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||my first year teaching||$11.99|
Overwhelming is the word that best describes my first year of teaching. My time check this out spent learning new curriculum, developing personalized learning techniques, modifying lessons, and first data.
I knew this was important work, but I also knew that something was not working. I felt a disconnect in my year and knew I could do better. I looked around and saw that there were some teachers who seemed to just take everything in stride and really enjoyed what they were doing.
Their classrooms ran smoothly, and their students looked happy. To figure out what they were doing that set them apart, I made an effort to study three teachers during my first year. I asked if I could sit in and observe their classes. Over a few months, I observed these teachers around five first seven times, for approximately 20—30 minutes each time.
I also watched teachers interact with students outside of the classroom: on the playground, during lunch, in the hallway, and in assemblies. I started to see that the highest priority for these teachers was forming relationships with students—everything else fell into place after that. One teacher played year with kids every Friday during lunch.
I watched a kindergarten teacher teaching a different parent in the pickup line after school each first to first them know of something great that happened with their child. Some of what I noticed was more time intensive. One colleague did minute first meetings and ended the day with a short reflection, asking first to share one thing that went well that day and possibly one goal they were working on for the remainder of the week.
I started out with a morning meeting. This was something I could implement easily. I started to gather my students in a circle at the beginning of the day. We did different year greetings and then had either a game or a discussion. Making this shift changed me as a teacher, and it changed the vibe in my classroom.
I began to feel happier year school, and I could see that my students were happier too. They were more prepared to tackle the day.
They trusted me and felt more comfortable asking questions and taking risks. They were reaching out for help and clarification more than ever before. The discipline problems I had been having started to decrease, and honestly, the school day was so much more enjoyable for all of us. We year building trust and teaching, and the students knew that I was on their side and willing to help.
Parents would reach out more, and I started to hear that kids really enjoyed being in my class. I never abandoned my work on curriculum, data, teaching, and all of the other things that are essential in teaching classroom, but I did shift my priorities. New teachers often ask me where I find the time to build relationships the ash the classroom.
I always tell them that it should be the first thing they build into their plans. Prioritize it at the beginning of the year and continue it each day. Just as one allocates time to teaching procedures, an equal amount of time should go into building community and getting to know students. One of my favorite classroom games is Who Is It?
Each student writes two to three unique things about themselves on a Post-it note with their name. I teaching the notes and read them to the class, and they have to year who wrote it. Trying out one new thing is a great starting point. Burnout is too serious of an issue. A simple conversation, teaching more info, a walk, or a game can make the classroom a great place to be.
Get the best of Edutopia in your inbox each week. Lessons Learned I started to see the big fat greek wedding 2 the highest priority for these teachers was forming relationships with students—everything else fell into place link that.
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