Making it As a Public School Educator: My Top Five Lessons Learned in My Ten Years of Title One Teaching
Lesson #1: Relationship-led community
I think this saying is SO true:
It takes a village to raise a child.
And, I was always under the impression <in my head> the village was more of an adults only community.
So. NOT. True.
Realistically, it's just one adult (or two adults if you have a teacher assistant) and each one of your ___ # of students in one classroom.
All my students become my little villagers.
We share space. supplies. the carpet. and a schedule.
It just makes sense that we would have to get along to build each other up to our full potentials.
This is a new concept for children.
This is a hard task for the teacher.
You have strong personalities, kids with no personalities, and LOTS of needs.
Take your time and do the hard work.
It's an "I" driven society and "we" is still a foreign concept.
Sadly, you might be the only one modeling and teaching healthy- relationship building because generationally and through media it's not modeled the right way.
Being in a relationship to some people means just being present in the same room or house- even if you don't talk to each other often.
Then, on media, the way kids get attention is by being rude and mean to each other.
Even some of the songs are about being outspoken and disrespectful.
In the eyes of a child, I can see the struggle of "being in a relationship" with other PEOPLE for a whole 180 days.
You can't get privacy in a school day unless you are in a bathroom stall .
On top of that, you don't always get to choose what you have to learn and do; when to do it; and for how long.
It's hard for every child to adjust to, but you really need EVERY child's "buy in" to try.
So, that's my kickoff goal for every year- Relationship- led community.
If I can build a relationship of trust with every child, he/she can learn. If every child in the room knows I care and love them completely, he/she will not mind when I have to give up some "shared time" to individually accommodate and/or differentiate lessons even for one student's need.
They will understand the reason I need to do so is because _______'s learning matters too.
Lesson #2: Don't Waste The First 20 days of School
The First 20 days of school are about the three Rs: Rules, Relationships, and Routines.
The First 20 days of school are about the three Rs: Rules, Relationships, and Routines.
To me, it's like revving up for Sorority Recruitment!
You want to represent the school well, but you want to establish who you are and what you expect as an individual.
I want the kids to "buy into" the school experience, but I want them to also know I'm the only cook in this kitchen.
You can only have ONE authority figure in the room and it is not a child.
For kids, that's a hard lesson to accept now and days because we have lots of child-centered homes or a lot of kids left to be on there own most of the time. In child-centered homes, kids dictate to the parent what he or she wants to do and when he or she wants to do it. Kids come into school never being told no and, because of that, students aren't socio-emotionally prepared to handle school routines and expectations even if they come with some academic skills and knowledge on or above grade level. If the child has been pretty much left alone- raised infront of a screen- tablets, tvs, video games- the social aspect of other people sharing there space AND having to physically, mentally, and verbally interact with a REAL world is a complete transition overload.
The First 20 days is all about a healthy transition into a long relationship with education. As a teacher, consider yourself as an educational ambassador. Your curriculum in ___ grade is what your cool new learning adventures will be themed around and your expectations are the healthy boundaries you'll set to make sure those adventures actually happen.
There's a relationship with the school you have to nurture with some lessons on the rules expected to follow, but don't forget the lessons on how the students can be a successful part of it- every. child. CAN. be. a part. of it. *Thats always the bottom line every week.
Then, I spend a whole week themed around Names- our names, the teacher's names, names of things on the schedule, names of supplies, and etc. A name is a human's first identity indicator. Coming to school, maybe the first time a child hears his/her name called out in front of a crowd. It's kind of a big deal- at least, that's what I want every child to think.
I work on routines through a whole week on responsibility and respect theming it with Superheroes. I usually do that the third week after the kids are confident with school and self. We talk about the right and wrong ways to do things and I TEACH them how to be organized.
In my classroom, everything is organized for student-independence from the jobs to the supplies. I teach the importance of independence because it's the key for ANY child to truly take ownership of his/her work.
My personal children go through a Montessori program starting at age 2. The curriculum in the Toddler Room is "grace and courtesy" where all my kids learn lessons of how to put on a jacket, set the table, clean up, clean (chores), fine motor (tweezers, painting, puzzles, poking, lacing) and then lessons on numbers, letters, and etc. Since kids aren't getting what they need at home developmentally during their toddler years, we have to teach these things in the classroom.
In my head, if I've seen my own kids learn principles of respect and responsibility at age 2, I can expect it out of five and six year olds. I really don't want those five and six year olds to be behavior problems in 1st and 2nd grade, so I wait, expect, and push everyone of my students to be independent by the time he/she leaves my room.
I've had this attitude the last four years of teaching and they all do. The longest wait I had for a student to be fully be "independent"- no pulling 1:1 to a complete task, always had the right materials out, and always finished and started on his own- was three weeks before school ended.
The verdict- He. was. SO. proud.
He even starting telling me, "I want to challenge my brain." which meant in my class- I want to do more work.
Lastly, I do my final week on teamwork and use all sorts of team-building games, books, and videos. In general, there is a point of success you can reach alone. Then, there are ten thousand more victories you can win- sticking together. We emphasize how important it is to work as a team and to do our responsibilities together because we hurt our team when we don't. We literally do games that show how we are all stronger together. We get to know each other's strengths and weaknesses in the context of the "team." We are honest about them. We cheer each other on. Over time, we truly become an emotionally healthy community. This is important because, in the context of a healthy community, children welcome correction and are secure enough to truly "be themselves." When you reach that point, sky's the limit on what you can teach them and how far they will be motivated to learn.
You want to represent the school well, but you want to establish who you are and what you expect as an individual.
I want the kids to "buy into" the school experience, but I want them to also know I'm the only cook in this kitchen.
You can only have ONE authority figure in the room and it is not a child.
For kids, that's a hard lesson to accept now and days because we have lots of child-centered homes or a lot of kids left to be on there own most of the time. In child-centered homes, kids dictate to the parent what he or she wants to do and when he or she wants to do it. Kids come into school never being told no and, because of that, students aren't socio-emotionally prepared to handle school routines and expectations even if they come with some academic skills and knowledge on or above grade level. If the child has been pretty much left alone- raised infront of a screen- tablets, tvs, video games- the social aspect of other people sharing there space AND having to physically, mentally, and verbally interact with a REAL world is a complete transition overload.
The First 20 days is all about a healthy transition into a long relationship with education. As a teacher, consider yourself as an educational ambassador. Your curriculum in ___ grade is what your cool new learning adventures will be themed around and your expectations are the healthy boundaries you'll set to make sure those adventures actually happen.
There's a relationship with the school you have to nurture with some lessons on the rules expected to follow, but don't forget the lessons on how the students can be a successful part of it- every. child. CAN. be. a part. of it. *Thats always the bottom line every week.
Then, I spend a whole week themed around Names- our names, the teacher's names, names of things on the schedule, names of supplies, and etc. A name is a human's first identity indicator. Coming to school, maybe the first time a child hears his/her name called out in front of a crowd. It's kind of a big deal- at least, that's what I want every child to think.
I work on routines through a whole week on responsibility and respect theming it with Superheroes. I usually do that the third week after the kids are confident with school and self. We talk about the right and wrong ways to do things and I TEACH them how to be organized.
In my classroom, everything is organized for student-independence from the jobs to the supplies. I teach the importance of independence because it's the key for ANY child to truly take ownership of his/her work.
My personal children go through a Montessori program starting at age 2. The curriculum in the Toddler Room is "grace and courtesy" where all my kids learn lessons of how to put on a jacket, set the table, clean up, clean (chores), fine motor (tweezers, painting, puzzles, poking, lacing) and then lessons on numbers, letters, and etc. Since kids aren't getting what they need at home developmentally during their toddler years, we have to teach these things in the classroom.
In my head, if I've seen my own kids learn principles of respect and responsibility at age 2, I can expect it out of five and six year olds. I really don't want those five and six year olds to be behavior problems in 1st and 2nd grade, so I wait, expect, and push everyone of my students to be independent by the time he/she leaves my room.
I've had this attitude the last four years of teaching and they all do. The longest wait I had for a student to be fully be "independent"- no pulling 1:1 to a complete task, always had the right materials out, and always finished and started on his own- was three weeks before school ended.
The verdict- He. was. SO. proud.
He even starting telling me, "I want to challenge my brain." which meant in my class- I want to do more work.
Lastly, I do my final week on teamwork and use all sorts of team-building games, books, and videos. In general, there is a point of success you can reach alone. Then, there are ten thousand more victories you can win- sticking together. We emphasize how important it is to work as a team and to do our responsibilities together because we hurt our team when we don't. We literally do games that show how we are all stronger together. We get to know each other's strengths and weaknesses in the context of the "team." We are honest about them. We cheer each other on. Over time, we truly become an emotionally healthy community. This is important because, in the context of a healthy community, children welcome correction and are secure enough to truly "be themselves." When you reach that point, sky's the limit on what you can teach them and how far they will be motivated to learn.
Lesson #3: Don't Shy Away From Firm, Loving Discipline
I am the youngest of five kids.
I am the youngest of five kids.
I grew up in a home of structure and discipline.
As a parent of four small kids, now I understand why.
It's. the. only. way. you. can. collectively. maintain. a . clean. respectful. and. well-functioning. classroom. (and/or. family.)
Structure.
Firm. Honest. Consistent.
and. sometimes. Constant.
Discipline.
is. crucial. for. classroom. management. success.
As a parent of four small kids, now I understand why.
It's. the. only. way. you. can. collectively. maintain. a . clean. respectful. and. well-functioning. classroom. (and/or. family.)
Structure.
Firm. Honest. Consistent.
and. sometimes. Constant.
Discipline.
is. crucial. for. classroom. management. success.
Dishing it out with a pure, loving heart is how the kids open themselves to receive it.
Classroom management has been the hardest, longest struggle for me being a general education teacher. Too many students and needs to juggle all at the same time.
I've tried it both ways: the harsh, verbally threatening approach and the always loving, friendly approach. In my experience, neither work.
Providing realistic expectations and structure works for all students. Realistic means that all (and I mean all) students can meet it.
For me, structure is my schedule, transitions, and routines.
Realistic expectations have moreso grown over time with my personal experiences in and outside of the classroom. Until I personally experienced the tears and tantrums of infancy and toddlerhood, I really didn't recognize developmental socio-emotional gaps I saw in my school age children. Also, I didn't know what to say to a parent that struggled with the child at home too.
Now, I know.
Tears and tantrums are part of the course.
Fears and Failures are never pretty.
Resilience, Grit, and Perseverance take some coaching, convincing, and time.
Stand firm and be consistent.
Discipline always. even when its annoyingly repetitive.
Under your care, give each child the opportunity to be better than the person he/she came to you as.
Hold them accountable.to. that. goal. of. bettering. themselves.
Lesson #4: LEARNING is the Ultimate Privilege and Purpose
Teaching becomes so simple and more enjoyable when you have this attitude towards your classroom everyday. The kids buy into "Learning as a privilege and a job." I started teaching in 2006 prior to Pintrest and Teacher Pay Teacher. I am thankful for both resources, but I have definitely learned to keep those things as resources not personal teaching goals.
I am the happiest teacher being myself and actually teaching. So, I actually spend a majority of my planning, prepping, and classroom energy on putting our learning first. I am careful in picking student work, differentiation, and scheduling our whole group and small group times.
My students know that "Learning Always Comes First." We structure our days to do it and protect it. We hold ourselves accountable to certain routines and behaviors to maximize our learning time. It's the pride and joy of our classroom.
Learning.
If you truly teach it as a privilege, it can be very addictive and beneficial for EVERY student's life.
Lesson #5: Lead With A Serving Heart
Change is Inevitable in the Public School System-
Fair DOES Not Mean Equal.
Funding is NOT always there.
Leadership is ever-changing and always fluid- from administrators to Superintendents.
Don't be discouraged. That's public school education.
I've personally taught for three different districts, three different schools, eleven different administrators, and four different grade levels.
Change can happen so frequently that I have had five different principals in one year.
You. have. to. know. before. you. sign. up. that. this. is. the. underlining. norm. of. our. government. run. profession.
especially in Title One Schools.
This is not a profession you "work up the ladder" and become famous for. This is a service profession for an ever-changing, neglected education system.
America is a highly developed country, but, in terms of education, we are ranked 27th in comparison to other well-developed countries.
Collectively, as a country, healthcare and education aren't priorities in terms of funding.
Because of that, education has moved itself into the more optional category as a household priority. You'll get the impression at times that you are a "glorified" babysitter or daycare option. You might start the year with that role in your parent's or child's mind/heart until you prove his or her child's potential to them. Serve that child well and he/she will start believing in him/herself. With confidence and hard work, anyone can learn. As a child grows smarter, he or she will feel empowered to do and learn all sorts of things. Leading with a servant's heart means empowering the students and families to dream better for themselves in a school system that didn't always serve them well in the past.
You. have. to. work. this. job. to. serve. and. be. different.
You have to be patient.
Don't let your heart grow COLD.
There is a hidden aspect of social justice involved with the job that you aren't readily prepared for.
Lead through the changes and prove to these families that you have their best interest in mind.
Lastly, just as no war can be fought alone, no kid can fully survive the school system with any ONE teacher.
We. TEACHERS. -ALL- . Need. to. Unite. OFTEN. for. the kids.
Every teacher needs other teachers.
So, don't isolate yourself or compete.
There just isn't time for that.
Coworkers can help with planning and fresh perspective gaining. Constructive feedback from other grade levels can help close academic and behavioral gaps over years at a time as they move up.
But also. good. coworkers. keep. you sane.
This. job. is mentally. and physically. draining.
You need some coworkers to check in on you.
You need them to tell you that you are not crazy and it's okay to make mistakes.
You need someone to encourage you to keep at it and take care of yourself.
Serve. as. if. you. are. part. of. a grander. purpose.
Serve. as. part. of. an. ELITE. team.
Care for yourself to sustain the work.
Care for your coworkers to fully share the load.
Then, ultimately, Care for your students and families as if they ARE important- worthy of your time and love.
With Love. Always,
Crystal
Change is Inevitable in the Public School System-
Fair DOES Not Mean Equal.
Funding is NOT always there.
Leadership is ever-changing and always fluid- from administrators to Superintendents.
Don't be discouraged. That's public school education.
I've personally taught for three different districts, three different schools, eleven different administrators, and four different grade levels.
Change can happen so frequently that I have had five different principals in one year.
You. have. to. know. before. you. sign. up. that. this. is. the. underlining. norm. of. our. government. run. profession.
especially in Title One Schools.
This is not a profession you "work up the ladder" and become famous for. This is a service profession for an ever-changing, neglected education system.
America is a highly developed country, but, in terms of education, we are ranked 27th in comparison to other well-developed countries.
Collectively, as a country, healthcare and education aren't priorities in terms of funding.
Because of that, education has moved itself into the more optional category as a household priority. You'll get the impression at times that you are a "glorified" babysitter or daycare option. You might start the year with that role in your parent's or child's mind/heart until you prove his or her child's potential to them. Serve that child well and he/she will start believing in him/herself. With confidence and hard work, anyone can learn. As a child grows smarter, he or she will feel empowered to do and learn all sorts of things. Leading with a servant's heart means empowering the students and families to dream better for themselves in a school system that didn't always serve them well in the past.
You. have. to. work. this. job. to. serve. and. be. different.
You have to be patient.
Don't let your heart grow COLD.
There is a hidden aspect of social justice involved with the job that you aren't readily prepared for.
Lead through the changes and prove to these families that you have their best interest in mind.
Lastly, just as no war can be fought alone, no kid can fully survive the school system with any ONE teacher.
We. TEACHERS. -ALL- . Need. to. Unite. OFTEN. for. the kids.
Every teacher needs other teachers.
So, don't isolate yourself or compete.
There just isn't time for that.
Coworkers can help with planning and fresh perspective gaining. Constructive feedback from other grade levels can help close academic and behavioral gaps over years at a time as they move up.
But also. good. coworkers. keep. you sane.
This. job. is mentally. and physically. draining.
You need some coworkers to check in on you.
You need them to tell you that you are not crazy and it's okay to make mistakes.
You need someone to encourage you to keep at it and take care of yourself.
Serve. as. if. you. are. part. of. a grander. purpose.
Serve. as. part. of. an. ELITE. team.
Care for yourself to sustain the work.
Care for your coworkers to fully share the load.
Then, ultimately, Care for your students and families as if they ARE important- worthy of your time and love.
With Love. Always,
Crystal
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