My first two years of teaching were not as scary as I expected them to be because of support from a great mentor teacher. She helped me navigate the curriculum and gave sound advice about building relationships. A school budget cut forced me to switch schools in my third year, however, and a lack of support at my new school made it a lot harder to flourish the way I previously did. I figured out the next years on my own, but often wished for the same guidance I had in the beginning. As with any learning, once you "get it," you think, "That was simple. Why didn't somebody just tell me that!?"
For all the new teachers out there, I've created a guidebook of my own.
Build positive relationships with your students and their parents or caregivers.
Establishing connections is one of the most important tasks to complete at the start of the school year. Of course, you can't build relationships overnight, and all parties have to work at it, but putting in that effort is key to your classroom management success.
I begin each year by sharing a little bit of myself. I create a "Meet the Teacher" letter that details my education and work experience in depth. This provides parents with insight into my experience and ability to educate their child effectively. I also share my hobbies, family life, and a few pictures to make a personal connection. I give out the letter at Meet the Teacher night, send it home with students, and post it on our class page to ensure that every parent and caregiver has access.
Practice time management for self-care.
The many duties we have as teachers—from planning lessons to making copies to grading papers—do not fit into regular school hours. I have never met a teacher who does not take work home or stay extra hours to prepare for their school days. Sometimes life does get in the way, however, and I don't keep to my planned schedule. I have had to rush around in the morning making copies as students entered the building (a recipe for disaster because the copier is usually down or occupied 90 percent of the time). The rest of the day just feels rushed and off-balance.
You must be mindful of self-care and find a routine that works for you so that you are not constantly working in your spare time. Here are some tips:
- Plan at least one week in advance. Some schools will require you to submit your lesson plans for review a week prior to teaching; other schools and districts will trust that you are effectively planning and not require any submission. Whatever your requirement may be, it is good practice to have plans at least a week prior to teaching them. Unforeseen circumstances will arise in our work and professional lives daily; scrambling to prepare lesson plans each day will not be effective for your students.
- Plan lessons collaboratively with your team. If you are an elementary teacher who tackles all subject areas, split the subjects up so that every person on the team completes weekly lesson plans for each area. Your team can agree to share every Friday so that everyone has the weekend to see all pieces and be set for the new week.Another option is to create an assigned schedule so that each member completes a week's worth of plans to share with the team (e.g., Teacher A completes the plans for the 1st week of the month, Teacher B completes the plans for the 2nd week of the month, and so on). If you are a single-subject teacher, your team could set up a similar schedule. For example, if two members of your team teach Math 8, you could alternate weeks to write lesson plans. This will lessen everyone's load and help to ensure best practices. Your team members will learn from one another and build relationships.
- Choose one day a week that you will not complete any school-related tasks. Dedicate at least one day a week to rest. Use that day to do simple things that help you unwind and refresh, whether that's family activities, getting outdoors, or relaxing in bed and binge-watching a new TV series.
Keep in mind that growth matters more than test scores.
Many teachers get wrapped up in the belief that if their students do not perform at high levels, their annual rating and job will be in jeopardy. This is only partially true. Some annual ratings include assessment scores, but the weight of those scores is so low that your overall score is unaffected if you have performed well in other ways throughout the year.
We must be realistic about the expectations we have for students. For example, you may encounter a 3rd grader reading at a 1st grade level, and you are only able to bring them up to a 2nd grade level by the end of the school year. Although this student is not meeting grade-level standards, you can celebrate her academic growth. Most administrators are well aware of the hard work that we put into teaching students daily and won't penalize a great teacher because every student in his class is not meeting grade-level expectations.
Talk to your principal.
Do not be afraid to build relationships with your administrators. Yes, there should always be a level of respect and professionalism between you, but they were once in your shoes and are there to support you. In addition to managing the day-to-day operations of a school, administrators also have the responsibility of ensuring teachers' professional growth.
I have taken time to meet with all my principals one on one and shared my eagerness to grow as a leader. I discussed personal life experiences and professional goals so that they could provide corresponding growth opportunities. They allowed me to shadow them during planning periods and chat with them during lunch, and they invited me to join organizations outside of our school. Share areas of concern and professional goals with your principal, as well as any ideas that you have to improve the learning experience for students. Great principals will appreciate your eagerness to grow.
Make time for personal reading.
Once upon a time, I struggled with teaching writing. I could clearly see the areas where my students needed improvement but struggled with how to get them to reflect on their own errors as they developed their craft. I tried reaching out to my colleagues and administrators and observed other teachers' writing lessons, but nothing seemed to work for me. It was not until I came across The Writing Thief: Using Mentor Texts to Teach the Craft of Writing by Ruth Culham that I gained a clear understanding of writing instruction.
Since this "ah-ha" moment, I have continued to read texts that address concerns and current interests in my career. Spend some time reflecting on your interests and areas of need before choosing books to read. I like to read in a variety of ways; I listen to audiobooks while exercising and read e-books in my downtime.
The following are a few books I wish I had read sooner:
- <LINK URL="http://www.ascd.org/Publications/Books/Overview/Fostering-Resilient-Learners.aspx">Fostering Resilient Learners: Strategies for Creating a Trauma-Sensitive Classroom</LINK> by Kristin Souers with Pete Hall
- Helping Children Succeed by Paul Tough
- The No Complaining: Positive Ways to Deal with Negativity at Work Rule by Jon Gordon
- The Energy Bus: 10 Rules to Fuel Your Life, Work, and Team with Positive Energy by Jon Gordon
- Kids Deserve It! Pushing Boundaries and Challenging Conventional Thinking by Todd Nesloney and Adam Welcome
Don't try to be perfect.
I have never met a teacher who has described the first few years of teaching as perfect. Everyone has something they wish they had done better, not done at all, or started sooner. Teaching is a continuous cycle of growth and self-reflection. It's normal to struggle. You will fail, but it's how you respond to your failures that matters.