To Myself, Six Months Ago

After re-watching some of my summer school videos, I have created a list of tips that apply less to what I saw in the videos and more to me at the beginning of the school year.

1.     Be unapologetic.
Seriously, stop apologizing every time you ask students to read or write. They are at school to learn, which involves writing or reading in some capacity. If you want to save paper and have them copy a vocabulary paragraph from the board, do it. If you want them to read and annotate a story independently, do it. Let them groan and complain, even sarcastically agree that you’re the worst, but don’t apologize. Learning takes work and that’s not something you need to apologize about.

2.     Do not bribe students to work.
You will regret it. This is specifically in reference to the times you gave your students extended writing assignments and placated their irritation by allowing them listen to music. Once you give them this, they will ask to listen to music any time they have independent practice. It doesn’t matter what kind of assignment they are working on, how many times you tell them no, or how resolute you are in turning down their requests. They will not let it go. They will not understand why you let them listen to music first semester, but not second semester.

3.     Give consequences and be consistent.
Sometimes you are going to get overwhelmed by the constant talking and whispering that occurs in your larger classes. Do your best to give consequences; don’t just give up. Don’t let students tell you who was actually talking or argue with them (no matter how difficult that may be). Consistency in consequences will further proceduralize classroom behavior, but it is also one of the most difficult things to do in the classroom.

4.     Be assertive.
You know what’s inherently confrontational? Giving consequences, running a classroom, and being a leader. You are going to butt heads with people from time to time and I know your first instinct is to walk away. Hold your ground, especially with students. Worry less about whether you’re being confrontational and demand that students follow your rules and rise to your expectations. You will find the line between assertive and aggressive (or that’s the hope since this is still a work in progress).

5.     Make sure your grading makes sense.
This will save you from some intense anxiety during parent conferences. If a parent's student is not doing well, they will want to see why. Save tests, do not make completion grades count as major grades, and take the time to grade some daily assignments a little more closely. I know you’re busy trying to prepare for classes and grading is the last thing you want to do with your limited free time, but graded work is your undeniable proof for failing students.

6.     Call parents.
I won’t lie to you; this part of the job still causes you great stress. Parent phone calls have generally been positive though. Don’t let parents blame you for their child’s choices and don’t unnecessarily take on blame or wallow in guilt for all the little things you don’t do in the classroom. I know it scares you, but suck it up and call some parents.

7.     Be patient.
You are going to learn, later rather than sooner, that your juniors and seniors went through most, if not all, of their middle school years without an English Language Arts teacher. They are not used to the constant reading and writing of a high school English classroom. Be prepared for the outbursts and the complaints (This is too much! Why are we always writing in here? Why do we have to read independently? Etc.). Give those students the appropriate consequences, make it clear to the class that reading and writing only improve with practice, and move on.

Furthermore, you are working with students who have not had the same advantages you’ve had. Many won’t appreciate what you do for them as a teacher or understand why you’re so nitpicky about classroom behavior. Don’t let the endless To-Do lists overwhelm you. Don’t let the talking, constant absences, and late work drive you crazy. Don’t let the rude, offhand comments of disgruntled student get you down. (I promise some of the students will become friendlier as the year progresses.) If you don’t give up on them, most of them won’t give up on you. All you need is time and patience.

8.     Forgive yourself of your shortcomings. 
You are one person doing the best she can. You are teaching in a critical needs district with an understaffed administrative team. This is your first year of teaching and you have to teach three classes. You have no previous materials, lesson plans, or curricula. Your district does not have a pacing guide. You have so many things working against you that having something to teach or do in class everyday should be a victory.

Do most of your lessons suck right now? Undoubtedly yes. However, teaching isn’t something you’re intuitively good at and you will need practice – lots and lots of practice – to feel more comfortable commanding a classroom. Always have high expectations for yourself, but don’t forget to cut yourself some slack.

My first video of me teaching! Also the first image in a small photo montage, featuring images from every lesson I had recorded. Think of it as a small apology for addressing the prompt in a slightly different way. (Sorry Dr. Sweeney for being a rebel, but at least I'm living up to the Ole Miss Rebels name. Also, you should read the following captions in a sports commentator voice. Insp: TeachingCenter by Key & Peele.)

Ms. Lindsay has tickets at the ready to reward a participating student. What a play!

Have no fear! Ms. Lindsay is here to answer your questions about the assignment.

Here we see Ms. Lindsay utilizing the most underrated play in the teacher's playbook for building student confidence: checking student work to give helpful feedback.

Woah, look at the commitment! Ms. Lindsay crouches to conference one-on-one with a sick student to show both sympathy and to encourage the student to keep working.