Teacher Identity
Tue, 06/23/2009 - 13:43 — jessicav
Time. Time to digest what teaching is in practice, to consider that my expectations and classroom reality are very different places. Yes, new teachers expectations might be too high or not "real-world," but the system's expectation of new teachers is exaggerated as well. I can't help but feel that in many ways we set new teachers up to fail by overloading them.
Passion helps keep us on the ground!
Well, i had great expections as a beginning teacher, and i would say my expectation were overwhelming that a mentor would have helped. I had great frustrations at first emanating from the fact that the school would judge my ineficiences without doing its part to help me. As time went on, my students were my strength, i saw kids sucrificing a lot to learn-some travelling miles before reaching school and some going hungry! I was so humbled by the effort of these little angles that i felt i had every obligation to provide them some quality education! I felt compelled to give them the best and that marked my journal for self improvement in a school that didnt have any mentoring program [ In a country other than the US]
We may be teachers, but out identities are shaped by diverse experiences- some personal or from the school culture, but above all, the amount and depth of passion we bring to teaching and the love and care we have for children matters a lot. This said, every teacher needs a helping hand- at least from someone who knows all the tricks, and this is the Mentor!!
I can definitely relate to
I can definitely relate to being set up to fail. There is a lot on your plate as a first year teacher. Having a mentor definitely helps me. I know I can go to that mentor with any question I have, and if he doesn't know the answer he will find the answer. I try to steer clear of those that don't feel supportive to me, and surround myself with those that do. The more I do this, the more confident I feel. I definitely feel the pressure as a new teacher to step up to those high expectations that some people express to you. I just remind myself that it is okay to make mistakes. It is not the end of the world.
OK to make mistakes
I hope that you also have others to help reinforce that "it's OK to make mistakes." If you don't, then please let me do so. If we aren't falling down every once-in-awhile, then we aren't really learning anything new.
A young family member is learning to skateboard, and he's so proud of his scrapes, bumps, and bruises because they usually result in a new revelation or improvement in his skills. Sometimes I think that we, too, should be showing off our own "road-rash" and the lessons learned from it. It's the reality of growing, developing, and improving. We can learn a lot from one-anothers' tales of development and growth--not just the rosy, everything's fabulous tales, but also the scrapes, bumps, and bruises kind of tales.
OK to make mistakes
Oh, I hope you overcome those first time teacher jitters! Being an overloaded teacher isn't easy, I know. Its just heartbreaking, but you need to have balance and figure out the tricks, like Lara's young family member learning to skateboard, he should try the skateboard balance board first because then he could practice as teachers should when they are running through the hoops, getting those first scrapes that one day you'll be proud of!
Teams!
My first year I was put on a team with four other teachers with different backgrounds and years of experience. I learned so much from weekly meetings (we met three times each week). I was informally mentored those first few years and learned from the people who knew my students the way I did. My comfort level and confidence strengthened with each meeting. When I had concerns or frustrations I would look to my team for guidance. I felt comfortable having one of them observing me because they helped my plan my lessons through interdisciplinary units. It was a wonderful experience I still believe they were the ones that made me the strong teacher I am today...oh...and we always had food at meetings....CHOCOLATE!
Teams
I completely agree! I started my teaching career as a seventh grade math teacher in Bloomington and the teaming concept is so powerful, particularly if you are a beginning teacher. If we could somehow form informal teams at other grade levels that meet on a regular basis (this is key!) with opportunities to plan, discuss, share and observe, I think that more new teachers would stay in the profession. It is so comforting as a newcomer to know that four other people are rooting for your success and are there to support you, personally, and in your interactions with parents and administrators. Although we do this a little bit at the high school level, I miss having regular contact with my team.
Informal teams
During my first year of teaching, I received support from the other teachers in the junior high. We often had level meetings in school and informal meetings (going out to lunch, meeting after work, etc.) as well. Those special teachers shared their strategies, insights, and caring with me throughout that first year. Working with a faculty that is willing to welcome you into their circle is a great gift for a first year teacher.
Teacher Identity
My mentor teacher encouraged me to use my lesson planning book as a journal my first year. I wrote notes about what went well and not so well, funny things that happened, and things that I wanted to remember as I looked back in future school years. I definitely noticed the growth in my second year, being reminded of all of these things. Although now I look at it and think "God, I hope I didn't screw those kids up too badly!"
The Ups and Downs of Beginning Teachers
The first year of teaching is often like a rollercoaster! Lots of ups and downs. These swings are often caused by the steep learning curve, high stress levels, support provided by those in the school (e.g., mentor, administration), and more clearly understanding the realities of the teaching profession. I found "new teacher support groups" to be of value -- whether formal or informal (meeting at a local pub/restaurant) on Friday evening.
Impacting Teacher Identity
Early in my career I was encouraged to keep a folder of good notes. When those bad days occur I could always go to the file and reread a note or look at a picture created by a student. I think this helped me to take a minute each day to focus on something good I did, not just what I didn't get to. It is so easy to look at what is not accomplished and forget to celebrate the small victories. I still keep a folder today and informally encourage new teachers to start one of their own.
Impacting Teacher Identity
I have kept cards throughout my teaching career. They are great rejuvinators when you have those days (yes we all have them). This allows us to keep in mind why we truly teach and celebrate the joys of the profession. I also have received several ornaments ove the years as teacher holiday gifts. When I decorate my tree each year it always brings a smile to my face as I put on the ornaments I received over the past 25 years teaching.