One thing that always seems to surprise young teachers when they are starting out is just how much time they give to the work. It’s tough. Being a teacher requires grit, the capability to hang in there and stick to it. And the less experience one has on the job, the more time, thought, and energy must go into the effort of preparing and delivering quality instruction.
When I entered the profession, the implementation of the No Child Left Behind Act was in full swing. That meant there were student proficiency targets, and if schools, departments, and teachers weren’t achieving those targets, something was wrong and some aspect(s) of what you were doing in the classroom was going to go through an uncomfortable change. Teaching without these extra layers of accountability is already dynamic and complex enough as it is, so you can imagine that those early years for me involved long nights of reflecting, assessing student work, and planning instruction. Continue reading “More Encouragement, Less Judgment”