When Students Become the Teachers: Faculty and Administrators Learn from a Day in Their Students’ Shoes

On November 19 and 20, fourteen Taipei American School faculty members and administrators stepped into the daily lives of Upper School students. As part of the annual Student Shadow Day, each adult paired with a student and followed them through a full schedule, from classes and transitions to lunch and everything in between, to better understand what it truly feels like to be a TAS student. 

Courtney Cameron, Upper School Academic Dean and organizer of the initiative, opened the event by naming its purpose. “At TAS, we are fortunate to have the opportunity to learn more about our students’ educational experience by spending a day in their shoes,” she said. 

Throughout the day, educators and administrators joined a wide range of classes, including math, physics, the arts, robotics, and PE. They participated in discussions, tackled assignments, and even sat for assessments. They also moved from room to room alongside students, navigating busy hallways, adjusting to different learning environments, and managing the demands of a full academic day. 

“It was such a fun day to experience how the students are at TAS,” said Janet Hong, Upper School Comprehensive Counselor, full of good humor after a day with her shadow student. “I learned just how much our students do in a single day. They are busy, and I am so tired.” 

Teachers quickly felt the full complexity of the TAS student experience. From group projects to physical activity to social dynamics, they experienced both the intellectual rigor and the emotional rhythm of the school day. Austin Farwell, Upper School Performing Arts and Social Science faculty, shared, “I was curious how much of a “ping-pong feeling” the day would have, given that we’d be going from one room to another. In some rooms, I immediately saw where I fit; in others, I wasn’t sure. At one point, I sat in a seat, and the student came in and said, ‘That’s my seat,’ which was great because it made me feel like a real new student.” 

Others found humor and humility in unexpected places. “I took a history test and completely misunderstood the prompt,” said Kevin Held, Robert Edmund Jones Chair in Technical Theater. “I assumed it was contemporary history, not ancient. I wrote three pages on the Korean War, only to discover the unit was on ancient Asia. My student handled the exam well. He was very calm.” 

Students welcomed their teacher-shadows with warmth and openness. “It was really special to spend time with my teacher in my classes,” said Harin S. ’29. “We laughed, we talked, and I got to show her what my day is really like. It helped us understand each other more.” 

The learning continued after the final bell rang. Following the event, students and faculty came together and then met separately for structured reflection and feedback sessions. These conversations offered insight into what stood out, what felt surprising, and what the experience revealed about learning at TAS. 

Mrs. Cameron, who facilitated both debriefs, emphasized the importance of this ongoing exchange. “This is the start of an ongoing dialogue around student experience, and we will continue building on what we learned today,” she said. 

In the student debrief, participants reflected on how it felt to share their space with a teacher, noting how the experience helped them see their own habits through a new lens. Several students expressed appreciation for their faculty shadows' presence and empathy. One shared, “Most of the time, I have tests one after another, so there isn’t really time to think about them. But today, talking with my faculty partner made me pause and reflect on how much we juggle.” Another said, “I really appreciated how supportive and inclusive my faculty partner was. It made me feel comfortable.” 

Meanwhile, faculty and administrators reflected on their roles as employees and as shadows, and on the tension between observing and engaging. “There were times today when my student completely disengaged,” one teacher shared. “I wasn’t sure what my role was; should I step in? Should I stay quiet? I didn’t want to disrupt our relationship by acting like an authority figure, but I also didn’t know how teachers expected me to respond.” Another faculty member echoed this: “At moments I wanted to redirect the students around me, but I didn’t because my role today was to be ‘a student,’ and a student wouldn’t do that.” 

There were also moments of reassurance. One teacher described spending an independent study period in the library. “He [the student] was completely focused,” they said. “It was reassuring to see what his work habits actually look like when no one is watching; something I could only gain insight into as his shadow”. 

Employees who participated will also be invited to share key takeaways during upcoming meetings, extending the learning into broader conversations about instruction and support. As Cameron reminded the group, “Last year, several students said what mattered most was how the faculty ‘rolled with them’ throughout the day, the sense of companionship and real presence. We heard a bit of that again today, which is wonderful.” 

By the end of the day, one takeaway resonated across every conversation: while faculty and administrators may have known their students navigated a lot, living the experience gave them a far deeper appreciation for just how much, and reminded them that their students deserve to be seen, heard, and understood. All participants completed post-event surveys to capture reflections that will help shape classroom practices, inform curriculum reviews, and guide decision-making across the division. These insights from job-embedded professional development will help ensure that student voice remains central and that educators stay grounded in the lived realities of the students they teach. 

Interested in a deeper perspective? 
Read a firsthand reflection from faculty member Kevin Held, who shares his full account of Student Shadow Day, including the challenges, surprises, and insights that stayed with him. 

Kevin Held’s Reflection

To preserve the openness and honesty of the debrief sessions, quotes shared during those discussions are not directly attributed to individual participants. These spaces are intended to encourage reflection without judgment and to ensure that all participants feel comfortable with sharing their experiences candidly.