Module 1: Beginning Teachers - Ashley Rogers

One of my favorite parts of the entire reading, was the section on page 13 that described “Beginning Teachers.”  The textbook explain the many concerns of new teachers.  There’s simply a lot to process on day 1, when teachers officially have a classroom all their own.  The text describes that student teaching doesn’t quite prepare you for this.  New teachers often feel overwhelmed because there is no easing into day 1.  It’s not a slow build.  The text explains, “One the first day of their first job, beginning teachers face the same tasks as teachers with years of experience” (Woolfolk, 2019, p.13).  This really made me thing of what my first class could be like, and I never envisioned it this way.  Now, does it scare me away from teaching? Absolutely not.  I’m committed.  But does it allow me to view my first day/year in a new light?  It for sure does.  This statement is so honest, I almost feel it prepares me more.

I love how the section describes the metamorphosis teachers go through from being new, to becoming seasoned with experience under their belt.  Their concerns completely change.  There’s a shift from, “How am I doing?” to “How are the students doing?” and I feel this is so true.  Even beginning students will care about how their students are doing, but their own concerns and worries will come first, because they want to be the best they can be, and reflect this onto their students.  With real experience, you can be more focused on what your students need, rather than how you’re performing. 

I feel this is also true in the corporate world, but I’ve never really put much thought to it before.  Whenever I’ve first begin a new job, I’ve been so concerned about things like, “Am I learning everything quickly enough?” “Am I following the right process?” Eventually, with experience, I am able to move past the day to day worries, and see the larger picture and therefore be more strategic in my performance and in my decision making.  I’m able to look at the big picture, rather than worrying about nitty gritty details.  It’s so relieving when you get to that other side.  Your confidence naturally increases, and you become a true expert in your field, and I believe you're able to perform your absolute best.

The other part of this section that honestly melted my heart was Table 1.2 “Advice for Student Teachers from Their Students” (Woolfolk, 2019, p.13).  When students in first grade were asked to provide advice to their student teacher, some of the advice included, “teach us as much as you can, give us homework (!!), help us make a family in school, smile at us, help us get our education.”  How sweet are these? I especially liked, “smile at us,” and “help us make a family in school.”  I always say that even in my current job, if I’m going to spend 40+ hours a week away from my family and my loved ones, I want it to be in an environment with people I also love and respect.  I want that environment to feel like my home away from home, and while I try my hardest to encompass that now, corporate America is too competitive to ever make this happen (in my own opininon).  I do feel in a small business this is possible, but the larger corporate world can be too cut throat and therefore too competitive to worry about how we treat one another, which is sad.  I look forward to the day when I have the ability to create an environment all my own that is inclusive of everyone, and makes people (students) feel loved, appreciated, and respected.  And like those first graders suggested, I will give my students homework but I'll also make sure to smile :)