My Homework

As we end the first part of the school year, I reflect on these weeks of school and think back to the beginning of the year and the progress made so far. I’m reflecting not just on student progress, but on teacher progress!

I realize some lessons this teacher has learned so far. Some of these lessons are new learning and some are reinforced from previous years. I see anew the need for me to be fully present when my students are at school. I need to be ready to go when they arrive so I can listen to them, watch over them, and guide them. If I am still getting ready when they arrive or are already present, it gives them an impression of unpreparedness. They may need to wait on me, and for some children, this will present the opportunity to find their own things to do, and that may not be what I want them to be doing!

I like to arrive early so I can be present. I try to have the classroom ready before I leave the night before, then in the morning I can do those early things like opening blinds, checking email, reading scripture, praying, relaxing a bit, and being ready for the day. I am not hurrying in at the last minute and then feeling flustered because I’m not ready. (Granted, I am not perfect at this, but it is something to strive for!)

Another lesson is to know my class and students. This is a topic from recent staff PD meetings and has been helpful to me in thinking of my first graders. I need to know my class—this is a young class. It is helpful for me to know and think about that; they need more guidance. They aren’t ready for some lessons yet. They may need more review. We should work more on phonics before they are ready to read. Some need to work on basic skills such as writing their names and how to hold a pencil correctly. I need to gently guide them on things they don’t know yet. I may need to give more directions and help them practice.  As I think of knowing my class, I ponder how I can challenge one student who is older. I can let him go ahead. I may find more challenging books and activities for him or let him have some extra responsibilities.   

Knowing each child’s place in their family can help me as I work with them. Which children are the oldest child? Which ones are the youngest?

How can I get to know my students? I can do interest interviews, ask parents for information, glean info from worksheets and class work, and chat with students. Lunchtime presents good opportunities for conversations and getting to know children. I give my students a worksheet that asks such questions as “What is your favorite food?” “What do you want to learn this year?” “What is your favorite class?” After we complete each question, I tell the class my answers and have them share with their classmates. I have another page of questions that my aide asks each child and records their answers. Some of these questions are, “What is your favorite song?” “Do you have any pets?” “How many people are in your family?”

After I have info from my students, I can incorporate this into lessons and in the class. Here is another lesson for me – using this information. I may use family names in math story problems. We can sing the favorite songs of the class. We could make a graph of pets or siblings.

I remember the lesson for the teacher of being consistent. Keep those boundaries. If I gave a procedure, I need to follow that consistently. If I need to change something, I must inform the class and go over the new way. I may need to “choose” some battles at the beginning of the year, though. It may be more important getting the class to Music than having a perfectly straight line. Let’s get “quiet” settled first, then we can work on walking in the hall and staying in line.

Oh yes, I am reminded of the lessons with classroom management. As I get to know my students and see how they interact, I realize I need to rearrange some desks. Jeremy will do better away from his cousin. Ethan needs to be in the front and at the end. Where shall I put Ryan’s desk? He is friendly and will chat with anyone!

I need to have grace for my students—remember they are just getting started. They will not be at the same place as the students I ended with last year. I need to have grace for myself.

One more important lesson for this teacher is to communicate with parents. They do want to know how their children are doing. They will support me, and we can work together. I always feel like I should take care of things myself, but someone reminded me that parents do want to know. After I finally emailed some parents, I saw the difference it made in the child’s behavior as she realized her parents and the school were working together. The parents thanked me for communicating with them.

Yes, at the beginning of the school year there are adjustments to be made and routines to establish. It does get better. The children do learn. Now we are in the second quarter (already!) and I can look back on these few weeks and see growth and progress. I am really enjoying my students and appreciate the fun times and their innocence and sincerity. As Darren prayed recently, “Dear God, thank you that we can come to school and that we can be alive.” Or Mandy who told me this morning, “When I’m at school, I feel like I’m at home!