From the Classroom
I think that one of the hardest parts about being a new teacher is, well, the newness of it all. While I consider myself a pragmatist, I still hope to reach the majority of my students; I want to do my job and to do it well. But I can't help but feel like a complete fraud at times. I always feel like I'm behind in grading, planning, organizing, etc. My expectations deflate as I find myself unable to keep ahead, plan better lessons, stay on top of the standards, and please every student at the same time. It's not just that there's so much to do as a teacher; it's also that there are so many personal goals to meet. I want my students to be active, engaged readers; I want them to understand and use the writing process; I want them to be critical thinkers; I want them to be a part of the community; I want them to love to learn. So many elements go into each and every one of these goals, and I feel flooded.
So I'm trying to gain some perspective. If I mastered teaching this year, I'd be bored in five. So I need to use my pragmatism and set realistic goals for myself and my students. While each goal will touch upon the large umbrella goals listed above, I need to specify and narrow down.
For example, if I can introduce the writing process and get students in the habit of re-reading their work before handing it in, I've made a difference. If I can get them to publish some of their writing on a class blog or website, I've made a difference. If I can get them to make predictions and inferences while they read, I've made a difference. If I can get them to find one or two books that they love, I've made a difference. If I can get them to write a letter (persuasive text) to a member of their community or a person in a position of power regarding an issue that concerns them, I've made a difference. Next year, I can broaden my field of mastery. Right now, I'm thinking that I need to focus on the small to affect the big. Otherwise, I'm going to keep going with unfocused unit plans, disconnected lessons, and a sense of failure.
So I'm trying to gain some perspective. If I mastered teaching this year, I'd be bored in five. So I need to use my pragmatism and set realistic goals for myself and my students. While each goal will touch upon the large umbrella goals listed above, I need to specify and narrow down.
For example, if I can introduce the writing process and get students in the habit of re-reading their work before handing it in, I've made a difference. If I can get them to publish some of their writing on a class blog or website, I've made a difference. If I can get them to make predictions and inferences while they read, I've made a difference. If I can get them to find one or two books that they love, I've made a difference. If I can get them to write a letter (persuasive text) to a member of their community or a person in a position of power regarding an issue that concerns them, I've made a difference. Next year, I can broaden my field of mastery. Right now, I'm thinking that I need to focus on the small to affect the big. Otherwise, I'm going to keep going with unfocused unit plans, disconnected lessons, and a sense of failure.
posted by Jessica at 3:02 PM
1 Comments:
Learning is a series of baby steps toward the long stride. If you accomplish all the little things you will have achieved a lot. Watching the grandaughter learn has shown me the wonder of it all once again. I always told the kids that no question is a dumb question if you learn from the answer. Love to you. THE AUNT
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