Hello! Very random and no worries if that's not your intention for the blog, but I love reading about your teacher experience and insights! Take this ask more so as encouragement to write more about it if you feel like it, because I'm going to start teaching soon (and yes, many people I've met have warned me about both its miracles and horrors lol) and it's really helpful to hear others' experiences :)
Thanks for the ask! Honestly I'm just a first year, so I don't have a tonnnn of advice to give. But here's a few general first year tips from one to a future another:
1 — No matter what, having a good department team is ESSENTIAL. You're going to be relying on them a lot your first year for help, advice, curriculum stuff, behavioral management stuff, etc. Talk to them, get to know them, have lunch with them, share issues/seek advice from them. You're going to encounter situations that your degree did not prepare you for (likely, in the first week lol. For me, it was Day 1) and having people around to help you judgement free is going to be crucial. I was super lucky that my department team and all the teachers from other departments that I work closely with are really amazing, easy to work with, etc.
2 — You're also going to want a good relationship with the "other" departments. The library staff, tech staff, sped department, guidance, janitors, etc. They're all lovely people, so don't be afraid to pop in to introduce yourself on the first week!
3 — Crazy things are going to happen. Like....all the time. Don't bring them home with you. As soon as you exit the doors, shake it off. All your students made it on the bus to their parents alive, so it's fine. Your job is done for the day. I've been going to the gym a lot right from school, and it's been really helpful to prevent myself from taking anything home with me so to speak.
4 — Document, document, document. Did something happen? Document it, email a copy to whoever's applicable: admin, guidance, sped, BCBA, etc. "Hello, just emailing a summary of what happened today" is not an uncommon email for me to send out. If an IEP isn't working, well at the next IEP meeting it shows they have 10 emails in the last month from you about little Timmy's hourly verbal threats and attempted physical violence to his classmates, so maybe the BCBA needs to do some data collection to adjust his BIP, or they need to give him a 1-1, or give him more resource intervention, etc.
5 — This isn't so much of advice, more like reassurance. The small moments when it clicks for a student and they get something, and then the confidence and excitement shows, it's really the best. That's probably why I've fallen so in love with working where I did. The other day, after weeks of struggling to help this student with Downs with his math, I tried a totally different approach based off a few example problems I saw in a math intervention workbook and hOLY HELL IT WORKED. It totally clicked for him, and the kid was so excited to do a problem out on the board for the class. It was amazing. Another student with an LD who I've been helping heavily school aced a quiz in one of her classes and legit ran into the room to show me. Cue me literally jumping out of my chair to high-five her, and her calling her parents to deliver the good news. Like, little things like that are really really special, and they're going to mean so much to you. And I hope you get to experience LOTS of them too!
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Well, I actually have the most mundane of questions, but it’s been so long since I’ve been in an English class that I feel like I’ve completely forgotten (and I’m curious how you do it): how do you go about reading a book as a class? Do you assign them the chapters to read at home and most of them actually do it? Or do you give them class time to read? Do you have the kids who try to spoil the rest of the book for the class? Basically, how does one teach a book in the year 2024? 😀
And do you have your students annotate inside their books? (I know the English teachers in my school require the students to do that, and I get why, but I inwardly shudder every time I see a student marking up a page.)
Haha I love this question because I too am always asking myself how DOES one each a book in 2024?
It’s sort of a combination. I absolutely assign reading every night (almost) unless it’s Shakespeare or any play in which case we read it all in class. But for a novel there’s a couple chapters a night. I read aloud to them a lot too. Sometjmes I make them read aloud to the whole class, rotating kids who read. Sometimes I assign a chapter to be read in class silently with questions or quotes due at the end of the reading. Sometimes I put them in groups and make them read aloud to each other. There’s no one way that works for sure and of course ultimately I have no control over how much they read and I’m not naive enough to think that most of the reading assigned for homework doesn’t get skipped most of the time buuuuuut.
My bottom line is that I believe it’s my job to get excited about the actual text itself (easier for me in some cases than others but overall pretty easy because it does fill me with excitement) and then commit to taking them on the journey of the story with me. And my goal—that I’m sure I often don’t reach—is to make that experience so much more fun if you have actually read. And the way that I teach is pretty text heavy which is why I always make sure I’ve read the chapters for the day and am not just relying on my memory because the way I do it is just sort of absorbing it all up like a vacuum-cleaner, schwooooop, and then either pulling stuff out of the reading to look at directly or directing them to do the same thing. So the big thing that I have going for me, if any, is buy-in. Is getting kids excited about actually reading the actual text. I also speak often and passionately about the evils of sparknotes etc. not because they help kids get better grades or whatever but because they present you with the husk and shell of a story, stripped of all that makes it interesting, and that by reading that alone they’re reading something so dry and dull and are not achieving what I always want them to achieve —which is, have an Experience with the Literature.
Again, it never works perfectly by any stretch and there are so many ways I want to explore in my quest to get better at it but overall I think, at my very best, I can create this wave of energy and excitement in the story itself which is the most organic and ultimately most helpful way to get them to want to read.
Also no haha. I don’t let them annotate! Though occasionally kids DO of course. But sometimes they bring in their own copies in order to do that. The spoilers absolutely happen and are annoying but I sort of get by it by moving on very quickly and/or talking about how it’s often not the ending but how you get there that makes it interesting. Because that’s just true!
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