5 Questions with Rachel Thompson: Computer Science Teacher

When her state adopted a computer science graduation requirement, high school teacher Rachel Thompson suddenly found herself in front of a CS classroom for the first time. That unexpected pivot sparked a journey of growth, from feeling unprepared to leading creative, hands-on lessons that bring computing to life.

This CSEdWeek, we caught up with Rachel to talk about what she’s learned, how she introduces AI with intention, and why her students are building cardboard houses in computer science class.

1. What originally drew you to teaching computer science?

When the state made the requirement for students to graduate with a CS credit, my school decided to replace CS with a class that freshmen took, but it wasn’t a graduation requirement. That’s what originally brought me into teaching computer science.

2. Has there been a moment recently when you thought, “Oh wow. This is really clicking for my students”? What happened?

The 2024–2025 year was my first year teaching CS, and I felt very unprepared and unequipped. Throughout the second part of last year and the summer, I devoted as much time as I could to learning everything I could about CS.

For the 2025–2026 school year, I decided to begin by focusing on the basics and fundamentals of CS. We began with learning about the foundations of CS and the impacts of computing and networks/the internet.

Currently, my students are building houses out of cardboard. They are using collaboration, troubleshooting, computational thinking, and pair programming to build their houses. This semester has come full circle as I am watching them work together and be successful while doing the fundamentals of CS.

My students are using teamwork, collaboration, and computational thinking to create and design Christmas houses. (Think gingerbread house inspired but with card board boxes).

3. How do you introduce AI in a way that builds student confidence instead of dependence?

I am excited to show them how AI can enhance their work but not do their work. I am hesitant to show them AI because I don’t want them to become lazy and depend on AI, because it can be wrong. I want my students to be independent thinkers.

4. What’s one creative way you’ve used Platypus or Kira activities with your students?

I plan to make a Platypus activity in real life. Students will pick a paper out of a jar. On each piece, it will be labeled: crab, egg, rock, land, or platypus. I will have a designated spot where each person is supposed to stand.

As a class, we will work together to get the platypus from the back of the room to the front by giving specific, direct instructions.

5. Lightning Round

One word your students would use to describe CS: “Technical” — Anna, Rhea County High School

One word you’d use to describe teaching CS: Enlightening. I’ve learned so much about computer science in the past two years, and I’ve learned that I truly love teaching it.

Why Rachel’s Story Matters This CSEdWeek

Rachel’s journey from hesitation to confidence captures the spirit of CSEdWeek and the Hour of AI - where educators grow alongside their students, explore technology thoughtfully, and help curiosity lead.

Because innovation doesn’t start with algorithms.
It starts with teachers willing to experiment, learn, and try again.