Adventures in Teaching: My first two weeks as an educator

After two weeks of teaching, all I have to say is that teaching is hard. Quite possibly, it’s one of the hardest things I have ever done. I tried not to kid myself going into it; I knew that my babysitting experience and time as a tutor for other college students would pale in comparison to what it was like to stand in front of a classroom full of children who have a limited working knowledge of the English language. While I knew what my experience wouldn’t be, I didn’t really have expectations for what it would be.

So far, teaching has been a learning experience, probably more for me than for the kids. Every day, I’m challenging myself in new ways to get into a different headspace. My first task as a teacher was making lesson plans for the first week of class. My perception of time has never been great, but the entire first week, I found myself with extra time at the end of lessons, at a loss for what to do next, which usually just resulted in rushed games of hangman and pictionary. I like to think that over the last two weeks I have gotten better at predicting how long activities and lessons will take, but it isn’t an exact science.

Another area I’ve been struggling with as an educator is determining what it appropriate for each age group. At my academy, I teach elementary and middle school students. What works well with one group obviously doesn’t work well with the other, so getting in the right mindset to make lessons for each one is difficult. It seems like finding the right balance between instructional time, learning reinforcement, and fun activities to really help the concepts stick is another area where there isn’t an exact science. While one grammar lesson may take 15 minutes to present, another may take 25 minutes.

One moment that sticks out in my memory from my first week as a teacher is the day I realized that some of the words I use regularly are not words my kids are familiar with. I was teaching a grammar lesson and as a part of a comprehension check, I asked “does everyone understand or is this confusing?” I got a lot of blank stares and eventually one kid asked “what is confusing?” My response was, “I don’t know, I need you to tell me what’s confusing.” That went on for a while before my co-teacher told me that the kids were asking what the word “confusing” means, not that they were confused with the lesson. Talk about an embarrassing but enlightening moment.

While teaching hasn’t been easy, I like to think I have gotten better with each lesson. My understanding of what my kids know and how to present new information to them has improved. It’s so rewarding when a concept clicks for the kids or when they come into class with smiles on their faces ready for a new lesson. As a teacher, I’ve seen each day as a new opportunity to stretch myself and grow in my new role, and as a chance to make a lasting impact on the kids I work with. Each one of them is so dynamic and eager; I am so grateful for the opportunity to educate them, and I am excited to see how far we all come by the end of this semester.

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