1. Inconsistency
It’s difficult to manage a classroom
without consistency and routine, yet it takes experience to establish what
works best. In the meantime, borrow from the others’ expertise. Before school
starts, talk with your grade level and content area teammates. What are their
classroom expectations and procedures? What routines do they establish the
first week of school? How do they start and end their lessons? Once you’ve
determined some strategies for managing your classroom, be sure to practice them
early on with your students and use them consistently.
2. Focusing on Lesson Planning
Rather than Student Learning
My first year of teaching, I was
desperate to keep my students busy. Prepared with work sheets on every topic,
I’d lead 10 minutes of grammar instruction, followed by vocabulary work, then a
class novel, and so on. This practice may have passed the time, but my lesson
plans lacked purpose. Structure your class using essential standards, clearly
stating the goal of each lesson, modeling tasks, and allowing time for students
to practice. Then they know what they are learning, and you have evidence of
their understanding. Avoid worrying about what your students will do in class,
and think, “What do my kids need to learn?”
3. Grading Everything
I used to feel guilty when I
assigned work, knowing I wasn’t going to grade it. I also used to intimidate
students with grades when they were off task. As a result, I scrambled to
collect and “grade” every assignment, though usually just for completion. Eventually
I learned the foolishness of my thinking. Class activities and homework
assignments should be opportunities for students to learn and practice new
skills. And who would want to be judged on a first attempt when learning
something new? Now I grade what my students actually know or can do. For
instance, my students and I may spend a few days practicing using context
clues. Then I assess their ability to do so independently through a
“ticket-out-the-door,” short quiz, or conference. I grade fewer papers, yet
provide more meaningful scores for students and their parents.
4. Avoiding Parent Contact
As a beginning teacher, I was
uncomfortable calling parents. I was closer in age to the teens in my room than
the adults on the line, and felt like a tattling child as I stammered out my
reason for calling. When you call parents, make sure you are calm and able to
speak with a positive tone. Describe the strategies you’ve tried in class, and
ask for suggestions. Parent contact is most beneficial when it’s clear you are
all on the same side, working in the child’s best interest. Consistent parent
contact is important, too, whether it be a weekly newsletter, email, or updated
website. It builds your credibility and makes further interactions with parents
more productive.
5. Not Setting Boundaries With
Students
We love our students and know the
value of getting to know each one as individuals. However, you need to set some
boundaries in the teacher-student relationship, beyond just setting your
Instagram account to private. As the cool, young teacher, students may feel
more comfortable around you, treating you as a confidante, but it’s important
to remain professional. When a child drops by to see you, keep your door open. If
they discuss personal information, such as feelings of depression or problems
at home, contact a guidance counselor. Your interactions with students, in
person or via email, should not be secret, and students should understand you
have a duty to report sensitive information to the necessary school figures. Troubled
kids may want you to be their friend, but they need you to be a responsible
adult.
6. Being Afraid to Ask for Help
When struggling as a first-year
teacher, it’s tempting to hide in your room. However, helpful solutions may be
right down the hall. When asking for advice from teammates, mentors, or
administrators, be specific and solution-oriented. You may also seek assistance
in virtual communities. Participate in educational Twitter chats and post a
question. Know that asking for help doesn’t mean you’re a bad teacher. Rather,
it’s a sign that you’re being proactive and have a willingness to improve.
7. Being Afraid to Speak Up
Beginning teachers have much to
offer their school communities, but may be hesitant to speak up among their
veteran colleagues. Start your growth as a teacher-leader by actively
participating in your professional learning community. Share your ideas and
favorite technology tools. Gather assessment data and report what you’ve
discovered. You may soon find other teachers approaching you for help! This
past year, new teachers in my building led professional development sessions on
setting up online classrooms and using standards-based grading.
8. Burning Out
Teaching requires a lot of time and
energy. Learn to set limits for yourself and prioritize your well-being. If you
are feeling overwhelmed by your to-do list, schedule some fun! Add a book club
meeting, workout, dinner date, or even a few extra hours of sleep to your
calendar. Taking care of yourself, physically and mentally, is an
accomplishment worth checking off your list.
9. Forgetting the Joys of Teaching
The difficult realities of teaching
hit hard in your first few years. Standardized testing, paperwork, and
extracurricular duties can be overwhelming. Learning to focus on the positive
experiences can help you power through tough days. Remember why you chose
education in the first place. What we do matters, and sometimes remembering
that simple fact can make all the difference.
Ultimately, educators at every level
make mistakes. While there may not be a “Ctrl+Z”
function for the classroom, each morning represents a chance to start fresh,
make amends, and try again. Children are resilient and incredibly forgiving.
Give your students your best, and you will be amazed at what you can accomplish
year after year, imperfections and all.
