The Student Teacher Diaries
Tales from a teacher in training
"What if I chose wrong?"
I am fairly certain I asked the question calmly, but inside I was plagued by a certain persistent anxiety that maybe I had wasted my money and time on a degree that I wouldn't even use. I had watched previous classmates drop out not only over my four years, but more dramatically after entering their student teaching year. On one occasion while doing homework I was able to hear a group of student all talk about how much they hated teaching. It was scarring and suddenly I was terrified by the prospect of being without a career.
Professor Borman heard my concern much as he had over the past two years and in his usual way reassured me that it would be okay, even if that meant I chose not to teach. I was somewhat appreciative, but at the time I just wanted to know. What was going to happen over the next four months? Student teaching seemed to be shrouded in so much mystery. Yes, we talked about it incessantly and we were told stories, but it seemed so inconsistent. Some people did seem to come out on the other side unscathed, but it seemed to me even more that people ended up hating the profession. Not to mention that fact that the teacher dropout rate is astronomical even if they did start a career.
With all this in mind, it was no wonder I was nervous about student teaching. Instead of leaving my placement up to fate, Andrew worked his magic (really, he used his connections) to find me a placement at Cresthill Middle School in Highlands Ranch.
It was only a short time later that I was standing in the school waiting to meet Barb Superka, the 8th grade Social Studies teacher for team Summit.
While I claim to be no expert, below are a series of musing I came away with after months of unpacking all that I had learned from my time as a student teacher.
I am fairly certain I asked the question calmly, but inside I was plagued by a certain persistent anxiety that maybe I had wasted my money and time on a degree that I wouldn't even use. I had watched previous classmates drop out not only over my four years, but more dramatically after entering their student teaching year. On one occasion while doing homework I was able to hear a group of student all talk about how much they hated teaching. It was scarring and suddenly I was terrified by the prospect of being without a career.
Professor Borman heard my concern much as he had over the past two years and in his usual way reassured me that it would be okay, even if that meant I chose not to teach. I was somewhat appreciative, but at the time I just wanted to know. What was going to happen over the next four months? Student teaching seemed to be shrouded in so much mystery. Yes, we talked about it incessantly and we were told stories, but it seemed so inconsistent. Some people did seem to come out on the other side unscathed, but it seemed to me even more that people ended up hating the profession. Not to mention that fact that the teacher dropout rate is astronomical even if they did start a career.
With all this in mind, it was no wonder I was nervous about student teaching. Instead of leaving my placement up to fate, Andrew worked his magic (really, he used his connections) to find me a placement at Cresthill Middle School in Highlands Ranch.
It was only a short time later that I was standing in the school waiting to meet Barb Superka, the 8th grade Social Studies teacher for team Summit.
While I claim to be no expert, below are a series of musing I came away with after months of unpacking all that I had learned from my time as a student teacher.
1 . Know why
The Story:
The first time I sat down with Barb for our initial interview I was incredibly tense. Barb's bright and bouncy personality shown through and the first thing that caught my attention was her passion. She cared about the profession and about these kids. As she talked about her classroom I felt myself slowly begin to relax. She got it. She was an anomaly in my mind. All I had ever heard about teaching was why people had hated it, but she was nearly two decades into teaching and she still loved it. I hardly knew her and yet she was already a legend to me. She knew her purpose. She knew why she was doing what she was doing.
In any case, she posed the question to me of not only why I wanted to teach, but why I wanted to teach middle school.
The funny thing about this moment was that even after all my questioning and uncertainty, I knew exactly why in an instant. Why did I want to teach? Because I would make a difference. Because teachers are often the most influential people in the lives of students. Why middle school? Because middle school is hard. Because your life feels out of control, your young mind is still moldable, and it's easy for kids to lose their way (They're also hilarious).
Months later, Barb told me that my answer to that question was the one that made her most certain that I would be a good fit.
The Lesson:
Now don't get me wrong, if you don't know your why instantly that's okay; however, you do need to find it and it better not be because of summer. That why is going to be what keeps you going, even on days when you doubt your choices. Knowing why is so important because its the simple answer to what your purpose is. What I mean is, when Barb asked me that question I responded with what was on my heart and what I knew would give my life purpose. Your why may change, it may be hard to find sometimes, but it will be a driving force.
The first day that I walked into teach, nervous as ever mind you, this was the first thing I saw. What you do matters. I thought it was so fitting and in a weird sort of way so confirming. It was my why and I saw it everyday for the whole semester. I didn't know what the year would hold or if I would be running away from the profession a month from then (clearly, I didn't) but I knew I had purpose.
You won't always love what you do, but you'll always be making a difference
The Story:
The first time I sat down with Barb for our initial interview I was incredibly tense. Barb's bright and bouncy personality shown through and the first thing that caught my attention was her passion. She cared about the profession and about these kids. As she talked about her classroom I felt myself slowly begin to relax. She got it. She was an anomaly in my mind. All I had ever heard about teaching was why people had hated it, but she was nearly two decades into teaching and she still loved it. I hardly knew her and yet she was already a legend to me. She knew her purpose. She knew why she was doing what she was doing.
In any case, she posed the question to me of not only why I wanted to teach, but why I wanted to teach middle school.
The funny thing about this moment was that even after all my questioning and uncertainty, I knew exactly why in an instant. Why did I want to teach? Because I would make a difference. Because teachers are often the most influential people in the lives of students. Why middle school? Because middle school is hard. Because your life feels out of control, your young mind is still moldable, and it's easy for kids to lose their way (They're also hilarious).
Months later, Barb told me that my answer to that question was the one that made her most certain that I would be a good fit.
The Lesson:
Now don't get me wrong, if you don't know your why instantly that's okay; however, you do need to find it and it better not be because of summer. That why is going to be what keeps you going, even on days when you doubt your choices. Knowing why is so important because its the simple answer to what your purpose is. What I mean is, when Barb asked me that question I responded with what was on my heart and what I knew would give my life purpose. Your why may change, it may be hard to find sometimes, but it will be a driving force.
The first day that I walked into teach, nervous as ever mind you, this was the first thing I saw. What you do matters. I thought it was so fitting and in a weird sort of way so confirming. It was my why and I saw it everyday for the whole semester. I didn't know what the year would hold or if I would be running away from the profession a month from then (clearly, I didn't) but I knew I had purpose.
You won't always love what you do, but you'll always be making a difference
12. Reflection makes you better
The Story:
My first period class always ended up being the Guinea Pigs. They were the class that I would figure out how to perfect my lesson with whether that was pacing, asking more questions, or rearranging content. During one of my lessons covering the Trail of Tears, I truly botched my delivery. I was disjointed, nothing seemed to flow, and by the time the bell chimed, I was sure they had probably learned nothing. In the brief moment before the next class, I stood in the darkness of the projector and reflected. I knew exactly where I went wrong and I knew how to correct it. By the time the next class rolled in, I knew what to do and I knew how to catch up my first period class the next day.
Without training myself to reflect, I truly believe I would have been unable to correct my mistakes.
The Lesson:
As a new teacher, I almost had an aversion to failure. I couldn't bear the thought of something going wrong in my class. I quickly learned though that failure doesn't make you a bad teacher, not learning from your mistakes does though. Reflection is the vessel by which you can learn from your mistakes. Even as I write this months later, I still shudder at the term "reflection" because as a student teacher (especially at CCU) you do this SO MUCH. I would gripe every time I found myself writing another mandatory reflection and often would struggle with what to even write about. However, over time I realized that I was actually learning to reflect naturally because of all the forced reflection I had done. I turned it into the tool it was meant to be instead of dreading it every time. Slowly, I not only became a better teacher, but a better human being. I didn't find myself writing either, although I wish I had done more. It was all naturally in my mind. It became so engrained that it was without much thought I would find myself thinking about ways I had done well or things that I needed to change. I also became a better communicator. I would think about the way I had handled a situation or my word choice while giving directions and thought about ways I could improve.
The Story:
My first period class always ended up being the Guinea Pigs. They were the class that I would figure out how to perfect my lesson with whether that was pacing, asking more questions, or rearranging content. During one of my lessons covering the Trail of Tears, I truly botched my delivery. I was disjointed, nothing seemed to flow, and by the time the bell chimed, I was sure they had probably learned nothing. In the brief moment before the next class, I stood in the darkness of the projector and reflected. I knew exactly where I went wrong and I knew how to correct it. By the time the next class rolled in, I knew what to do and I knew how to catch up my first period class the next day.
Without training myself to reflect, I truly believe I would have been unable to correct my mistakes.
The Lesson:
As a new teacher, I almost had an aversion to failure. I couldn't bear the thought of something going wrong in my class. I quickly learned though that failure doesn't make you a bad teacher, not learning from your mistakes does though. Reflection is the vessel by which you can learn from your mistakes. Even as I write this months later, I still shudder at the term "reflection" because as a student teacher (especially at CCU) you do this SO MUCH. I would gripe every time I found myself writing another mandatory reflection and often would struggle with what to even write about. However, over time I realized that I was actually learning to reflect naturally because of all the forced reflection I had done. I turned it into the tool it was meant to be instead of dreading it every time. Slowly, I not only became a better teacher, but a better human being. I didn't find myself writing either, although I wish I had done more. It was all naturally in my mind. It became so engrained that it was without much thought I would find myself thinking about ways I had done well or things that I needed to change. I also became a better communicator. I would think about the way I had handled a situation or my word choice while giving directions and thought about ways I could improve.
3. How you make a difference it up to you
The Story:
The first time I was alone in the classroom, a couple of students decided that it was the perfect time to test me. One student in particular decided today would be optimal for seeing how patient I was. After asking a student to move seats for talking with her neighbor, she began to argue with me.
"I wasn't talking." She said sternly.
"I am not arguing, I need to you to move seats and if you can't I'll send you to the front office."
"Good," she boasted "I have friends there."
I wanted to explode but instead I remained calm. All the students eyes were on me.
"I would like you to move seats. That is the last time I am asking."
In what seemed like a miracle, the student moved seats, but not without trying to cause more drama by kicking her feet on the table. Again, I felt the eyes of the student burning through me. I left that situation alone and carried on without much other drama.
The Lesson:
One of the goals of our school was making students into sturdy human beings. In middle school, students are truly at a viable place of becoming who they will be. Teachers have the unique opportunity to help students learn to be balanced people and believe me what I say they are watching. They are watching how you react to situations, to how they test you, to how you behave and so much more. So what do you do?
I have already said it and I know that you've heard it a 1,000 times before, but what you do makes a difference. Consider though that your making a difference even when you're not aware that you are. This can go two ways: first, you can realize that you've had a positive impact without even realizing it. Second, you can realize that you've had a negative impact without even realizing it. You students and your coworkers are always watching and of course everyone makes mistakes, but remember even in the small things that you are sending a message. You are a representative of being a sturdy human being so act like one.
Be respectful, to yourself, to your coworkers, to parents and to students.
Don't lose your temper and oh will there be times when you want to. Yes, you need to be in control of the classroom and hold expectations, but when they stray from them, remain calm and firm. They want you to lose your temper, but sturdy people do not.
Own up when you're wrong.
Be a good listener and model good communication.
Don't talk about student behind their backs. This is a hard one too. You're going to want to and yes their are times you need to vent, but know your line and don't cross it.
Whether you feel ready or not, you are now a model human being. Of course you make mistakes, but it's your job to show them how to handle life so do it well.
The Story:
The first time I was alone in the classroom, a couple of students decided that it was the perfect time to test me. One student in particular decided today would be optimal for seeing how patient I was. After asking a student to move seats for talking with her neighbor, she began to argue with me.
"I wasn't talking." She said sternly.
"I am not arguing, I need to you to move seats and if you can't I'll send you to the front office."
"Good," she boasted "I have friends there."
I wanted to explode but instead I remained calm. All the students eyes were on me.
"I would like you to move seats. That is the last time I am asking."
In what seemed like a miracle, the student moved seats, but not without trying to cause more drama by kicking her feet on the table. Again, I felt the eyes of the student burning through me. I left that situation alone and carried on without much other drama.
The Lesson:
One of the goals of our school was making students into sturdy human beings. In middle school, students are truly at a viable place of becoming who they will be. Teachers have the unique opportunity to help students learn to be balanced people and believe me what I say they are watching. They are watching how you react to situations, to how they test you, to how you behave and so much more. So what do you do?
I have already said it and I know that you've heard it a 1,000 times before, but what you do makes a difference. Consider though that your making a difference even when you're not aware that you are. This can go two ways: first, you can realize that you've had a positive impact without even realizing it. Second, you can realize that you've had a negative impact without even realizing it. You students and your coworkers are always watching and of course everyone makes mistakes, but remember even in the small things that you are sending a message. You are a representative of being a sturdy human being so act like one.
Be respectful, to yourself, to your coworkers, to parents and to students.
Don't lose your temper and oh will there be times when you want to. Yes, you need to be in control of the classroom and hold expectations, but when they stray from them, remain calm and firm. They want you to lose your temper, but sturdy people do not.
Own up when you're wrong.
Be a good listener and model good communication.
Don't talk about student behind their backs. This is a hard one too. You're going to want to and yes their are times you need to vent, but know your line and don't cross it.
Whether you feel ready or not, you are now a model human being. Of course you make mistakes, but it's your job to show them how to handle life so do it well.
4. Be willing to learn, but know what works for you
The Story:
When I began student teaching, I implemented Interactive Student Notebooks as a part of my unit. If you don't know what those are, look them up because I love them. Many of the other teachers had no interest in using them, because they had found what they liked for their classroom. This did not deter me from trying though. Even Barb was behind me with it all despite that not being a part of her regular practice. I had researched and ruminated about all the different routes I could take to teach the unit, but I landed on ISNs and stuck with it.
The Lesson:
As a teacher in training, you're going to be overloaded with information. Theories, practices, ideas, concepts, questions, suggestions, you're going to have them all, but in the end you need to find what works for you. Nobody can make something work except for you. You have to find your own theories and practices for your classroom that you believe in. Does that mean you stick with them when they are clearly not working or are just plain bad? No, you have to take criticism, but you have to weed out what works and doesn't for you.
The Story:
When I began student teaching, I implemented Interactive Student Notebooks as a part of my unit. If you don't know what those are, look them up because I love them. Many of the other teachers had no interest in using them, because they had found what they liked for their classroom. This did not deter me from trying though. Even Barb was behind me with it all despite that not being a part of her regular practice. I had researched and ruminated about all the different routes I could take to teach the unit, but I landed on ISNs and stuck with it.
The Lesson:
As a teacher in training, you're going to be overloaded with information. Theories, practices, ideas, concepts, questions, suggestions, you're going to have them all, but in the end you need to find what works for you. Nobody can make something work except for you. You have to find your own theories and practices for your classroom that you believe in. Does that mean you stick with them when they are clearly not working or are just plain bad? No, you have to take criticism, but you have to weed out what works and doesn't for you.
5. Build Lasting Relationships
The Story:
Every Thursday morning, I would meet one of the teachers I worked with and the professional learning specialist for breakfast at Chic-fil-a. When I first started going, I didn't really know why I was there. Warren and Mark had been doing this for years and I felt like an intruder. Over time though, it became part of my routine and I loved going. It meant getting up 45 minutes earlier and arriving right when they opened at 6, but it didn't matter. Being in fellowship with them made me confident that I had people to support me, to listen to me, and to care about me as a human being not just a teacher.
Not to mention that afterwards, I would head to a classroom where I was wanted. Barb enjoyed having me there. She supported me, encouraged me, and challenged me. In a word she prepared me. She did her job well and I can only hope to be half the teacher that she is someday.
The people I worked with became my family, the people I shared most of my time with, I celebrated the good and lamented the bad with. They were there when I got engaged and they were there when my lessons failed miserably. Even months later with a thousand miles of separation and they still seek me out to see how I am doing.
The Lesson:
I am passionate about all things teaching, but this is probably the one I am most passionate about. Building relationships is important not only with your students, but I think almost more importantly with your coworkers. Working with people you care about make a world of difference.
When a school is unified, there is a greater focus on making each other better. Of course no school is perfect, but wherever you are and whatever the climate, you have the power to build positive relationships and create unity. This is true even if you hate where you are at. Many times, the relationship between student teacher and host teacher can be contentious. Even in these cases, it is your job to do the best you can to build a positive relationship. Get to know more than just your teacher or your team though. Get to know the principal, the secretaries, the teachers outside your content area, the janitors...everyone. They all matter.
The Story:
Every Thursday morning, I would meet one of the teachers I worked with and the professional learning specialist for breakfast at Chic-fil-a. When I first started going, I didn't really know why I was there. Warren and Mark had been doing this for years and I felt like an intruder. Over time though, it became part of my routine and I loved going. It meant getting up 45 minutes earlier and arriving right when they opened at 6, but it didn't matter. Being in fellowship with them made me confident that I had people to support me, to listen to me, and to care about me as a human being not just a teacher.
Not to mention that afterwards, I would head to a classroom where I was wanted. Barb enjoyed having me there. She supported me, encouraged me, and challenged me. In a word she prepared me. She did her job well and I can only hope to be half the teacher that she is someday.
The people I worked with became my family, the people I shared most of my time with, I celebrated the good and lamented the bad with. They were there when I got engaged and they were there when my lessons failed miserably. Even months later with a thousand miles of separation and they still seek me out to see how I am doing.
The Lesson:
I am passionate about all things teaching, but this is probably the one I am most passionate about. Building relationships is important not only with your students, but I think almost more importantly with your coworkers. Working with people you care about make a world of difference.
When a school is unified, there is a greater focus on making each other better. Of course no school is perfect, but wherever you are and whatever the climate, you have the power to build positive relationships and create unity. This is true even if you hate where you are at. Many times, the relationship between student teacher and host teacher can be contentious. Even in these cases, it is your job to do the best you can to build a positive relationship. Get to know more than just your teacher or your team though. Get to know the principal, the secretaries, the teachers outside your content area, the janitors...everyone. They all matter.
6. The little moments mean the most
The Story:
My time at Cresthill was nearing an end and I could feel it already. I took this photo while on a run one morning before school. I just wanted to remember the feeling I had. I felt so alive there, I had begun building a life there, but as with most things it couldn't last forever.
In the days following this, I would spend my time taking a step back from being the fulltime teacher. I started to take note of the little things like the smell of the school, laughing with Barb and Carolyn, morning coffee in Mark's office, the way the sun filled the halls in the morning and turned the mountains a pink color. I would play a game of Life with two of my hardest students and throw the Frisbee with another. It was all little moments that still melt me when I think of them now.
The Lesson:
Don't let the little things go unappreciated. Even when you feel like you're drowning, take note of the small things that make your day and your job better. It shifts your focus to what really matters and puts things in perspective.
The Story:
My time at Cresthill was nearing an end and I could feel it already. I took this photo while on a run one morning before school. I just wanted to remember the feeling I had. I felt so alive there, I had begun building a life there, but as with most things it couldn't last forever.
In the days following this, I would spend my time taking a step back from being the fulltime teacher. I started to take note of the little things like the smell of the school, laughing with Barb and Carolyn, morning coffee in Mark's office, the way the sun filled the halls in the morning and turned the mountains a pink color. I would play a game of Life with two of my hardest students and throw the Frisbee with another. It was all little moments that still melt me when I think of them now.
The Lesson:
Don't let the little things go unappreciated. Even when you feel like you're drowning, take note of the small things that make your day and your job better. It shifts your focus to what really matters and puts things in perspective.
7. Collaboration is not stealing
The Story:
One day of student teaching, Barb had me travel around the school and watch other teachers in both social studies and other content areas. She wanted me to observe their style, their lessons, and learn as much as I could. I'll be honest, in many ways it made me feel like a failure. As I saw these teachers do what they did in their classrooms, my lesson planning skills, classroom management, and pretty much everything I did felt so under-par. In reality I was being really selfish. I wanted to just skip the whole learning process and arrive at their level. I didn't want to borrow anything from what I saw because I wanted to just be that good at what I did.
The Lesson:
As a student teacher I put a lot of pressure on myself to make everything new in my classroom. I was also pretty stubborn. I wanted to be creative enough to do things on my own and felt like I was stealing when others offered help. That was the wrong attitude though. While you should be willing and able o do things on your own, don't be afraid to accept help from those around you. Barb did a great job of not only challenging me, but also offering support when needed. I held onto many of her lessons to use when I am on my own.
In no other time as a teacher will you be in this position. Take advantage of being a learner and collaborate in any way you can. be a sponge and absorb all you can.
The teachers you work with will likely have been at this whole teaching thing for years, they know there stuff and it is wise to learn from them.
The Story:
One day of student teaching, Barb had me travel around the school and watch other teachers in both social studies and other content areas. She wanted me to observe their style, their lessons, and learn as much as I could. I'll be honest, in many ways it made me feel like a failure. As I saw these teachers do what they did in their classrooms, my lesson planning skills, classroom management, and pretty much everything I did felt so under-par. In reality I was being really selfish. I wanted to just skip the whole learning process and arrive at their level. I didn't want to borrow anything from what I saw because I wanted to just be that good at what I did.
The Lesson:
As a student teacher I put a lot of pressure on myself to make everything new in my classroom. I was also pretty stubborn. I wanted to be creative enough to do things on my own and felt like I was stealing when others offered help. That was the wrong attitude though. While you should be willing and able o do things on your own, don't be afraid to accept help from those around you. Barb did a great job of not only challenging me, but also offering support when needed. I held onto many of her lessons to use when I am on my own.
In no other time as a teacher will you be in this position. Take advantage of being a learner and collaborate in any way you can. be a sponge and absorb all you can.
The teachers you work with will likely have been at this whole teaching thing for years, they know there stuff and it is wise to learn from them.
8. Sell out
The Story:
"I will not - I refuse - to let her wear that!"
Barb was shaking her head and waving the one free hand she had that wasn't holding a coffee. Prior to this, Mark the PLS and Head Track coach had said that he had a hat for me as a new member of the coaching staff. It was one that "all the cool coaches wear."
What I found was a bucket hat of sorts, one that I could not imagine myself wearing. Mark brushed it off.
"I am not kidding when I say all the coaches wear these. If you really wont wear it, I will give it to someone else."
I was sure that he wasn't serious. He couldn't be, but I sill held it in my hands trying to muster up a yes. I didn't want to be a disappointment, but I was so afraid of looking silly in front of the coaches, parents, and kids.
I turned it down, but felt wrong about it and later sought him out to apologize.
One the first day of practice, I did indeed arrive to find all the coaches wearing the hat, Mark had found a special hat for me (the one above) though and I wore it all the time, sure that I looked "normal" in it.
Well, one day I lost it. I searched and searched, but it was no where to be found. Upon arriving at practice, the sun was so bright, especially from being in a dark classroom, I had to ask Mark if he had an extra. He looked very devious as he handed me the hat he had first tried to give me. I swallowed my pride and put the hat on.
“How come you actually look cute in that?” Asked LJ
I wasn’t so sure I did. Regardless, the rest of practice I wore it. I joked about it and I owned how ridiculous I looked.
“I know what you guys are thinking,” I said to my stretching circle “Coach Magnuson has never looked better.”
They all gave me the sarcastic supportive response and we laughed.
While all the kids were gathering for our end of practice meeting, I asked Mark if the hat he had offered me was still available. He thought it was hilarious and by the end of the practice I was the proud owner of this hat.
I wore it it everyday for the rest of the semester and ignored the fact that I had once felt uncomfortable looking silly in it.
The Lesson:
You can sit around and worry yourself to death about what the kids think of you or what your colleagues think of you, but in the end it doesn’t matter. Yes, this is a stupid story, but I have so many more like it. I watched teachers act ridiculously in and out of class and in the end it always made the students love them more. Being authentically yourself, silliness and all will only bring good things.
The Story:
"I will not - I refuse - to let her wear that!"
Barb was shaking her head and waving the one free hand she had that wasn't holding a coffee. Prior to this, Mark the PLS and Head Track coach had said that he had a hat for me as a new member of the coaching staff. It was one that "all the cool coaches wear."
What I found was a bucket hat of sorts, one that I could not imagine myself wearing. Mark brushed it off.
"I am not kidding when I say all the coaches wear these. If you really wont wear it, I will give it to someone else."
I was sure that he wasn't serious. He couldn't be, but I sill held it in my hands trying to muster up a yes. I didn't want to be a disappointment, but I was so afraid of looking silly in front of the coaches, parents, and kids.
I turned it down, but felt wrong about it and later sought him out to apologize.
One the first day of practice, I did indeed arrive to find all the coaches wearing the hat, Mark had found a special hat for me (the one above) though and I wore it all the time, sure that I looked "normal" in it.
Well, one day I lost it. I searched and searched, but it was no where to be found. Upon arriving at practice, the sun was so bright, especially from being in a dark classroom, I had to ask Mark if he had an extra. He looked very devious as he handed me the hat he had first tried to give me. I swallowed my pride and put the hat on.
“How come you actually look cute in that?” Asked LJ
I wasn’t so sure I did. Regardless, the rest of practice I wore it. I joked about it and I owned how ridiculous I looked.
“I know what you guys are thinking,” I said to my stretching circle “Coach Magnuson has never looked better.”
They all gave me the sarcastic supportive response and we laughed.
While all the kids were gathering for our end of practice meeting, I asked Mark if the hat he had offered me was still available. He thought it was hilarious and by the end of the practice I was the proud owner of this hat.
I wore it it everyday for the rest of the semester and ignored the fact that I had once felt uncomfortable looking silly in it.
The Lesson:
You can sit around and worry yourself to death about what the kids think of you or what your colleagues think of you, but in the end it doesn’t matter. Yes, this is a stupid story, but I have so many more like it. I watched teachers act ridiculously in and out of class and in the end it always made the students love them more. Being authentically yourself, silliness and all will only bring good things.
9. Find the humor
The Story:
“If you can’t laugh, you won’t make it in this profession.” Barb said seriously.
It was the first couple of weeks of classes and our social studies class was joining forces with language arts. We even removed the middle dividing wall so that we were together all the time. We had the activities all planned out, but it was a nightmare keeping track of who we had seen already and who we hadn’t. During the middle of the day, we realized that we had seen every student in that period, but had nothing extra for them to do. Barb, Carolyn and I looked at each other with slight fear, but barb was wise and quickly sent me to retrieve the librarian to speak.
After the day was over, we all had a good laugh about it recalling the moment of “oh crap, we don’t have a plan.”
The Lesson:
Of all the advice she had given me, I count this one as the most important. When plans come crashing down, when parents send you ridiculous emails, when teenage hormones make your students do insane things, when you trip over your words in the middle of a lesson, find the humor. Teaching is one of the most unique careers you can be a part of. No two days will look alike, and you need to ride those waves of good and bad with a light heartedness if you want to make it.
The Story:
“If you can’t laugh, you won’t make it in this profession.” Barb said seriously.
It was the first couple of weeks of classes and our social studies class was joining forces with language arts. We even removed the middle dividing wall so that we were together all the time. We had the activities all planned out, but it was a nightmare keeping track of who we had seen already and who we hadn’t. During the middle of the day, we realized that we had seen every student in that period, but had nothing extra for them to do. Barb, Carolyn and I looked at each other with slight fear, but barb was wise and quickly sent me to retrieve the librarian to speak.
After the day was over, we all had a good laugh about it recalling the moment of “oh crap, we don’t have a plan.”
The Lesson:
Of all the advice she had given me, I count this one as the most important. When plans come crashing down, when parents send you ridiculous emails, when teenage hormones make your students do insane things, when you trip over your words in the middle of a lesson, find the humor. Teaching is one of the most unique careers you can be a part of. No two days will look alike, and you need to ride those waves of good and bad with a light heartedness if you want to make it.
10. Love until it hurts
The Story:
Days before my last day at school, I was already crying at the thought of leaving, so when the day arrived you can only image what a wreck I was. That morning, when I arrived at the door I found this large sign hanging. Inside I had a flower and a note from my students. I stood for a moment in the room trying to take a picture in my mind of it all. If I traveled back to this moment, I wanted to be able to feel it.
When Barb arrived, we went together to the front office where the administrators had set up a make-shift coffee shop. It was Teacher Appreciation Week and they were serving the teachers "specialty" coffee. The tears were hanging on the rims of my eyes as I watched. Where would I find something like this again? I thought. I was struck by the thought that only four months earlier I was so afraid I was going to hate this. Not only was I wrong, but I had fallen so in love with the profession and this school.
As we walked back to the classroom, the students were already filing in and beginning to locker. One student called to me as I passed,
"Crying already Ms. Magnuson?"
When the end of the day came, I let myself watch the school disappear into the rearview. It was symbolic moment. I had done it, they had given me all that I needed to step into my new role as a teacher. They had loved me, they had supported me, and they had given me hope that I made the right decision.
The Lesson:
I could have held back. I could have protected my heart from getting too invested. I could have done the bare minimum. I didn't though. I worked hard, I loved, I built connections and ties that I don't think can ever be severed. And even with all that, I know that I could have given more if I had tried and I regret that I didn't.
In Bob Goff's book Love Does he talks about Love as an action. He talks about love going out and seeking to better the world, even and most assuredly, at the expense of our own self interests.
Take care of yourself, but be ready to give until you feel like you have nothing left. Be ready to hurt for your students. Be ready to feel broken. But also be ready to be loved like you never have been, to find a family, and to be part of the most rewarding career there is.
The Story:
Days before my last day at school, I was already crying at the thought of leaving, so when the day arrived you can only image what a wreck I was. That morning, when I arrived at the door I found this large sign hanging. Inside I had a flower and a note from my students. I stood for a moment in the room trying to take a picture in my mind of it all. If I traveled back to this moment, I wanted to be able to feel it.
When Barb arrived, we went together to the front office where the administrators had set up a make-shift coffee shop. It was Teacher Appreciation Week and they were serving the teachers "specialty" coffee. The tears were hanging on the rims of my eyes as I watched. Where would I find something like this again? I thought. I was struck by the thought that only four months earlier I was so afraid I was going to hate this. Not only was I wrong, but I had fallen so in love with the profession and this school.
As we walked back to the classroom, the students were already filing in and beginning to locker. One student called to me as I passed,
"Crying already Ms. Magnuson?"
When the end of the day came, I let myself watch the school disappear into the rearview. It was symbolic moment. I had done it, they had given me all that I needed to step into my new role as a teacher. They had loved me, they had supported me, and they had given me hope that I made the right decision.
The Lesson:
I could have held back. I could have protected my heart from getting too invested. I could have done the bare minimum. I didn't though. I worked hard, I loved, I built connections and ties that I don't think can ever be severed. And even with all that, I know that I could have given more if I had tried and I regret that I didn't.
In Bob Goff's book Love Does he talks about Love as an action. He talks about love going out and seeking to better the world, even and most assuredly, at the expense of our own self interests.
Take care of yourself, but be ready to give until you feel like you have nothing left. Be ready to hurt for your students. Be ready to feel broken. But also be ready to be loved like you never have been, to find a family, and to be part of the most rewarding career there is.
