Called to the Classroom: How God Led a Reluctant Mathematician to Teach

In part two of our conversation with Belina Dulaney, professor of mathematics at Williams Baptist University, she shares how God redirected her carefully laid career plans and revealed a surprising calling to the classroom. From orientation day at ASU and dreams of becoming an actuary, to discovering a deep sense of ease and joy while teaching as a graduate assistant, Dulaney traces the moments when God clearly overruled her “never going to teach” resolve.

She reflects on her year in a high school classroom in a low-income community, the emotional toll and deep fulfillment of investing in students’ lives, and the leap of faith that brought her to Williams Baptist University. Dulaney also explains why she sees God as the ultimate mathematician, pointing to patterns, harmony, and design in both creation and the golden ratio that she highlights in her contemporary math classes. This episode invites listeners to consider how God weaves gifts, personality, and unexpected opportunities into a clear sense of calling and purpose.

Transcript

SPEAKER_01 0:00

Welcome to this episode of the Life Word Podcast. We are again joined today by Belina Delaney, esteemed professor of mathematics here at the Williams Baptist University. If you have not listened to the first episode of her sharing her life journey, you need to do that because we're going to pick it up from where we left off. We got you graduated from high school, didn't we? Top of your class, valedictorian. Yes. Um with pretty significant college hours even earned.

SPEAKER_00 0:27

Yeah.

SPEAKER_01 0:27

Where are you going to spend those hours? Where where are you going to go to school now?

SPEAKER_00 0:32

So um Harvard.

SPEAKER_01 0:34

You talked about going to Harvard. Ivy League.

SPEAKER_00 0:37

You can't uh exactly do that with a baby. Um, I mean, you probably could, but no, I needed my mom.

SPEAKER_02 0:44

Yeah.

SPEAKER_00 0:45

Um, and so ASU was closest, and uh, I knew that I was gonna go there. I didn't know what I was gonna do.

SPEAKER_02 0:53

Okay.

SPEAKER_00 0:54

We had the orientation day, and the way that they did orientation then, I don't know if they still do it this way, but they had these signs, and you know, it we would all be in a big room on orientation day, and psychology, you know, psychology major, they'd hold up a big sign and like a big group would get up and go with psychology. And every one of these groups were so big, and I'm not, you know, I'm I'm very isolated at this point, very like again, life circumstances were way different than any of these people that were getting up. And I knew that, and I was like, I I don't want to go with a big group. I still don't know what I want to do. I loved reading, I loved writing, I was a reporter at the time. Like I knew that I could just kind of figure it out later, even though I had 52 college credit hours. Um, and if you I mean, you know, you can't really figure it out later once you come in with the money.

SPEAKER_01 1:51

Um so I mean you could, but you're gonna be there a long time.

SPEAKER_00 1:55

Oh yeah. So they call math and like nobody's really getting up. And I was like, hmm, I'm I'm good at math. Like I've been tutoring in math. I'm I'm just gonna go with them.

SPEAKER_01 2:05

So so at this point you kind of had a proclivity or you knew you had a proclivity for math. Yes.

SPEAKER_00 2:10

Um I that's what I had been tutoring in throughout high school. And um, and I I liked it. I liked that there was a solution. There was a solution every time it wasn't um dependent on who was reading. That's like it is true or false. It is this is exactly what it is. Um, you know, if as far as literature goes, somebody can pick up the same piece of literature and we can all see something different from it. But math, no, it is right or wrong, it is what it is. Later it became more apparent that like it's the the journey to get there that's more important, that thinking process. But anyways, um the yeah, there was only like three people that went with that group, so I went with that group because there wasn't very many people.

SPEAKER_01 3:02

And um Well, you're using mathematics to make a pretty significant decision.

SPEAKER_00 3:05

Oh yeah, yeah. And I was and I kept saying it, like, I can just change it later, it'll be fine. And um, and my advisor who was kind of you know working with us, she saw how many hours I came in with, and she was like, Well, we can do a BS and a BSE. So I could do a BS in math and a BSE uh education, math education, secondary. And I was like, Oh yeah, sure. But in my head, I'm like, I am never going to teach. Like, I'm never, like, this is good call. I can't be a teacher. And um, like I need to make more money than that, is what I really was thinking. And um, so I just, you know, was like, okay, I do BS and BSE. And um, I started that program. And again, because I had so many hours, I kind of, you know, started later in the program. And I was observing like my first classroom, and it was a junior high. And that day I dropped the BSE because I was like, there's no way. Like, I God has continually chosen, like handed me jobs, like truly carried me to from one job to the next. Once things had expired or things had changed or my life circumstances had changed. He's done, I'm gonna take this one out of his hands. Like he's I'm not going to be a teacher. So I'm just gonna take that option away. I'm, you know, I'm just gonna get my BS in math and I'll I'll get a graduate degree and I'll do something with math, but not be a teacher. And so I took it out of his hands, I thought.

SPEAKER_01 4:46

That never works out.

SPEAKER_00 4:48

No, it does not, and I knew it didn't. Um, but you know, you just kind of think that you have a plan and um his plan is always better. Yes. It truly is always better. Um, but so I yeah, I got my BS in math, and um, by that point at the end, I thought, I want to be an actuary. Do you know what that is?

SPEAKER_01 5:17

It isn't that an insurance.

SPEAKER_00 5:20

Yeah, they do like risk assessment.

SPEAKER_01 5:22

Yeah, you predict our longevity.

SPEAKER_00 5:24

Yes. Um, because it's in a cubicle and it's all numbers, and people are numbers, and um there's you know, it's it's all it's all numbers. And um so an assessment and and things like that. And I just really cling clung to that. You know, I love statistics, fell in love with statistics. Um, so I went to get my master's degree and it was ASU. And I needed to, so undergrad, everything was paid for because, you know, all the scholarships and things like that, and was like actually paid to go, you know. Um, but the uh masters, it's not like that. And um I so I became a graduate assistant. And a graduate assistant teaches. And you know, I was like, it's two years, like it's fine. And these are adults, and um so I started that and I don't know when, I don't know if it I it wasn't the first day, but like pretty quickly I had this realization of like this is the most comfortable I am in life in front of a classroom.

SPEAKER_01 6:46

Like And just so our listeners can appreciate this, you're a bit introverted.

SPEAKER_00 6:52

Extremely introverted. That's right. Yes. Okay. Math people are weird like that.

SPEAKER_01 6:57

And it took me like uh six years to get you to agree to take that kind of thing.

SPEAKER_00 7:02

Yeah.

SPEAKER_01 7:03

Um and yet you feel comfortable.

SPEAKER_00 7:06

Extremely comfortable. Like it is the most comfortable.

SPEAKER_01 7:10

That's a God thing. Yeah, it's gonna be, yeah.

SPEAKER_00 7:12

Um, because I can I can be up there and in a room of 30, 40, 50, whatever, and be the same. I I it's like whenever I'm teaching math, it's nearly like having a conversation. I'm sure that they don't feel like that a lot of the time, but it um I I don't know.

SPEAKER_01 7:35

I just so that is through the through the personality God gave you, through the life experiences you have for for obviously having a gift, proclivity for math. And in the reality of teaching, I don't want to read into this for you, but my sense of listening to you is you're discovering your call.

SPEAKER_00 7:58

Oh yes, absolutely. Um, and the only thing that I could think, and which, you know, really just threw a wrench in my plans. Um, because I was like, I'm never gonna teach. And and then I'm looking at non-traditional ways of teaching because I, you know, it's a little, it's a bigger classroom. And the one thing that I felt like I was missing was like relationships. Um, and again, I don't really seek that in in life. Um, but I was I I wanted to, I felt like that was the way to get them to not be so intimidated by this subject that everyone just scoffs at, is if I can develop relationships with them, if I can show them that I'm a person and that they're a person and that it doesn't matter, like, you know, they have a background where they were told that they're bad at math, or um, they feel like they're bad at math because they did this or did that. Um, if I can just get them to listen to me, if I if if I can just get them to listen to me and through relationships are a big part of that. And so I was like, oh, well, you know, maybe at high school, after, you know, again.

SPEAKER_01 9:15

Junior High didn't do it for you.

SPEAKER_00 9:19

Yeah, so I um started seeking um alternative methods of getting my licensure when they had something called the Apple program. So I started that and um got a job at Truman.

SPEAKER_02 9:33

Okay.

SPEAKER_00 9:34

And um I that was and it was exactly what I wanted. Um it I was able to develop relationships with these students um and developed, you know, uh a sense of respect and understanding for the subject, I felt like. And um it just it was truly the hardest and most fulfilling year of my life.

SPEAKER_01 10:08

So how did you get from there to here?

SPEAKER_00 10:10

Well, I don't know. I um so I loved it there. I like absolutely.

SPEAKER_01 10:18

So how long were you how long were you there?

SPEAKER_00 10:20

One year.

SPEAKER_01 10:20

One year, yeah. So did you go from there to here?

SPEAKER_00 10:23

Yes. After one year in high school, yeah, one year um teaching high school. I um I you know, the part about teaching, it's I went from like to two extremes. You know, I went to well like uh where you classes are too big develop to develop relationships, they're too sh they're too short, there's too many of them. Um to, you know, I'm I'm with these um kids that a lot of them don't have like the best home. And um they have a lot more problems than just the math. And my heart, um, it just I was all in. I was all in. Um, I wanted to be the person for anyone and everyone, every one of my babies, every one of my students, like they were mine, and I wanted to go to games and I wanted to show up. I wanted to show up and I wanted to be present and I wanted to help and uh I wanted to have conversations and all of that. And I and I did, um, but that can take a toll. Like a a being a public school teacher um in um a lower economic community is it's a calling. It is, and um, and and you have to have the strength to get through it, and um, and I would still be there today. I really would. I really believe that I would still be there today. Hard or not, I would I just loved, and again, the most fulfilling. So did somebody tell you about this job or no, I actually I think I had a really bad day. Um I was having a really bad day, and I was just looking and um I saw that I I didn't even know like I don't know anybody from Williams, didn't know anybody that went to Williams, like knew that it existed, but that was the extent of it, thought it was a two-year college. Like I really, really, it was God. It was God once again holding me and leading me. And because I saw the job posting and I had already had everything, all of that stuff, because I mean I just got hired there that year. And I was like, I'm I'm not qualified, but I'm still gonna I'm gonna try. Like I'm I'm just gonna turn in everything and just see what happens. Didn't even talk to my husband. Like I was just like, because I didn't think that it was a possibility. I really didn't. Um, and then I got a phone call.

SPEAKER_01 13:02

What year was this? Do you remember?

SPEAKER_00 13:03

It was the year you we were hired the same year.

SPEAKER_01 13:06

Wow.

SPEAKER_00 13:07

Yeah.

SPEAKER_01 13:08

Okay.

SPEAKER_00 13:09

Um, and so um were you my first faculty hire? I um I don't know. Um, because what did you come in? April?

SPEAKER_01 13:20

April of 2018.

SPEAKER_00 13:21

Um, yeah. So I mean I was hired in end of April, May. So, oh yeah. Fist both.

SPEAKER_01 13:27

We're gonna own that one, sister, because I'm proud of that one.

SPEAKER_00 13:29

Yeah, and um so I uh just kept and I knew better. I knew better, but I kept giving God these, you know, if if this happens, then I will. And then that happened. And then, well, God, if this because, you know, we live in Truman. We have a house in Truman, my son goes to Truman. Um my husband was going to pharmacy school at the time, and um I'll, you know, like he's going one hour in the other direction, and I'd be going one hour in the other direction. And but I just kept saying, like, okay, well, God, if if this happens, then okay. And then that would happen. And okay, well, maybe that was a flike. God, if this happens, then I'll I'll I'll really consider it, you know. And then, you know, I get my interview, and okay, well, God, if this happens, then I'll I'll really actually consider it, you know, like I'm I'm gonna I'm gonna listen. Um and I'm still I'm still really not listening. I mean, uh, cause it things just kept happening and finally it was just like him screaming at me, like, you need to do this. And so took a leap of faith. Um, and we stayed at our house in Truman because again, he's going to pharmacy school and we were just trying to make um, you know, make it work. Um, and it actually ended up, you know, my son at that time, like the school wasn't really working out for him, and like Walnut Ridge was a blessing. Um he seems to be thriving there today.

SPEAKER_01 15:10

Yeah, and academically and athletically.

SPEAKER_00 15:12

And um, so we transitioned and um it and never looked back. Um I again um am most comfortable in front of the classroom. Um, but this was the best of both worlds because it was I was getting adults, you know, that I could be real with.

SPEAKER_01 15:34

Most days. Yes, most days.

SPEAKER_00 15:36

Yeah. Uh whether, you know, they act like it or not, I can there you go. I can have expectations for them and um and not bend on those expectations because I know that you can do anything, you know, and um the, you know, like I know that over the years the student changes and um how prepared they are either academically or life-wise changes. Um, but my expectations haven't changed because I know through God all things are possible. And I know that like, you know, we obviously have to put in effort there as well, but it I know that they're all capable. And I know that sometimes it really is just somebody holding them to those expectations. And um again, a lot of them hate math. They come in hating math. They come in immediately with this like really negative either experience or um, you know, feeling towards it because they don't feel like they're good at it or any everything like that. Um I've just heard it all.

SPEAKER_01 16:58

Um So you're not only having to deal with the academic side of this, you're also having to navigate the psychological relational side of the state.

SPEAKER_00 17:06

Yes, because I think that that's a big part of it. I do too. Um I absolutely believe that that's a big part of it. Um, because they'll, you know, again, they'll come in um just already and it can go back to um elementary school. They can go back to elementary school of like, why because math builds, it builds, and if you have a bad experience, then it's just gonna continue and continue and continue and you don't have that foundation. And um so I try to get them to understand that, you know, that like you need the foundation and there's no shame. There's no shame in not having it yet. Like we we can work on it together. And the there's no stupid questions um unless it's already said in the syllabus and you're asking.

SPEAKER_01 18:01

Oh, and I'm sound like a woman after my own heart on the syllabus thing. When I was in the classroom, Yes. Have you read your syllabus?

SPEAKER_00 18:08

And and me repeating the syllabus 500 times and they still ask the question.

SPEAKER_01 18:12

But um, so so you said something there about you're working with them, but there's a third person involved in this, and that's God. Yes. And going back to something you said in the earlier podcast about God is a mathematician. God doesn't I want to hear just a little bit of that. And the time we have left, please tell our listeners what you mean when you say God is a mathematician, because I believe it.

SPEAKER_00 18:36

Oh, yeah. So there are, I mean, there are TED talks on this and everything. I'm not gonna give you one today.

SPEAKER_01 18:41

I want to hear Belina talk.

SPEAKER_00 18:42

Um, but there's like I mean, there's things as simple as like fractal geometry where you know patterns repeat, you know, um patterns within our body repeat that are also in nature, and um that they all work together in harmony to make these processes and these bodies and the and nature and everything work appropriately. Um and I mean the golden ratio, you know, and seeing that again in What's the golden ratio? Um, so it goes back to Fibonacci numbers.

SPEAKER_01 19:20

Oh no, here we go.

SPEAKER_00 19:21

Yes, yes, and so I mean, and again, I cover all of this in contemporary math, and it I feel like that's probably the easiest class for me to really like bring God into it, you know. Cause like in college algebra, it's it's a little harder to, you know, other than just me living my life and and and me developing that relationship with them. Um, there's no clear, like, oh well, God did this, you know. Um, because again, they have a very, very negative um attitude towards math and numbers. Um, but yeah, contemporary math, it feels like there's more of that. I get to insert those little things along the way.

SPEAKER_01 20:06

And um design, yeah, sequence, yes, harmony. Yes. These are things that resonate within mathematics, at least so I'm told.

SPEAKER_00 20:15

It does, yes, yes.

SPEAKER_01 20:17

Belina, I'm proud of you. Thank you for sharing your story.

SPEAKER_00 20:21

Well, thank you for having me.

SPEAKER_01 20:23

Beautiful journey of God's grace, redemption, and restoration, and you are living that beautiful story. And I appreciate you sharing it with our listeners. Thank you for being our faculty. Yeah, I'm incredibly blessed. Thank you for the impact you make with our students and with your colleagues, because I've talked with some of them, and they hold you in high regard and have great respect for you as a colleague, both in terms of your collegiality as well as what you do in the classroom. Thank you.

SPEAKER_00 20:52

I hold them in high regard. I'm very, very blessed to work here.

SPEAKER_01 20:55

And I'm proud, to the best of my failing memory, you were my first faculty hiring. And the irony is I am not very mathematically inclined. And yet here I am, and hire someone who is as gifted and who is passionate and who is such an exceptional instructor and teacher to be our mathematician here at Williams Baptist University. Thank you for that.

SPEAKER_00 21:17

Thank you. It's by the grace of God.

SPEAKER_01 21:18

Amen. Amen.