First Year Reflections

I came upon this a few weeks ago in my desk drawer. Even though I had teaching experience years ago, I returned to the classroom after 24 years in business. I share this with all the new teachers and promise to speak on it later. 

Reflection, May 2007
As I consider this year, my first at the High School, I appreciate every experience.  I learned something from each, sometimes with a smile and a nod of the head, sometimes with a grimace and a shake of the head.

Those lessons for which I am thankful came early on.  I settled into a new curriculum for each language level, finding the pace of each class, and, if not understanding, at least recognizing the needs of individual students. I was reminded that with teenage girls it's all about them, and with teenage boys, it's all about waking up in a new world everyday.  I found my place in a new department with acceptance from and an appreciation of my colleagues. Of all the new teachers across the school, most I see as caring, dedicated educators.  My interactions with others left me with an overwhelming appreciation for NOT holding a supervisory position.

Those lessons that left me not only thankful, but wiser, I hold in high esteem.  I really inderstand more about differentiation in classroom management from freshmen to seniors.  Some management tehniques are universal across age and maturity; others are as different as children and adults.  I learned to communicate the rules of classroom order early on and hold them in place all year.  I learned to set the learning expectations immediately for each class, and as soon as possible for certain individuals.

Then, there are those observations that keep me puzzling with wonder.  There are those about my classes, the biggest of which is why are so many students failing even after I decelerate the lessons?  Should I accelreate the pace next year with higher ecpectations, and if so, at what speed and at what risk?  There are puzzling observations about my fellow teachers' behaviors.  For example, the high school clearly states its behavioral expectations for students and the consequences for non-compliance.  Yet many teachers approach enforcement casually, if at all.  Alas, my all time favorite is the system.  Why do we have 1900 teenagers on a campus designed for 15% fewer; why does technology not work on-time, every time; where is our instructional leadership; where are the parents; are LEAs really a good thing; and, the state wants what!?

Occasionally, I get frustrated, depressed, and tired.  More often than not, I remain upbeat.  Right now, I anticipate (summer) next year with an enthusiasm for putting things into place for better delivery and better results.