Campus Connection

Wiesman prepares to teach and support English learners with heart and fluency

Lauryn Wiesman stands in front of a room filled with the laughter and energy of 15 busy three-year-olds as they play, talk and explore the classroom at UW-La Crosse’s Campus Child Care Center. 

“If you can hear me, touch your nose,” she says softly as she walks around the room to see who has tuned into her impromptu game of Simon Says. 

The game is one of many clever strategies she’s learned to capture young minds’ attention and better manage her classroom — and just one example of how she’s turning classroom theory into practice. 

For Wiesman, this hands-on experience is more than just a campus job. It’s preparation for her future — a career in education that she’s been steadily building toward since high school through classes, tutoring, part-time work and volunteering. 

Early signs of a calling

Her journey toward teaching began long before college — even before high school. 

“In elementary school, I struggled with a lot of concepts,” Wiesman recalls. “Then, I had a fourth-grade teacher who really wanted to help me. His commitment was my first real push toward education.” 

That spark grew stronger in high school. During her senior year, Wiesman’s school welcomed some Spanish-speaking students, but without a TESOL teacher, staff turned to her — a higher level Spanish student — for help. She spent much of that year working one-on-one with a fifth grader, helping him learn English. 

“He was a spitfire — and I loved him,” she says with a laugh. “I didn’t mind helping, but I kept wondering: is he really getting what he needs?” 

That experience changed everything. It inspired her to explore how she could better support English Language Learners — especially Spanish speakers. At UWL, that passion translated into a degree in Spanish Education and Teaching English to Speakers of Other Languages (TESOL). 

Immersing herself in experience

Wiesman hasn’t waited until graduation to gain experience. In addition to her job at the Campus Child Care Center, she tutors high school students through UWL’s Pre-College Mentoring Program, offered by the UWL Office of Multicultural Student Services.  

“I wanted to get as much experience as I could,” she says. “I’m learning what it’s like to work with different age groups in an educational setting.” 

In fall 2024, she volunteered with UWL’s Self-Sufficiency Program, providing daycare for children while their parents attended classes in preparation for college. One family spoke very little English, giving Wiesman a chance to bridge a language gap using her Spanish. 

“I was able to communicate with them and put my Spanish and TESOL skills into action,” she says. “It was a great opportunity to bridge the gap for me.” 

This summer, she is continuing to strengthen those skills through a six-week study abroad program in Sevilla, Spain. Then, in the fall, she’ll jump into two field placements — one in Spanish and the other in TESOL — bringing her one step closer to student teaching. 

Though she has another year before graduation, Wiesman is already thinking about the classroom she hopes to lead. One day, she’d love to return to her hometown and support its English Language Learner community, helping shape a stronger TESOL program. 

“No one goes into teaching for the pay or the politics,” she says. “We do it for the children. That is wholeheartedly the reason for me. I want to be someone who shapes the future — and I want to do it this way.” 

A home at UWL 

UWL wasn’t always on Wiesman’s radar. At first, she dismissed the idea entirely — too many relatives in her family had attended UWL and other La Crosse area institutions and she wanted to forge her own path. 

But after touring other campuses and not quite finding the right fit, she visited UWL. It was her final tour — and a turning point. 

“As I walked the campus, I could see myself in all the spaces — the classrooms, the library, the study nooks,” she says. Her dad noticed the change in her demeanor immediately. “Come on, this isn’t your college?” he teased, seeing the spark in her eyes. 

That day, Wiesman decided she’d continue the family tradition after all. 

“What really attracted me to UWL was the small-town environment in a bigger city,” she says. “I’m from Stratford, Wisconsin — a town of about 1,500 people. I wasn’t sure how I’d fit into a bigger place, but UWL still felt like home.” 

UWL’s vibrant campus life also appealed to her active side. As a high school athlete, she was eager to stay involved, even if only through intramurals. Her family told her about the lively scene — students playing spikeball, tossing bean bags, or heading to the gym — and she saw it for herself on a sunny 70-degree tour day. 

That sense of community made it easier to dive in. Wiesman, once a shy student, credits her outgoing roommate with pushing her to get involved from the start. “We’re going out and meeting people,” her roommate insisted. That early effort led to a close-knit group of friends she’s still connected with today. 

“We love going to the beach… playing spikeball,” Wiesman says. “It’s been a great balance — I’m growing as a future teacher, but also having fun and making lasting memories.”