by Shelley | Organization
Revisiting my first year of teaching, which dates back to the 1995-96 school year, requires delving deep into my memory. Despite the challenges, it’s always nostalgic to reflect on those times. For every new teacher out there, these struggles are familiar. Remember, you’re not alone, and you will conquer them! I assure you!
After graduating from Iowa State University in May 1995, I was accepted into the CADRE Project at the University of Nebraska-Omaha for the 1995-96 school year. This program placed me as a full-time teacher in a classroom within one of the surrounding public school districts while pursuing a Master’s Degree simultaneously. As part of the program, I had a “Master Teacher Mentor” who periodically visited my classroom, offering guidance and advice to navigate through the initial year. I was assigned as a 4th-grade teacher in the Omaha Public Schools.
My classroom was situated in a building constructed in 1912, maintaining its antique charm with wooden floors, towering ceilings, tall windows, an old radiator for heat, and an absence of air conditioning! Interestingly, the K-4 building had more classrooms outside in portables than in the actual structure. Fortunately, I was allocated space within the main building. Just outside my classroom door was the “office,” consisting of a large counter in the hallway for the secretary and a small back office for the principal. A security guard stationed at a small table sat right outside my classroom.
I started my teaching journey with very minimal supplies as my class was added late in the summer. The room had math and reading textbooks and a set of old metal desks. There was access to large rolls of colored paper, writing paper, and pencils in a school-wide storage room. But anything beyond basic office supplies like pens and staples required a supply order, and it took several months to get a working pencil sharpener!
Such conditions pushed me to create my own teaching materials, which turned out to be a hidden blessing. It sparked my passion for curriculum development and equipped me with skills for my career beyond teaching!
The greatest challenge in that first year was adapting to such a diverse population, both racially and socioeconomically. My teacher training hadn’t prepared me for this. Coming from Sioux Falls, SD, where my high school had minimal racial diversity and mostly middle-class students, the contrast was stark.
My classroom consisted of about 50% black students from a high-poverty neighborhood and 50% mainly white students bussed in from an even lower-income area with a homeless shelter. The transient nature of the shelter caused significant student turnover—I’d have about 18 students on average in my class, but by year’s end, I’d have had around 40-50 different kids pass through.
Around the same time I started teaching, a police officer, Jimmy Wilson Jr., was shot and killed by gang members, causing unrest in the city, particularly in the area where my school was located. One hot Friday afternoon, lacking air conditioning, I took the class outside under a big tree for our reading time. Instead of reading, a discussion about the shooting unfolded among the students. It was eye-opening; their perspectives differed vastly from mine as a white woman from a middle-class area. I learned a great deal about their lives and experiences that day, realizing how much innocence these young 9-10-year-olds had lost due to their mature exposure to life’s struggles. It was a profound and educational moment for me, fostering a more empathetic attitude toward their life experiences. The discussion offered me a deep insight into their lives and shaped a more compassionate approach to understanding their challenges.
The most significant challenge also turned out to be the most rewarding aspect. It expanded my openness and ability to collaborate within a diverse community. I ended up learning as much from those kids that year as I taught them.
Among the students, there was one in particular whose growth I felt deeply connected to. I’m immensely proud of how I was able to bolster his confidence that year. Moreover, I helped change the perspectives of others in the district who had dismissed him, viewing him solely as a troublemaker with limited potential. I proved them wrong and unveiled the remarkable potential he truly possessed.
At times, it might feel like you’re at a standstill, but you’ll overcome it. Each year following that initial one, you’ll build upon your knowledge. You’ll discover the significance of organization, the value of approaching each child with fresh eyes (avoid reading past files before meeting them), and recognize that a classroom doesn’t have to achieve a “perfect” look. Instead, investing in instructional materials outweighs the need for overly decorative bulletin boards! You don’t require a “Pinterest Pretty Classroom” to excel as a teacher!
You’ll come to realize that you can’t solve every issue, but you can certainly give your best effort. It’s crucial to safeguard your own well-being—don’t let the challenges in your classroom consume your entire life. Allocate time for your mental health to prevent burning out too quickly. Embrace your mistakes as valuable learning opportunities instead of letting them stress you out. Remember, we all make mistakes, and you’ll make your fair share too!
To all teachers, especially those starting their first year, I wish you the best of luck and many happy days ahead! Take a deep breath; things will fall into place eventually, and you’ll excel! There’s nothing quite as invigorating and infectious as the enthusiasm of a first-year teacher!
by Shelley | Uncategorized
In our society, teachers play a crucial role in molding the minds of the future generation and readying them to thrive as capable adults and contributing members of the community. Nonetheless, a concerning pattern has emerged in recent times, marked by a rising number of teachers exiting the profession. Recent studies indicate a record-high rate of teachers resigning from their positions, often attributing their departure to factors such as job-related stress, inadequate salaries, and a dearth of support.
Why teachers are leaving the profession?
- Job Stress: Teaching demands extensive time and effort. Teachers often endure long work hours, grade papers late into the night, handle challenging students and parents, and face situations like covering for classes with no teachers. They experience mounting pressure and stress without adequate breaks, which can exhaust even the most dedicated educators, prompting them to seek less demanding careers.
- Low Salaries: Despite their critical societal role, many teachers receive significantly lower compensation compared to other professionals with similar education and experience levels. Moreover, rising expenses like healthcare and rapidly escalating living costs contribute to financial strain. The meager pay makes it challenging for teachers to sustain themselves and provide for their families, compelling them to consider leaving the profession.
- Lack of Respect: Teachers, despite playing a pivotal role in shaping the future through education, often find themselves underappreciated and undervalued in society. Their contributions to nurturing young minds, instilling knowledge, and fostering critical thinking skills are crucial, yet they frequently encounter a lack of recognition for their efforts. This absence of respect manifests in various forms, from comparatively low salaries and minimal acknowledgment of their professional expertise to facing undue criticism and scapegoating amid societal challenges in education. Despite the profound impact teachers have on shaping generations, the broader societal regard for their dedication and expertise often falls short of the appreciation they rightfully deserve.
- Lack of Support: Teachers often feel unsupported, undervalued, and occasionally targeted due to cultural conflicts involving administrators, policymakers, and the public. This lack of backing leaves teachers disheartened, hindering their ability to perform their duties effectively.
So, what can be done to address this issue and retain more teachers in the profession?
- Enhance Teacher Salaries: A vital step in retaining teachers involves offering fair and competitive salaries. Elevating teacher pay demonstrates acknowledgment of their dedication and expertise, ensuring they feel adequately compensated for their training and commitment.
- Offer Increased Support and Respect: Teachers require support from administrators, policymakers, and society to perform effectively. This support encompasses access to resources, streamlined workloads, essential tools for success, and the avoidance of cultural conflicts. Recognizing teachers as highly skilled professionals and granting them autonomy comparable to other industries with similar expertise and experience is crucial.
- Reduce Job Stress: Reducing stress within the teaching profession is pivotal in retaining educators. This includes providing access to mental health resources, managing workloads, and fostering a healthy work-life balance to ensure teachers can thrive in their roles.
The escalating departure of teachers from the profession is a significant concern demanding immediate attention. To curb this trend, it’s imperative to elevate teacher salaries, bolster support and respect, and alleviate job-related stress. Implementing these measures is crucial in retaining more educators within the profession, thereby guaranteeing future generations receive the highest quality education available.
by Shelley | Assessment
I came across an article in the Omaha World-Herald titled “Teachers ‘Say Social Studies Suffers‘,” and it really stirred up some strong emotions in me.
While reading, I found myself in complete agreement regarding the sidelining of Social Studies due to the emphasis on extensive state testing. I wholeheartedly share the concern about the serious implications this trend holds for the future generation of Americans and their understanding of citizenship.
However, my perspective shifted when I encountered this specific paragraph: “Several board members acknowledged the pushback against social studies, encompassing history and geography, being overshadowed in classrooms. Yet, they suggested that the only way to prioritize it like math and reading would be through implementing a state social studies test.”
Is the solution really to burden students and teachers with more state testing? Seriously?
The pressure from state and standardized tests is already overwhelming, leading to a loss of genuine teaching and creativity!
Acts like the No Child Left Behind Act of 2001 and the Every Child Succeeds Act of 2015, with their excessive focus on testing, have drained schools of authentic learning. Teachers are overly fixated on meeting these test benchmarks, neglecting the opportunity to truly teach and encourage students’ minds, imagination, and creativity.
Most states have implemented the Common Core Standards or similar ones, introducing additional layers of paperwork and hurdles for teachers to navigate. Across various blogs and forums, I constantly encounter posts from frustrated teachers who simply want to get back to teaching. They’ve had enough of the testing and standards meant to “fix” the system!
Moreover, amidst increasing budget cuts, schools struggle to afford extensive testing. It’s a substantial expense for school districts (which means it’s coming out of taxpayers’ pockets!)! Wouldn’t investing that money in more teachers and smaller class sizes be a wiser choice?
These educational decision-makers are just as tangled up as Congress. It’s a disheartening reality, especially considering that it’s the future generations of Americans who will bear the consequences. As an educator, that deeply troubles me, but as a parent, it makes me furious! I’m fed up with these self-proclaimed “experts” hindering my children’s educational opportunities. How many of them have actually spent a full school year in front of a classroom, working directly with children? It’s outrageous!
The most successful teaching years I’ve had were under a principal who believed that as college-educated certified teachers, we were equipped to teach. Unless he identified an issue, he trusted us to do our job the way we deemed best. He understood that we knew these kids better than any administrator or board member and trusted that we would strive to push these kids to their fullest potential. During those years, my students flourished the most and achieved remarkable progress.
In my experience, the more the board or administration intervenes, the less successful children tend to be! Teachers are highly trained professionals. We hold college degrees, often advanced ones. We continuously undergo development courses throughout our careers and are present in the classroom every single day, closely interacting with students—second only to their parents. We’re educated and qualified. Let us fulfill our roles and teach! Saving taxpayers’ money and rescuing the American education system involves scrapping all this unnecessary and excessive testing!
by Shelley | Organization
Numerous stories highlight how much teachers personally invest in their classrooms. I’m sure this isn’t news to you! And let’s not forget about all the “off the clock” time teachers dedicate to preparing their classrooms!
During the 1995-96 school year, I embarked on my journey as a fourth-grade teacher. I vividly recall feeling incredibly overwhelmed by numerous aspects. Teaching in a low-income school was a significant culture shock—I had some foresight, but it still took me by surprise. What truly astonished me was the utter scarcity of supplies and the condition of the building and classroom I was assigned. College never prepared me for the complete lack of support I encountered when it came to classroom supplies!
During my initial year at the school, which dated back to 1912, it was clear that it was in dire need of maintenance. Between 1995 and 1999, the building showed its age. Stepping into my classroom for the first time, I encountered a collection of 20 older metal desks, a worn-out teacher’s desk with broken drawer locks, a single empty bookshelf, two smaller tables, and a dusty, antiquated overhead projector on a cart!
After a thorough cleaning, I took inventory of what I had. The supply room offered some giant rolls of colored paper for projects or bulletin boards, a few pencils, and that thin, brownish-tinted student paper. To acquire basic supplies like scissors, pens, and other essentials for my desk, I had to place an order. Unfortunately, our school lacked any form of a Parent/Teacher organization, leaving us without additional funding sources. Despite the limited inventory, I was excited to decorate and transform my classroom into a welcoming space for our community to gather and learn!
To create a reading area, I purchased a carpet remnant and scoured garage sales for an old chair and as many chapter books as I could find. With hardwood floors and lofty ceilings, the room lacked coziness and had terrible acoustics!
Given the income level of the area and district policies, we couldn’t request students to bring any school supplies. I took advantage of Target’s back-to-school sales to stock up on folders and necessary supplies for the students. Of course, I depleted my checking account at teacher resource stores, buying bulletin board supplies and classroom decor—the days before Teachers Pay Teachers, where creating and printing resources yourself wasn’t an option.
A computer wasn’t added to my classroom until about a year later. I found solace in using the laminator provided by the district at the Teachers Administration Building in another part of town.
I was immensely proud of how inviting my classroom looked, but my bank account definitely felt the strain of those initial school days!
Throughout the year, I made efforts to expand our class library with $1 books from Scholastic orders, desperately seeking chapter books. As our school only went up to the fourth grade, the school library had a limited selection, especially of chapter books. Unfortunately, many students didn’t have access to public libraries, making the school their primary source for books. It was crucial to me that they had access to age-appropriate books. Expecting fourth-grade reading levels without appropriate materials felt unfair when they had access only to second-grade and below books.
I continuously replaced folders and other supplies, ensuring a steady stock of tissues. Surprisingly, the district didn’t provide tissues, leaving us with coarse paper towels that were uncomfortable and not very hygienic!
Over that first year, I ended up spending around $1400—more than a month’s pay—on supplies to create a conducive learning environment in my classroom. I didn’t go for anything extravagant; I aimed to furnish the basics to transform the room into a proper learning space.
Reflecting on that room fills me with pride. However, there’s a lingering feeling that the school should have provided more. I don’t regret spending on those kids; they deserved a welcoming classroom. Yet, it shouldn’t have solely relied on someone earning a mere $10,000 per year*!
In the subsequent years, I didn’t have to invest as much since items like the carpet, chair, and bean bags were reusable. However, I continued contributing to various other supplies, and it all added up!
Seeing the media portray teaching as a cushy 9-month job and hearing disrespectful comments really frustrates me. The public often doesn’t realize that my experience is a common reality in classrooms across the country every year. How many other professions expect employees to contribute a month’s pay annually back to their employer or clientele?
I’m aware that teachers’ financial situations haven’t improved over the years; if anything, they’ve worsened due to legislation that harms or eradicates teacher unions.
Statistics reveal that 94% of teachers spend from their own pockets. Frankly, I find this number surprisingly low—I’ve never encountered a teacher who spends nothing, let alone just 6% of them! The national average spending by teachers out of pocket is $479. How does this compare to your experience? Do you receive adequate support for essentials or extras?
Where do you usually find the best deals for classroom items? Share your thoughts and any fantastic deals you’ve come across in the comments below!
*In my first-year contract, I received a stipend of $10,000 with my tuition for a Master’s Degree at UNO covered. Unfortunately, I didn’t receive any medical or other benefits.
