brent Ferguson promotes student engagement in the classroom


Ever since high school, Janine Giammanco knew that she had an interest in chemistry. Now, as a chemistry teacher at Princeton High School, she uses her passion for education in order to try and push her students to be the best they can be.  

   “I had an excellent chemistry teacher in high school who really sparked my interest in science, to the point where I started as a chemistry major in college,” said Giammanco.

   Her passion for chemistry didn’t translate in a lab setting, so she decided to pursue a job with a more social aspect. 

   “When I started working in a lab, in a college, I just decided it wasn't for me,” said Giammanco. “I wanted to be with people, and I really enjoyed working with kids.”

   Giammanco strives to make her class as engaging as possible. Yuyi Liu ‘24, a student in her Chemistry I Accelerated class, appreciates her teaching style.

   “There are many interactive discussions and demonstrations during class, which engages students in the content. Giammanco extends class contents in applying it to the real world. During our studies of the chemical elements, we conducted further research on where the materials in cell phones come from…Then we put our research into a project, where we explained why constantly upgrading cell phones is harmful to the environment, connecting our research and studies of chemical elements,” Liu said. 

   ​​While many teachers found the pandemic to have a negative impact on their teaching, Giammanco remained optimistic. For example, posting instructional videos online allowed her to focus on projects and group work instead of instruction at the board. The new free time was then focused towards group work, projects, labs, all of which had been removed in the last couple of years, leading to a more student-centered learning environment. With her passion to push her students, Giammanco wants to truly understand what each student needs in order to have an optimal learning environment. 

   “I have a well run classroom and set high expectations so that students can push themselves, but at the same time, making sure that you're treating them fairly in terms of what is going on in their life. The hardest part is striking that balance between setting high standards and meeting individual needs.”

   “She really understands things in general…if you're really stressed about something, she's really patient with you,” said Lauren Girouard ‘24, a student in Giammanco’s Chemistry I class. 

   While the job can be hard, it comes with benefits that make it all worthwhile in the end. Through her relationships and connections with her students, Giammanco was able to build one of her most memorable experiences. At her wedding, she invited Cat’s Meow, an a cappella group at PHS, to sing at her service.  

   “My favorite part of being a teacher is getting to know the students and I love to see them grow from the beginning of the school year,” Giammanco said. “I really do love my interactions with the kids every day.”

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