A Future Conductor in the Classroom

Posted December 1, 2025 in Stories, Students, Teacher Education

Reading Time: 3 minutes

From working long shifts at Dunkin’ to stepping onto the podium in a high school music room, Brady Kellum’s journey to teaching is built on patience, persistence, and a lifelong connection to music. Now a Teacher Education MAT student at Rutgers–Camden, Brady is beginning his student teaching experience focused on helping young musicians grow in skill, confidence, and commitment.

From Coffee Shifts to Choir Rehearsals

I’m student teaching High School (grades 9–12) music at a regional high school. Before joining the MAT program, I earned my bachelor’s degree in Music in 2020. After graduating, I worked at Dunkin’ for four years. That experience taught me a lot about responsibility, patience, and working with people from all backgrounds – all things that translate into the classroom in ways I did not fully expect at the time.

The MAT program has given me a lot of useful knowledge about how to manage a classroom…I’ve had many opportunities to take what I’m learning in the program and apply it directly with students.
Brady Kellum

Why the Classroom Finally Clicked

People have always told me I would make a good teacher. I see myself as a patient and caring person, and I really enjoy sharing what I know with others. What excites me most about student teaching is the opportunity to help students grow as musicians. Being able to guide that growth and watch confidence build is what keeps me motivated.

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Learning to Lead a Room Full of Sound

The MAT program has given me a lot of useful knowledge about how to manage a classroom, especially when it comes to behavior management and giving clear directions. I’ve had many opportunities to take what I’m learning in the program and apply it directly with students. That hands-on experience has helped me feel much more prepared for this stage of my training.

The Kind of Teacher I’m Becoming

During my student teaching experience, I want to get better at knowing what kind of feedback is most helpful in the moment. I want to be able to support each student in a way that helps them clearly see where they can improve. I also hope to inspire students to always try their best in everything they do, whether that is in music or beyond the classroom.

When the Music Doesn’t Stop After the Bell

I love to sing, and during my undergraduate years I had the opportunity to perform in several different countries with Glee Club and my a cappella group. Those experiences shaped how I see music as something that connects people across cultures and spaces, and that perspective continues to influence the way I approach teaching.