Written by: Claire Steinbeck
Even though teaching is sometimes tough, in my experience the good days in the classroom always outweigh the bad. However, I still think it’s important to be realistic about the unique challenges of teaching – and especially teaching in the schools where DC Teaching Fellows (DCTF) serve. I’ve been reflecting lately on hurdles I’ve overcome during the past few years, and ways I still need to grow as a teacher. I try to focus on challenges I know are within my control, and stay solutions-oriented. Luckily, I’ve always had various supports available (from DCTF, DC Prep, and my previous school) to help me discover and implement those solutions.
At first, the most difficult part of teaching was managing the immense amount of feedback I got about my performance. I knew I would be evaluated under DC Public Schools’ (DCPS’) rigorous IMPACT process, but I didn’t realize how challenging it would be to prioritize the many suggestions coming from district staff, school administration, DCTF’s coaches, and others. Teaching is a constantly evolving practice, and I now know I’ll never get it “just right.” Changes can always be made to better meet the needs of individual students, to respond to data about students’ progress, and to refine my classroom culture. It can be overwhelming, but also engaging and dynamic at the same time. There’s always something to strive for, and I’m grateful to have so many talented people to consult with. For a while, I took a lot of feedback about my classroom personally. When you are pouring your heart into what you do, it can be hard to hear what needs to be improved. Allowing my feelings to be hurt, however, crippled my ability to impact my students in a positive way. I’ve learned over time to keep my students foremost in my mind when it comes to feedback and evaluation. The priority is what’s going to help them the most, and sometimes that means putting my pride aside. I try to listen to every piece of feedback, think about it practically, and then decide how to implement it based on what is going to have the biggest immediate impact on student achievement.
Another challenge I’ve faced as a teacher is time management – a critical skill when you’re trying to become an expert in instructional delivery, manage a classroom, invest your students in learning, collaborate with colleagues, and maintain a personal life all at the same time! Over time, I’ve tackled this challenge by developing new habits – meticulously planning what tasks need to be accomplished during each planning period, for example, and rewarding myself for accomplishing more lengthy tasks ahead of schedule. I’ve learned that weekend lesson planning is nearly always necessary, but lesson planning at a neighborhood coffee shop like Busboys and Poets is an effective motivator! I’ve also learned to seek out resources from others (e.g., instructional coaches, other teachers in my content area, and informative internet websites), before trying to “reinvent the wheel” when planning classroom routines, procedures, or lessons.
Although I still get bummed out at times about tough feedback and feel overwhelmed, I’m getting better with both of these things every day. To stay focused, I remind myself of one of my favorite DC Prep ‘core values’: optimistic determination. This means realizing that teaching is hard work, but being confident that my goals for my students are attainable. I am purposeful about overcoming challenges that go with this line of work, because I have a responsibility to my students and I believe in their potential. If growing personally and professionally while helping students reach ambitious goals sounds like something you’re interested in, apply to DC Teaching Fellows today. The first application deadline is December 10, 2012!
