Each morning in Dana Kalaher’s kindergarten classroom at Benton Grade School begins the same way—with a greeting, a smile, and a promise. Before the first lesson is taught, before the first worksheet is passed out, her students gather and recite the words that set the tone for everything that follows. They remind themselves, “I am loved. I am important. I am special. I’ll choose to be kind. I’ll choose to be brave. I’m smart, and I can do hard things.” Those words are more than a pledge. They are the foundation of a classroom built on belonging, encouragement, and belief.

For Kalaher, who will retire at the end of the 2026–2027 school year, those daily affirmations reflect a lifetime spent helping children see their own potential. She describes teaching as “the best job in the world,” because of the lasting impact it creates. She explained that when former students return years later and remember her, it means everything, adding that teaching is about making a difference and having “a positive impact,” which has always been her purpose.

Kalaher’s journey into education began long before she ever stepped into a classroom as a teacher. Growing up in nearby West Frankfort, she discovered her calling in elementary school. She recalled that when her third-grade teacher, Mrs. Wade, gave her a ride after school one day and allowed her to help in the classroom, something clicked. From that moment forward, she knew she wanted to teach. Another teacher, Mr. Maragni, reinforced that dream, showing her the lasting influence educators can have on their students’ lives.

She pursued her education at John A. Logan College and Southern Illinois University Carbondale, though her path was not always straightforward. After marrying her husband, who served in the military, she lived in several places, including Germany and California. While in Barstow, California, she taught kindergarten for the first time in 1989, an experience that confirmed she had chosen the right profession.

When her family returned to southern Illinois, Kalaher made the decision to stay home and raise her two daughters. Later, determined to finish what she had started, she returned to college to complete her degree. She often reflects on that decision with pride, remembering that when someone questioned why she would go back to school at age 32, she responded simply, “I’m going to be 32 anyway. And this is all I’ve ever wanted to do.”

Her career eventually brought her to Benton Grade School in the 2004–2005 school year. She began as a reading teacher, later taught fourth grade for eight years, and finally found her home in kindergarten, where she has remained ever since. Kindergarten, she believes, is where the most important growth happens. Students arrive with a wide range of experiences and abilities, and her job is to help them build confidence alongside academic skills.

She understands that before children can learn to read or write, they must learn how to be part of a classroom community. She explained that much of the early work involves practicing routines, social skills, and basic expectations. She reassures students from the very beginning, telling them she will always guide them with patience, explaining that she lets them know there is “nothing that you can do to make me mad,” and that mistakes are simply part of learning. That sense of safety allows students to take risks, try new things, and believe in themselves.

Her classroom is filled with traditions designed to build that confidence. Students celebrate compliments they receive, earning special activities like dance parties or art time. They begin each day with a personal greeting, choosing how they want to be welcomed—whether with a high five, a wave, or even a dance. These small rituals help each child feel seen and valued.

Over the years, Kalaher has seen education evolve, but she believes the heart of teaching remains unchanged. She credits Benton Grade School’s administration and staff for creating a culture that prioritizes students and supports teachers. She described the school as her favorite place to work, explaining that administrators “believe kids first,” and that support makes it easier for teachers to focus on what matters most.

As retirement approaches, Kalaher looks forward to spending more time with her grandchildren, Cedric and Evelyn, and traveling with her family. Still, the thought of leaving the classroom is bittersweet. Teaching, she said, is not just what she does—it is who she is.