I’m finally on spring break, and I’m using the time to relax and unwind but also mentally unpack this thought that’s been going to my head the past few weeks:
I just want to teach.
A friend posted on Twitter a few weeks ago how she was “more interested in ‘just’ being a classroom tchr for a few days”, and I responded:
@sophiestate Really all I want is to “just” be a classroom teacher, bc that’s like two full time jobs as it is (the teaching and the prep).
— Heidi Park (@heidijpark) March 17, 2017
I kept thinking “I just want to teach” when we were doing the “work to rule” thing at my school. I just wanted to be able to come in when I wanted, leave when I wanted, and get my work done on the schedule that I’ve worked out for myself.
The week before spring break started, we had some crazy schedules going on because of PSAT/SAT testing and while I appreciated the time to get some prep stuff done, I kept thinking “I just want to teach”. I wanted to have uninterrupted, normal class time instead of a choppy schedule that confused everyone (one of my first period students showed up to my classroom at 8 am on Thursday, but we were starting with 3rd period on Thursday and she had just forgotten…)
And then I started wondering – what does it mean to “just teach”? I think to the non-teacher, “just teach” only brings to mind the time in front of students. But teaching is so much more than that. I’ve already written about some of the things that teachers do that don’t take place in front of students. A (by no means exhaustive) list:
- Lesson plan, including (but again not limited to)
- Revise/update activities and handouts that were used previously (contrary to popular belief, I don’t put a good lesson “in a can” and then take out year after year…)
- Test activities/labs myself from both the teacher’s perspective and the student’s perspective (particularly anything new). (I do this all the time. And this takes up a significant amount of time.)
- Write and modify assessments
- Revise learning targets and their sequence for either this year or next
- Meet with other teachers to coordinate lesson plans and materials
- Make copies, prep labs and other classroom activities (and this is a significant chunk of time in chem classes, but also for physics)
- Communicate with parents, counselors, and/or admin about particular students who may be struggling and/or have a documented learning or medical issue that must be kept track of.
- Tutor students outside of class (note: not getting paid extra for this, nor expecting to- I feel like that would be borderline ethical at best.)
- Grade, and grade assessments in a timely manner (the point of the assessment is feedback and feedback doesn’t help much if it comes too late).
There’s a lot that goes into teaching. I’m not actually complaining, I genuinely love it (well, not the grading… but few teachers love grading. And it’s really super important both for me as a teacher and for my students to know where their progress is). But even though I’ve spent some time unpacking what it means to be a “good teacher”, I still struggle with the feeling that “good teachers” are also supposed to be doing more, making a wider impact beyond just their individual classrooms. Some things that have crossed my mind include:
- Officially leading a PLC (professional learning community)
- Leading professional development at the school level or higher
- Presenting at local and national meetings
- Joining a committee (for… some sort of school-wide initiative)
- Going into school administration
And I’m not going to lie, I struggle with this idea of making a wider impact. I would like to be a force for change at my school, in my district, in my state. I would like to help, motivate, inspire other teachers of my discipline. And I’d like to actually get to know some of those teachers that I’ve only admired from a distance via Twitter or other online resources. But, with all the demands of actually teaching, I sometimes don’t know when to find the time. I felt super guilty attending NSTA a few years ago because I was gone for two full days and therefore unavailable to my students; attending any mid-year professional meeting gives me this same feeling of guilt (I haven’t been to NSTA since then partly for this reason). A big struggle around the “work to rule” thing at the end of March was the feeling that I was letting down my students. And really, I love being in the classroom and I actually love most of the things that I do to prepare to be in my classroom. I get nerdily jazzed up about resequencing lesson plans from last year or finding a new way to teach a particular topic. All of this takes time and energy, though. And with all of the time and energy it takes to “just” be a good classroom teacher, I wonder – What “additional” responsibilities are reasonable and good for me to take on, and what’s biting off more than I can chew? How can I balance the need/desire to give my students the best learning experience I can and be available to them with the need/desire to effect positive change beyond my own classroom?
Some of my struggle is that I’m not quite sure what I have to add to the conversation. Am I doing interesting things in my classroom? Maybe? But nothing I do is invented from scratch, so I feel wary about sharing my ideas and taking credit (and sometimes it’s hard to give credit where credit is due, because I don’t know quite where things came from in the first place), although I’m happy to share resources if people ask. I don’t necessarily feel like an “expert” in anything in particular, because I recognize that all I know is my own experience, and my own classroom experience (almost certainly) does not match anyone else’s, even that of other teachers in my school who may be teaching the exact same lesson as I am (different people, different students, different time of day…)
I don’t have any easy answers. And like most things related to education (or really anything that involves large numbers of other real, living, breathing people), I suspect that there is not one right answer for everyone. I’m still feeling out what my “teacher voice” is for a broader audience. But I think it’s important for teachers to ask ourselves these questions, because if teachers don’t speak up, we get left out of the conversation. So I’m trying to figure it out – where is my zone of risk and my zone of danger? As I think about wrapping up this school year (ok, I have a full quarter of school left and we don’t get out until June 20th, which still seems ages away – assuming that CPS finds a way to avoid ending school on June 1) and I think about next year, I’m just musing on what my own next steps might be and how I might venture out a little bit more without feeling like I’ve gotten in over my head.