Anonymous wrote:

Anonymous wrote:OP, please come to teach at FCPS. My older child has just finished middle school. My middle one will enter middle school next month. We LOVE our middle school teachers. I hope you will find parents supporting and teaching a rewarding job.

Will s/he be attending Glasgow MS? If so, there is probably a 50/50 chance I will meet them.

Anonymous wrote:OP, please come to teach at FCPS. My older child has just finished middle school. My middle one will enter middle school next month. We LOVE our middle school teachers. I hope you will find parents supporting and teaching a rewarding job.

Anonymous wrote:

Anonymous wrote:


I will be honored and genuinely gratefulto sign the contract.


Congratulations, OP! You’ve got this.

I’ve said this before, but it seems worth repeating: force yourself to bounce back from those bad days. You get chances to start over, and it gets easier.

When you feel overwhelmed, remember what you’ve already accomplished and don’t focus as much on what still needs to get done. You won’t be able to get it all done, but you can do a great job on a lot of it.

Don’t take it personally when a student says something cruel. It’s hard not to, but that insult came from a child who is likely feeling scared or insecure. You’ll develop a thick skin if you don’t have one already.

Sometimes administrators are helpful, but the best help will come from other teachers. They are in there with you, whereas administrators have been out of the classroom so they may not remember what it’s really like. If your observations aren’t great at first, don’t worry too much. Ask a fellow teacher to take a look at them and see what advice they have.

Find yourself a quiet place in the building. You may not get a lot of time there, but 20 minutes to yourself is precious and calming. I found a bench in a back hallway that’s my spot, and it gives me a break from the classroom. Sometimes the same walls get claustrophobic.

Be the teacher who knows the students. That’s the best thing you can do to develop strong classroom management. Go to after school activities and see them in a different environment. They’ll remember you cared enough to stop by.

Give yourself 10 minutes at the end of the day to triage. What needs to be done before you leave? What can you take home? What can wait for the morning? I keep a notebook at my desk with running to-do list. I highlight the ones I have to get done *that day*. (Also: I don’t throw away old pages. I keep them as a reminder of all I’ve accomplished. It makes me feel better.)

Hope some of this helps!

This is great advice. Use your own good sense and do what works the best for you (because that will be what is best for the students too). As long as you communicate and admit when things are not perfect in the room, the students will come to trust you and follow you. Take the time to build relationships. When something doesn't go well, admit it and talk to students about how you are going to change the lesson or teach it another way based on what you have learned. EVERYONE in the room is learning and that includes you. Showing this is a strength. There is nothing wrong with having a "bad day". What is wrong is doubling down on it the next day.

You can get materials from others and learn from them, but ultimately you will have your own style and that is what makes teaching and learning so wonderful. It's a very creative process. Don't let the powers that be drain your creative spirit. Be you and you will be fine. I hope you aren't overwhelmed by all of our posts. You will find your way. Hang in there. Best wishes!!

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:A few tips:

Keep Ziploc bags in your desk. Rather than make kids throw out their food, I have them put it in a bag, which sometimes (not always) avoids arguments. They are also useful when kids bring slime, or Legos, or someone's necklace breaks and there are beads everywhere, etc.

When there is a big assignment due (test, project, essay, etc.), immediately go through the stack and figure out who did not turn it in. Put zeros in the grade book right away, even if you don't have time to grade all the other submissions yet. That may seem harsh, but it's a warning to the student and their parents that this is what their grade will be if they don't submit it. Otherwise they are shocked when weeks later their grade goes down after you finally put the bad grade in. You don't want there to be any surprises, particularly not at the end of a quarter.

Again with the no surprises, give study guides and post notes and info about upcoming tests online.

Chromebook addiction is real. Admin probably won't support you going completely tech free, but be strategic about how you use the computers. In my class we will do warm ups on the computer (because Google forms give me data) and for graded exit tickets at the end of class (because the more you can automate your grading, the better). However, all notes and worksheets are on paper, because that keeps the kids focused. Familiarize yourself with the software for controlling their screens (we use Hapara at my school), though the kids find ways around the system. Also, sometimes reviews games on the computer can be a good time filler; check out Kahoot and Blooket.

Create a spreadsheet with IEP/504 accommodations, specifically who gets small group testing, read aloud, dictionary access, and extended time. Note any other unusual accommodations. Check it before every assessment and make arrangements for those students as necessary. These are legal requirements, so you don't want to screw this up.

If you don't know Spanish, at least learn the bad words like "puta" and "mierda." It is also very effective to learn how to say, "Do I need to call your mom?" in Spanish.

Sixth graders are in that weird tween space where they are sometimes kids and sometimes teens. One minute you will be having a really deep conversation about an important topic, and you are so proud of how well the kids are discussing complex issues. The next minute, you are confiscating slime from a kid and telling two others to stop putting glue on each other. Some of the kids look and act like they are 8 (usually the boys), and some of the kids look and act like they are 18 (usually the girls). They can drive you crazy, but they can also be funny and sweet. They appreciate a little sarcasm, but you can't go overboard. You also need to always keep your cool, even when they lose theirs.

Ziplock bags, got it. I will add those to my running list. I wonder, does your school have rolling grade books? If not, what is a reasonable time to allow students to submit their work around that age? I have some ideas about how to establish expectations that I will have to confer with my co-teacher about to figure out how feasible they are. I seem to recall that Glasgow has a learning management system. One of my mentors posted everything there. Someone else here suggested sending out notices to the parents to keep them informed about what the students are working on. I was thinking that I could make my daily outline, with all of the announcements included on it, accessible online for the students and their parents. This may also help set a routine and manage some expectations for everyone involved. Be careful not to screw up IEP/504 accommodations— got it. I think having a spreadsheet of these special needs is a great idea. TY

If your daily outline is more than 2 bullets no one will read it, especially parents. They have 8 teachers to keep up with. Maybe weekly or monthly notifications. I want you to be eager, but you should limit your expectations. For parents, your expectations should be at the floor and then you can be happy when something happens.

Anonymous wrote:Have you looked at the starting salary? How are you going to afford a mortgage on a first year teaching salary? I’m in my 12th year and am nowhere close to even the cheapest condo.

Anonymous wrote:

Anonymous wrote:A few tips:

Keep Ziploc bags in your desk. Rather than make kids throw out their food, I have them put it in a bag, which sometimes (not always) avoids arguments. They are also useful when kids bring slime, or Legos, or someone's necklace breaks and there are beads everywhere, etc.

When there is a big assignment due (test, project, essay, etc.), immediately go through the stack and figure out who did not turn it in. Put zeros in the grade book right away, even if you don't have time to grade all the other submissions yet. That may seem harsh, but it's a warning to the student and their parents that this is what their grade will be if they don't submit it. Otherwise they are shocked when weeks later their grade goes down after you finally put the bad grade in. You don't want there to be any surprises, particularly not at the end of a quarter.

Again with the no surprises, give study guides and post notes and info about upcoming tests online.

Chromebook addiction is real. Admin probably won't support you going completely tech free, but be strategic about how you use the computers. In my class we will do warm ups on the computer (because Google forms give me data) and for graded exit tickets at the end of class (because the more you can automate your grading, the better). However, all notes and worksheets are on paper, because that keeps the kids focused. Familiarize yourself with the software for controlling their screens (we use Hapara at my school), though the kids find ways around the system. Also, sometimes reviews games on the computer can be a good time filler; check out Kahoot and Blooket.

Create a spreadsheet with IEP/504 accommodations, specifically who gets small group testing, read aloud, dictionary access, and extended time. Note any other unusual accommodations. Check it before every assessment and make arrangements for those students as necessary. These are legal requirements, so you don't want to screw this up.

If you don't know Spanish, at least learn the bad words like "puta" and "mierda." It is also very effective to learn how to say, "Do I need to call your mom?" in Spanish.

Sixth graders are in that weird tween space where they are sometimes kids and sometimes teens. One minute you will be having a really deep conversation about an important topic, and you are so proud of how well the kids are discussing complex issues. The next minute, you are confiscating slime from a kid and telling two others to stop putting glue on each other. Some of the kids look and act like they are 8 (usually the boys), and some of the kids look and act like they are 18 (usually the girls). They can drive you crazy, but they can also be funny and sweet. They appreciate a little sarcasm, but you can't go overboard. You also need to always keep your cool, even when they lose theirs.

Ziplock bags, got it. I will add those to my running list. I wonder, does your school have rolling grade books? If not, what is a reasonable time to allow students to submit their work around that age? I have some ideas about how to establish expectations that I will have to confer with my co-teacher about to figure out how feasible they are. I seem to recall that Glasgow has a learning management system. One of my mentors posted everything there. Someone else here suggested sending out notices to the parents to keep them informed about what the students are working on. I was thinking that I could make my daily outline, with all of the announcements included on it, accessible online for the students and their parents. This may also help set a routine and manage some expectations for everyone involved. Be careful not to screw up IEP/504 accommodations— got it. I think having a spreadsheet of these special needs is a great idea. TY

Anonymous wrote:


I will be honored and genuinely gratefulto sign the contract.


Congratulations, OP! You’ve got this.

I’ve said this before, but it seems worth repeating: force yourself to bounce back from those bad days. You get chances to start over, and it gets easier.

When you feel overwhelmed, remember what you’ve already accomplished and don’t focus as much on what still needs to get done. You won’t be able to get it all done, but you can do a great job on a lot of it.

Don’t take it personally when a student says something cruel. It’s hard not to, but that insult came from a child who is likely feeling scared or insecure. You’ll develop a thick skin if you don’t have one already.

Sometimes administrators are helpful, but the best help will come from other teachers. They are in there with you, whereas administrators have been out of the classroom so they may not remember what it’s really like. If your observations aren’t great at first, don’t worry too much. Ask a fellow teacher to take a look at them and see what advice they have.

Find yourself a quiet place in the building. You may not get a lot of time there, but 20 minutes to yourself is precious and calming. I found a bench in a back hallway that’s my spot, and it gives me a break from the classroom. Sometimes the same walls get claustrophobic.

Be the teacher who knows the students. That’s the best thing you can do to develop strong classroom management. Go to after school activities and see them in a different environment. They’ll remember you cared enough to stop by.

Give yourself 10 minutes at the end of the day to triage. What needs to be done before you leave? What can you take home? What can wait for the morning? I keep a notebook at my desk with running to-do list. I highlight the ones I have to get done *that day*. (Also: I don’t throw away old pages. I keep them as a reminder of all I’ve accomplished. It makes me feel better.)

Hope some of this helps!

Anonymous wrote:Have you looked at the starting salary? How are you going to afford a mortgage on a first year teaching salary? I’m in my 12th year and am nowhere close to even the cheapest condo.

Anonymous wrote:Are you living with your parents? Why would you choose to teach in FCPS?

Move to another area of VA.

Anonymous wrote:A few tips:

Keep Ziploc bags in your desk. Rather than make kids throw out their food, I have them put it in a bag, which sometimes (not always) avoids arguments. They are also useful when kids bring slime, or Legos, or someone's necklace breaks and there are beads everywhere, etc.

When there is a big assignment due (test, project, essay, etc.), immediately go through the stack and figure out who did not turn it in. Put zeros in the grade book right away, even if you don't have time to grade all the other submissions yet. That may seem harsh, but it's a warning to the student and their parents that this is what their grade will be if they don't submit it. Otherwise they are shocked when weeks later their grade goes down after you finally put the bad grade in. You don't want there to be any surprises, particularly not at the end of a quarter.

Again with the no surprises, give study guides and post notes and info about upcoming tests online.

Chromebook addiction is real. Admin probably won't support you going completely tech free, but be strategic about how you use the computers. In my class we will do warm ups on the computer (because Google forms give me data) and for graded exit tickets at the end of class (because the more you can automate your grading, the better). However, all notes and worksheets are on paper, because that keeps the kids focused. Familiarize yourself with the software for controlling their screens (we use Hapara at my school), though the kids find ways around the system. Also, sometimes reviews games on the computer can be a good time filler; check out Kahoot and Blooket.

Create a spreadsheet with IEP/504 accommodations, specifically who gets small group testing, read aloud, dictionary access, and extended time. Note any other unusual accommodations. Check it before every assessment and make arrangements for those students as necessary. These are legal requirements, so you don't want to screw this up.

If you don't know Spanish, at least learn the bad words like "puta" and "mierda." It is also very effective to learn how to say, "Do I need to call your mom?" in Spanish.

Sixth graders are in that weird tween space where they are sometimes kids and sometimes teens. One minute you will be having a really deep conversation about an important topic, and you are so proud of how well the kids are discussing complex issues. The next minute, you are confiscating slime from a kid and telling two others to stop putting glue on each other. Some of the kids look and act like they are 8 (usually the boys), and some of the kids look and act like they are 18 (usually the girls). They can drive you crazy, but they can also be funny and sweet. They appreciate a little sarcasm, but you can't go overboard. You also need to always keep your cool, even when they lose theirs.

Anonymous wrote:

Anonymous wrote:Here's my advice. If you are assaulted by a student, file a police report no matter how much your admin pressures or threatens you. Also, know that sitting in your car before or after work, crying, because it is just so hard is typical. Don't feel ashamed or wonder if something is wrong with you. All of us have done it, frequently. Sometimes it gets better, sometimes you learn to stop caring, but the crying does decrease over the years.

That is something that I am scared of. I’m thinking that it would be best if I keep a desk between myself and someone who is in a dangerous state. I definitely do not want to get hurt and I also don’t want to give the appearance that I am going to do anything except try to deescalate the situation with my words until backup arrives to assist. I’m open to other ideas that have worked for others. I plan to follow your advice about making a police report. As far as crying in the car, I think I will place some post-it notes to help me adjust my perspective. The very best thing I can do for these students long-term is to empower them to confidently, clearly, and effectively communicate in English and encourage them to read to expand their horizons. I believe that you give someone a fish, they will eat for a day, but if you teach them to fish, they will never go hungry again. TY for saying I should not feel ashamed to release my emotions.

Anonymous wrote:

Anonymous wrote:Here's my advice. If you are assaulted by a student, file a police report no matter how much your admin pressures or threatens you. Also, know that sitting in your car before or after work, crying, because it is just so hard is typical. Don't feel ashamed or wonder if something is wrong with you. All of us have done it, frequently. Sometimes it gets better, sometimes you learn to stop caring, but the crying does decrease over the years.

+1. Try to find a trusted colleague or two as soon as you can. They will be your lifeline. Also, don't hesitate to submit discipline referrals. Administrators who are not good at their jobs will try to gaslight you into not submitting referrals but your first concern besides safety is to cover your own a**. A student who makes threats, puts hands on anyone or tries to, or destroys school property needs to be written up.