The first professionalism that I want to address is mine. Brent encouraged me to look at how I address failed lesson when the students are not where you think they should be. This week I feel that this has been my struggle and upset with my reading lesson and with my math lesson. He asked the question, how do you address this with out loosing your credibility as a teacher. I think doing the assessment and telling the students we need to step back and revisit this is a good way to not loose credibility. Earlier this year, you had that conversation about making mistakes and how it is OK to make mistakes. I thought this was a way to address the professionalism of making mistakes in front of the students. I am feeling that these past lessons that didn't go well has really shook my confidence. In reflection, I need to present or look like I am presenting with utter confidence. Confidence will help the students feel that you know what your talking about. I can see how this is a fine line for new teachers to feel arrogant. They have all these fresh ideas that their schooling says is the best way, but it isn't always the best ways. When conversing with some of the new teachers, they all said to slowly try the new ideas so that you seem like you are willing to go along with the rest of the staff, but also willing to change and embrace new ideas.
When addressing the solicitation and embracing help, this is where a kind email or the meetings during planning will help feel like you are balancing this. I noticed how much planning has been going on with emails and chat and less at lunches. This allows the teacher who may be drowning to keep her her own time to catch up but still be in contact with the rest of the school and her colleagues. New teachers need that mentor teacher to teach them and embrace that environment but hopefully the mentor teacher is experienced and not drowning as much.
I will continue to address professionalism observations next week as well.
Thank you for the honest reflection! I absolutely agree with Brent that when mistakes are made (they are inevitable, even for the most veteran teachers!) it's important that we admit them and move forward with the students. That way we are modeling the "no one is perfect" and "admit your mistakes and move forward" themes for them, which can be so important for them to practice as they prepare to navigate the tough junior high years. I also agree with you that - in front of students - it is important for teachers to present themselves as confident, calm, and collected. This helps keep your credibility high (I like that Brent challenged you to reflect in that way) and supports your ability to manage your classroom.
ReplyDeleteI do not believe that teachers have to exude utter confidence at all times, though. I think a piece of professionalism to remember is that - while we have to be confident with students - it's okay to be honest and vulnerable and ask for ideas or support when you need them with colleagues.
I totally understand what you're saying about how having progressive, new ideas can be tough to implement...especially in a venue like student teaching. I hope I haven't ever stifled your ability to spread your wings in this way. I think being a progressive agent of change is often about being humble in collegial conversations, asking good questions and really listening to the reasons behind why things have been done in a certain way (if these reasons exist), and then finding opportunities to lead by example. It can be a slow process.
[Sorry...I had to push submit early to help feed a toddler her dinner. I'm working on the second half of my response to this post...stay tuned!] :)
ReplyDeleteI love that you see the value in team planning and problem solving face-to-face above and beyond the emails and chats that we have to turn to more frequently. I absolutely agree, as does Brent (I'm certain). It gets so tough when the entire team doesn't have common lunch time, though, and when we spend SO much time in data review and staffings for particular kids. Our teachers' union has been very outspoken this school year about "duty free lunch" and no meetings too...I think we're all struggling to navigate how to fit everything in in the most efficient but also the most helpful, productive way possible.
ReplyDeleteIf my leadership or willingness to team in this way is leaving you at all disappointed, please address this with me so I can be a better mentor teacher moving forward! Hopefully we are past the craziness of snow days, Rane's unexpected absences, TRIG drama, class parties, etc too. :)
I think that one of the benefits to such an extended placement in one classroom/building is that you're getting to see some of the very real challenges of the teaching profession, especially in the current educational climate. It is not an easy job. Some teachers are - as you mentioned - in a state of drowning in all of the things they need to accomplish. Some have just reached their maximum of irons-in-the-fire and are working to find balance with it all. Some work themselves to the bone with every spare minute because they don't feel like they have quite figured out how to meet the needs of their students yet. Some are fighting battles in their life-outside-of-school that makes professional survival something that has to be compacted neatly into a 8 am - 4 pm, 5 days per week, 9 months of the year and nothing more package. Some are just perfectionists that are working hard to bring all of their last-minute-thoughts to fruition. Some are working so hard behind the scenes to be those quiet but determined progressive agents of change that they can't or don't emerge from those projects for much collegial interaction. This list could go on and on... So often these all look the same to a casual observer, but are important to consider in all professional interactions.
Keep the reflection coming! I like these as a launch-pad for conversation...be it a string of blog comments, emails, or some great lunchtime dialogue. :)