Growth

As we collectively faced temporary school closures, I utilized my time to improve my practice by participating in book studies and online training. I take a varied approach to enhancing my professional development. For instance, my goal this year is to meet with one or more Professional Learning Community (PLC) members each week in order to exchange an instructional idea. Of course, I routinely meet with colleagues more frequently – usually exchanging ideas daily. Effective communication and collaboration are of the utmost importance.

One area of growth has been classroom management. As is the case with many new teachers, I struggled early on with this vital aspect. Classroom management is about relationships and their boundaries, specifically, teaching interpersonal skills in conjunction with academics. Desired behaviors need to be clearly defined, modeled, and then reinforced through various coordinated strategies, as well as through repetition. It becomes evermore difficult for a student to act out within an accountable classroom culture where students are supported, and where the majority have positive relationships with one another and with the teacher.

Another area I have grown is in understanding multiple student perspectives – both mathematical, and otherwise. A new practice that impacted me as a teacher and enabled me to see alternate student perspectives was utilizing exit tickets for facilitating student-teacher dialogue. Overall, reflective exit tickets reinforced the belief that students are not simply empty containers to be filled with knowledge, but rather, they have their own perspectives to share - and their insights can and do inform my teaching.

My beliefs about teaching in regards to access and equity have also been challenged. I had previously believed that homework was essential. However, homework is an issue of access and equity. Students have differing commitments outside of school, and they may not have the same resources. For instance, some students do not have a quiet place to work, while others have people in their lives who can help with math. As I gain a greater understanding of the intricacies of student lives, the more I believe in a reduced homework policy; forgiving of deadlines.

Each new year I look forward to returning to teach with a reinvigorated skillset.