Now in her tenth year of teaching at Dwight, having taught every Humanities course in Bentley House, Ms. Cardwell teaches grade 8 Language and Literature, where she weaves together her passion for learning, empathy, and cultural awareness. Her presence in the classroom is not just about teaching academic content but fostering a space where students feel valued and challenged to take risks.

“Ms. Cardwell views every single student as an individual,” says Selin Sevil ’28. “As 'students,” we are not a single-minded body. We can have complex outlooks on real, relevant topics, and our inputs should be valued by our community.”

Ms. Cardwell’s teaching journey is rooted in her own love of school and the impact her teachers had on her. She recalls being captivated by her grade 9 History teacher, Mr. Barnes, who taught her the art of reading comprehension and analysis. “I wanted to provide the same excitement around learning to my students that I felt growing up,” she explains. This personal connection to learning led her to a career dedicated to inspiring that same enthusiasm in her students.

Her path to Dwight was influenced by her love of travel and cultural exchange. Having traveled extensively throughout Africa, she was drawn to Dwight’s commitment to global learning. “The fact that Dwight was a school that had a diverse international student population and an emphasis on global vision in the curriculum was something that really interested me,” she shares. This emphasis on a broader worldview aligns with her own life experiences and her teaching philosophy.

Ms. Cardwell has a special knack for discovering and nurturing her students’ unique talents. She employs a variety of approaches to connect with her students and uncover their interests, from direct conversations and polls to informal moments during lunch. “I eavesdrop on their conversations and butt in to ask questions,” she says, explaining how these informal interactions help her understand what truly excites her students.

For Ms. Cardwell, students need to feel “liked, cared for, and seen” to thrive academically. Her ability to balance warmth with a challenging curriculum is part of what makes her so beloved among students and parents alike. Learning isn’t always fun and games, but she aims to create engaging lessons, like using Twilight Zone episodes to illustrate literary devices or organizing trivia around current events.

“I think my spark of genius is helping students feel comfortable and seen in the classroom by, one, getting to know them, and two, giving them really specific praise in the learning process to help build their confidence and develop the teacher-student relationship.”
—Candace Cardwell

Ms. Cardwell’s approach often results in transformative experiences for her students, especially those who initially struggle. She recalls the satisfaction of watching reluctant readers eventually embrace books. By offering varied reading experiences — whether reading as a class, listening to audiobooks, or simply allowing students to read independently in a cozy classroom setting — she’s seen many students go from disinterest to enthusiasm.

Developing this love of reading also happens through connecting students to the right stories. She describes a particularly rewarding moment when she noticed a new student from Nigeria who seemed disconnected. She introduced a story by Nigerian author Chimamanda Ngozi Adichie, allowing the student to feel recognized. “The way he just came alive when he saw we were reading something from his culture was unforgettable,” she recalls.

Ms. Cardwell’s students remain connected with her even after moving on from her classes, often seeking her feedback on essays, sharing or seeking book recommendations, or simply updating her on their lives. This lasting bond is a testament to the strong relationships she builds with her students. One former student, Nathan Sigal ’27, who had a passion for American history that she encouraged, went on to launch a news website. 

“When I had Ms. Cardwell as a teacher, I felt challenged in good ways and supported in many other ways,” said Nathan. “I greatly enjoyed having her as my teacher.”

Reflecting on her time at Dwight, Ms. Cardwell feels fortunate to be part of such an engaged and appreciative community — not just as a teacher, but as a parent. Her daughter is in the Class of 2025 at Dwight. Seeing the care and attention her daughter has been given at Dwight has deepened her appreciation for the school’s supportive community.

She recalls a recent encounter with a new teacher asking about Dwight’s teaching culture. “I wasn’t going to lie; it’s hard work,” she admits. But she quickly adds that the students and families make the work deeply satisfying. “The level of sincere appreciation from students and parents here is something that makes the work I do very rewarding,” she remarks.

Through her dedication, empathy, and commitment to helping each student discover their unique potential, Ms. Cardwell exemplifies what it means to be an impactful educator. Her classroom is not just a place for learning; it’s a space where students feel valued, inspired, and empowered. For her students at Dwight, Ms. Cardwell’s influence will undoubtedly be a spark that shapes their educational journeys for years to come.

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