Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

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.

I agree that you definitely want to write kids up if they are causing or threatening harm to others or school property. But if they are just rude or disruptive, try to handle it yourself first, otherwise you will get a reputation as someone who can't manage their class. Call home and assign detention. Always, always document. That way when you eventually write the kid up for their continued misbehavior, you have a record of what you have already tried, because admin is going to ask for that. Every year I get at least one kid whose behavior is so awful that they are incapable of being in a regular classroom, but it usually takes a full year of documentation before the school can move them into a different program. The more strategies you try and then document in detail, the faster that process goes.

I do know by observation how to deploy my “teacher voice” (that is what both of my mentors referred to it as) when students are not following along with the usual program. What has worked for you when students are outright rude and disrespectful of others? Is there something you do that sets a standard of how to comport themselves in the classroom? What do you say in the moment to make a strong impression that you will not tolerate any verbal abuse in the room that has proven effective in practice?

You have to spend a lot of time explaining expectations, then practicing them, then reviewing them.

How you react depends on the degree to which the kid is being rude or disruptive, and also whether they are a habitual offender. Normally I start by pulling the kid aside and talking to them privately, maybe assigning detention, then calling or emailing home after school. Some teachers will pull the kid into the hall and call their parents right then and put them on speaker phone to explain what just happened. Some teachers have a deal with a neighboring teacher where they can send a student to the other room to complete a reflection worksheet before returning to class. Sometimes it is not personal and what the kid really needs is a pass to their counselor to discuss another situation. The important thing is not to make a scene, because then the kid won’t back down. And if the kid is already making a scene, don’t escalate. Do not lose your temper. If they are cussing you out or throwing chairs, just call security and write the referral.

This is great advice. I have partnered with neighboring teachers before, especially during a phase when our admin refused to discipline students.

We would allow other teachers’ students to sit in the back of our classrooms to cool off after outbreaks or altercations. I usually had a stack of notebooks/markers back there so the student could draw or write.

It worked well. It would have been better if administration helped so we could continue teaching without further interruption, but we can’t control what admin does (or doesn’t do).

That’s another thing: don’t be surprised when the bulk of work falls on you. If there’s a duty that needs covering, it’s going to be assigned to a teacher and not a staff member. Be ready to do more with less, and then to be asked to do even more.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:I’m naive? Lol. Most people don’t have family money so nobody is going to be gifting them anything. There are plenty of single teachers and single parent teachers. Heck, even married couples complain on DCUMs how hard it is to make ends meet in this area.

The OP is obviously not your usual new college grad. If she bought a house and doesn’t have a mortgage, she’s not your usual new grad. Most new grads owe in student loans too making it even more difficult to live in this area. Only on DCUMs would I be the naive one. Lol. I have a kid and I’m the only one paying for us to live in this area on a teacher’s salary. Naive? This website never ceases to amaze me.

Why do you care about her financial situation? And so what if she is not a usual new college grad? What does that have to do with anything? She didn’t ask how to survive living on 1 single teacher’s income.

If you or other teachers don’t have any family support that’s not her problem. If you are a single mom that’s not her issue either.

I called you naive because you assume just because YOU cannot afford any mortgage in this area, that the OP must also be financially struggling. People are very secretive about those things but anyone who has been reading threads around this forum knows there is a ton of wealth in this area that’s not visible.

Chill PP. Most college grads are broke and owe money. I’m just giving her advice like everyone else.

Here’s my teaching advice. Try it for a year and see how it goes. You don’t know until you try. We have teachers start with zero experience and background and turn out just fine.

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

I’m the pp. I work in a neighboring district, but I’m pretty sure FCPS also has a live grade book, where whatever the teacher has put in is visible to the parents and students in real time. There is an expectation that you will update regularly. (For us it’s at least every 2 weeks.)

You may not get a lot of say over grading policies and deadlines. In an effort to make it impossible to fail, most districts around here have made it so that kids can turn in assignments late without penalty. You’ll have to check with your school for specifics.

Anonymous wrote:I’m naive? Lol. Most people don’t have family money so nobody is going to be gifting them anything. There are plenty of single teachers and single parent teachers. Heck, even married couples complain on DCUMs how hard it is to make ends meet in this area.

The OP is obviously not your usual new college grad. If she bought a house and doesn’t have a mortgage, she’s not your usual new grad. Most new grads owe in student loans too making it even more difficult to live in this area. Only on DCUMs would I be the naive one. Lol. I have a kid and I’m the only one paying for us to live in this area on a teacher’s salary. Naive? This website never ceases to amaze me.

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:

Anonymous wrote:I’m naive? Lol. Most people don’t have family money so nobody is going to be gifting them anything. There are plenty of single teachers and single parent teachers. Heck, even married couples complain on DCUMs how hard it is to make ends meet in this area.

The OP is obviously not your usual new college grad. If she bought a house and doesn’t have a mortgage, she’s not your usual new grad. Most new grads owe in student loans too making it even more difficult to live in this area. Only on DCUMs would I be the naive one. Lol. I have a kid and I’m the only one paying for us to live in this area on a teacher’s salary. Naive? This website never ceases to amaze me.

Why do you care about her financial situation? And so what if she is not a usual new college grad? What does that have to do with anything? She didn’t ask how to survive living on 1 single teacher’s income.

If you or other teachers don’t have any family support that’s not her problem. If you are a single mom that’s not her issue either.

I called you naive because you assume just because YOU cannot afford any mortgage in this area, that the OP must also be financially struggling. People are very secretive about those things but anyone who has been reading threads around this forum knows there is a ton of wealth in this area that’s not visible.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

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.

I agree that you definitely want to write kids up if they are causing or threatening harm to others or school property. But if they are just rude or disruptive, try to handle it yourself first, otherwise you will get a reputation as someone who can't manage their class. Call home and assign detention. Always, always document. That way when you eventually write the kid up for their continued misbehavior, you have a record of what you have already tried, because admin is going to ask for that. Every year I get at least one kid whose behavior is so awful that they are incapable of being in a regular classroom, but it usually takes a full year of documentation before the school can move them into a different program. The more strategies you try and then document in detail, the faster that process goes.

I do know by observation how to deploy my “teacher voice” (that is what both of my mentors referred to it as) when students are not following along with the usual program. What has worked for you when students are outright rude and disrespectful of others? Is there something you do that sets a standard of how to comport themselves in the classroom? What do you say in the moment to make a strong impression that you will not tolerate any verbal abuse in the room that has proven effective in practice?

You have to spend a lot of time explaining expectations, then practicing them, then reviewing them.

How you react depends on the degree to which the kid is being rude or disruptive, and also whether they are a habitual offender. Normally I start by pulling the kid aside and talking to them privately, maybe assigning detention, then calling or emailing home after school. Some teachers will pull the kid into the hall and call their parents right then and put them on speaker phone to explain what just happened. Some teachers have a deal with a neighboring teacher where they can send a student to the other room to complete a reflection worksheet before returning to class. Sometimes it is not personal and what the kid really needs is a pass to their counselor to discuss another situation. The important thing is not to make a scene, because then the kid won’t back down. And if the kid is already making a scene, don’t escalate. Do not lose your temper. If they are cussing you out or throwing chairs, just call security and write the referral.

Anonymous wrote:I’m naive? Lol. Most people don’t have family money so nobody is going to be gifting them anything. There are plenty of single teachers and single parent teachers. Heck, even married couples complain on DCUMs how hard it is to make ends meet in this area.

The OP is obviously not your usual new college grad. If she bought a house and doesn’t have a mortgage, she’s not your usual new grad. Most new grads owe in student loans too making it even more difficult to live in this area. Only on DCUMs would I be the naive one. Lol. I have a kid and I’m the only one paying for us to live in this area on a teacher’s salary. Naive? This website never ceases to amaze me.

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:

Anonymous wrote:

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.

I agree that you definitely want to write kids up if they are causing or threatening harm to others or school property. But if they are just rude or disruptive, try to handle it yourself first, otherwise you will get a reputation as someone who can't manage their class. Call home and assign detention. Always, always document. That way when you eventually write the kid up for their continued misbehavior, you have a record of what you have already tried, because admin is going to ask for that. Every year I get at least one kid whose behavior is so awful that they are incapable of being in a regular classroom, but it usually takes a full year of documentation before the school can move them into a different program. The more strategies you try and then document in detail, the faster that process goes.

I do know by observation how to deploy my “teacher voice” (that is what both of my mentors referred to it as) when students are not following along with the usual program. What has worked for you when students are outright rude and disrespectful of others? Is there something you do that sets a standard of how to comport themselves in the classroom? What do you say in the moment to make a strong impression that you will not tolerate any verbal abuse in the room that has proven effective in practice?

You have to spend a lot of time explaining expectations, then practicing them, then reviewing them.

How you react depends on the degree to which the kid is being rude or disruptive, and also whether they are a habitual offender. Normally I start by pulling the kid aside and talking to them privately, maybe assigning detention, then calling or emailing home after school. Some teachers will pull the kid into the hall and call their parents right then and put them on speaker phone to explain what just happened. Some teachers have a deal with a neighboring teacher where they can send a student to the other room to complete a reflection worksheet before returning to class. Sometimes it is not personal and what the kid really needs is a pass to their counselor to discuss another situation. The important thing is not to make a scene, because then the kid won’t back down. And if the kid is already making a scene, don’t escalate. Do not lose your temper. If they are cussing you out or throwing chairs, just call security and write the referral.

Anonymous wrote:

Anonymous wrote:

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.

I agree that you definitely want to write kids up if they are causing or threatening harm to others or school property. But if they are just rude or disruptive, try to handle it yourself first, otherwise you will get a reputation as someone who can't manage their class. Call home and assign detention. Always, always document. That way when you eventually write the kid up for their continued misbehavior, you have a record of what you have already tried, because admin is going to ask for that. Every year I get at least one kid whose behavior is so awful that they are incapable of being in a regular classroom, but it usually takes a full year of documentation before the school can move them into a different program. The more strategies you try and then document in detail, the faster that process goes.

I do know by observation how to deploy my “teacher voice” (that is what both of my mentors referred to it as) when students are not following along with the usual program. What has worked for you when students are outright rude and disrespectful of others? Is there something you do that sets a standard of how to comport themselves in the classroom? What do you say in the moment to make a strong impression that you will not tolerate any verbal abuse in the room that has proven effective in practice?

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:o


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!!

Funny story: the first time I ever taught at INTO, I asked the students to supply me with a common noun that is a liquid. One student offered ‘soup’ and it totally did not compute in my brain. I was anticipating the word ‘water’ or ‘soda’ because most students carry bottle of the clear stuff with them on campus (for me, it is soda). Anyway, something I thought was amazing to watch happened after I requested that the student repeat it several times. I totally thought that it must be a drink I had never encountered before with. I laughed at my own obliviousness and the students laughed with me, not at me. All nine of the students were enunciating the word in an amusing effort to communicate to me. This provided these beginners a perfect opportunity to practice their pronunciation with. Then, the student who had suggested ‘soup’ demonstrated eating from a bowl. In other words, he had to negotiate meaning with me. This is an important tool that L2 learners develop in order to make up for what they may lack in vocabulary. When it clicked for me, I swear the students could see it on my face and we all laughed in relief. My takeaway from that was that it is good to be genuinely myself and because they engaged in risk-taking behavior even though I had never lead a group of students that large before. Also, it reinforced that I am not immune to making mistakes, too, and that I would have to work on thinking outside of my own worldview. So, that is to say I absolutely agree that we all have lot to learn; specifically, that I have some preconceived notions, for better or worse. 😅

I second being genuinely yourself. I was given some advice my first year: rule the classroom with an iron fist and don’t show any weakness. This came from an experienced teacher who was well-respected in the school. She had a drill instructor style that worked for her and was authentically the way she cared for the kids. They loved her because of these rigid expectations for behavior. She created a safe space because they knew her clear expectations.

I tried to imitate it and failed. Her style was not my style, and I wasn’t being ME. It came across as forced and fearful. I’ve found my style since then. It’s quieter and more motherly, and it works equally well. I can now hold students to the same high expectations, but in a manner that is authentic and genuinely me.

Anonymous wrote:

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.

They said they would accept the job.

Anonymous wrote:

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!!

Funny story: the first time I ever taught at INTO, I asked the students to supply me with a common noun that is a liquid. One student offered ‘soup’ and it totally did not compute in my brain. I was anticipating the word ‘water’ or ‘soda’ because most students carry bottle of the clear stuff with them on campus (for me, it is soda). Anyway, something I thought was amazing to watch happened after I requested that the student repeat it several times. I totally thought that it must be a drink I had never encountered before with. I laughed at my own obliviousness and the students laughed with me, not at me. All nine of the students were enunciating the word in an amusing effort to communicate to me. This provided these beginners a perfect opportunity to practice their pronunciation with. Then, the student who had suggested ‘soup’ demonstrated eating from a bowl. In other words, he had to negotiate meaning with me. This is an important tool that L2 learners develop in order to make up for what they may lack in vocabulary. When it clicked for me, I swear the students could see it on my face and we all laughed in relief. My takeaway from that was that it is good to be genuinely myself and because they engaged in risk-taking behavior even though I had never lead a group of students that large before. Also, it reinforced that I am not immune to making mistakes, too, and that I would have to work on thinking outside of my own worldview. So, that is to say I absolutely agree that we all have lot to learn; specifically, that I have some preconceived notions, for better or worse. 😅