Dear, we are teachers.
I’ve entered the third grade of fourth grade and this year I’m in a new school. After my first drill, my Associated Press said he thought I was a little stiff with the students and relaxed a little. I think he might be right – I went to a school very differently – so I relaxed my expectations. Well, after the final observation, he said I cared too much about my students “liked” me and they walked all over me. I do not understand! He said I should strike a balance between firmness and kindness, but how?
– Find the balance
Dear ftb,
Congratulations on your third year of teaching! The difficulties you face are common and understandable. I’ve introduced this question to this question throughout my career.
The mentality I really like is the idea of being a “warm person”. The term was coined by Judith Kleinfeld and expanded by Lisa Delpit, describing a person who will “expect a lot of students, convince themselves of their own glory and help them realize their potential in a disciplined and structured environment.” “When I first started teaching, my mantra was: “I’m an adult in the room. ”
I want my students to feel respected and valued. I hope they all enjoy their time in class as a whole. Ultimately, though, I am an adult who develops guidelines and models to let students understand what’s going on. Honestly, I feel that environment and respecting boundaries are an important skill. Most students do better when they have clear routines. Of course, you can write these standards with your students (more here and here), but ultimately, you are the one who ensures the standards.
Classroom management has many rich resources (such as this). In addition, the appearance of “adult” depends on the person. Think of a trustworthy adult or mentor – parents, coaches, teachers, etc., who helps you grow. How did they talk to you? How do they hold you accountable? How does that feel? What is real to you?
It may be helpful to ask your AP to improve clarity. What exactly did he see that made him give feedback? Are there any specific actions that make him feel this way? This clarity is not only useful, but also encourages stronger coaching relationships.
If it is a bigger question, reflect on the changes you have from the first observation to the second. What has a positive impact on students? What might they get when they succeed? Depending on what you wrote, it sounds like you are turning from one end of the swaying arc to the other, so reflecting on what is happening between the two can help you find a balance.
Good luck! I trust you!
Dear, we are teachers.
I heard that the teacher advises others not to go home or past contract working hours. How did they succeed in doing this? I can’t seem to adapt to all the planning and planning periods and inevitably I take home every night and weekend. I’m a new teacher, so I believe it will get easier over time, but what tips can you share to help me get there?
– Life is unbalanced
Dear wlu,
Thank you for sharing this important and challenging question. First, I want to manage your expectations. While I totally agree that you should leave your work at work if you can, I’m not sure how feasible it is. On average, teachers work 53 hours a week, “one of the four hours teachers work is not compensated, covering things like grade or daily planning.”
So while this is not bad advice, it is not an extensive exercise. I share this to validate your challenge and manage your goals: Most of us work outside of contract time. Even if I do have a lot of planning time, I don’t always focus on school in the right mindset or physical space. Doing a time review or researching some time management skills can help you make the most of your time throughout the day so that you are as effective as possible no matter your comfort teaching.
Another thing to consider is how you rate your students. Here are some tips for me to like to score effectively. In addition, use course time to give feedback. For example, instead of spending a long time leaving feedback on the outline (my students sometimes ignore it), I have a 2-3 minute meeting with the students. Meanwhile, the rest of the classes work in their papers. Many of my students say they actually prefer this way to get feedback. You can also combine peer reviews or self-assessment so that students emphasize key items to make your ratings go quickly.
Also, don’t feel like you have to rate everything. I remember struggling to rating each exit ticket for the first year. Big mistake. Many of these are formative assessments and/or examinations for comprehension. I often keep reading everyone’s overall performance carefully. If a student is particularly struggling, I might follow them up as evidence. However, usually, I spend very little time “scoring” any formative work and instead use it as data to guide my guide.
However, besides all these tips, I hear about your challenges. Such a large number of teachers working 40 hours a week is one of the many struggles to become a teacher. I deeply hope this will change, even if I don’t know what will happen. Good luck, I believe in you (and all of us)!
Dear, we are teachers.
I have a coach this year and I wonder if I can ask for more hands-on help. Now, I create a goal I want to achieve, send an email to my coaches, and they observe and then send me feedback. I appreciate the feedback, but I want to provide more support. Would it be wrong to ask them to visit my classroom to model the exercises they encourage me to try? I really want to see how they will do it, but I don’t know if this is a weird request.
– Can I coach the coach?
Dear cictc,
This is a completely fair requirement! Ultimately, the coach is there to help you grow and learn. Co-teaching and modeling are common coaching practices because not only can they model skills like we do with students, but they also provide an opportunity to see how your students react to different lecturers and slightly different practices.
If the coach feels uncomfortable for any reason or is unable to model with the student, you can still seek more support. They can model you when you play your role, or be in the room with you when you try and then give you direct direct feedback.
Here’s what to say: Don’t be afraid to ask for what you need! It is always better to seek support than to struggle quietly alone.
Good luck, I believe in you!
Do you have a burning problem? Send us an email at AskWeareTeachers@weareteachers.com.
Dear, we are teachers.
I’ve been reading your column for a while and I’ve been wondering if I’ll write my own suggestions for column questions. OK, I’ll do it now! My student teacher admitted to me early in the semester that she thought one of our math teachers was adorable, but I think it was just an innocent obsession. I made sure to tell her he was married, but she assured me that she was just observing. Well, last Friday, she told me they’ve been dating for months. I was shocked, I didn’t know what to say. What exactly do I do with this information?
– Get tea
