"...I [can't]...tell you [are] a first-year teacher."

Today, I had an individual meeting with the principal. (Yes, I still have a job.) It was basically just a check-in session to make sure I'm not of the brink of self-destruction (which I'm not fully sure of my status now).

Not to toot my own horn, but apparently, I'm rockin' it! This is not to say that I fully believe this, but according to my principal, for whom I have the utmost respect, I am. While I was secretly pleased at this bit of head-patting, it all makes sense  now.

Definition of "it":

• Covering class
• Locker assignments
• And now, field trip planner lead on my team. 

This was further confirmed by the following statement, "If I didn't know you, I wouldn't be able to tell you were a first-year teacher."

What?

Now, I'll admit to stepping into some of "it" all on my own ("I'll cover her class. Just give me a second to grab a Diet Pepsi"). I'll also allow for the possibility that I may be too harsh a critic of myself, but heck, no. I exhibit all the signs of a new teacher: inefficiency, a general aura of I-do-not-know-how-to-teach-this, a constant feeling mix of fatigue and energy, and a look of "I'm in over my head" on my face everyday (or is this just me? Probably. Definitely.)

At the end of the day, though, whatever I'm doing, I need to do it better, so I can feel the swagger that apparently everyone else can see. I'll take it. Let's put this in the "win" category :)

Pre-Game Thoughts

I'm going to (try to) make this brief, as I have still have some preparations to do for this week, but I can't do much more without stopping and reflecting over the past week and the upcoming week.

Last week was professional development with the entire staff. As with all other things that happen at this school, the schedule given to us on Monday was not what exactly occurred over the week. Yet, this was okay. In fact, more than okay; it was great! It allowed some of us (i.e. the newbies) time to ask questions and get them answered by the school veterans in an honest manner. It also allowed us to take everything in without the inconvenience of having to edit our thoughts when in the presence of everyone.

 The details of PD would be boring to most people, but I'll say this. After getting my classroom finished (pics to come soon), meeting with my team, getting our hallway together, and meeting with some of our students, I'm less nervous and more pumped. I feel as if I have no time to be nervous, as I'm just too busy to feel it!

However, I'm not too busy to feel the anticipation of kids coming in on Monday and to feel the urgency to get the items on my never-ending "to-do" list checked off. And there you have it. This is where my mind currently is.

It's also on the "Mad Men" Season 1 episodes I want to finish sometime soon.

The two most common questions asked of me this week were "How are you feeling [about your class] [about the school] [about everything teaching-and-learning related]?" and "Are you ready [for your class] [for the students] [for who-the-heck knows]?" I haven't been able to properly articulate myself when responding to these questions. Because I've been BS-ing my responses to these questions all week, I'll answer them honestly now. 

Answer: If I have to assign a feeling right now, it's an unlabeled zen-feeling. I'm calm, yet I have this underlying sense of urgency. I'm not rushing, yet I'm ready to go into "grinding" mode things get settled. I'm nervous, yet I'm more focused on things, so I can't really feel it. The same goes for my excitement. 

[The BS answer: "I feel great!"]

Answer #2: As ready as a young, recent college grad can be to teach and take on a good deal of responsibility for 130+ seventh and eighth-grade students. Actually, is anyone ever really "ready" to do this? Yup. That's what I thought.  

[The BS answer: This one is closer to my real answer than the previous answer, "Yeah, I'm as good as I can be."]

I feel better (and more prepared for tomorrow!) now that I've taken a brain-dump (one of the teaching strategies I learned this week was "Dump and Clump"). Bring on game day!

The First Department Meeting (!)

Few quick notes about my first department meeting...

• It was frickin' brief! An agenda of about 8 items was knocked out in 30-45 minutes. The rest of the time was spent...
• Collaborative working: I worked with another science teacher, with a couple of SS teachers, with a connections teacher, and even with the CI AP! My notepad page was filled to edge with notes of all types of great classroom management and unit/lesson planning tips. 
• Someone actually asked for my opinion. I don't mean to sound so incredulous, but yeah, I'm shocked. I've had the impression that new teachers are to shut up and take it in. I don't mind doing this, but when I want an idea heard for consideration, I want to speak up. Yet, I walked prepared to take it in. Nope! None of that here. 
• There was a strong sense of spirit: Everyone in the room really seemed into the mission and culture of the school, which I loved. 
• The promotion of individuality: While there was certainly team spirit in all the planning work we did, it was made clear that we have control over our classrooms. 

I am stoked to get to work with these people. I can't say enough of how much it means to know that everyone working here is on the same page mission-wise. Just knowing that I'll be working with such hard-working, competent professionals who are excited about their work makes me feel more relaxed and confident. I've got a whole staff of people on my side now. 

Cue the High School Musical:

FYI, we busted out in dance post-meeting. Something like this in fact :)

Administrative Awesomeness

I've been so busy with all these papers/presentations that I haven't had the time to report the little bit of sunshine in my teaching life. Before I share, I need to give background.

One of my pet-peeves in my classes the summer has been the frequent references to crappy administrators. By now, I think every teacher, if not everyone, knows that some schools are run by incompetant ninnies or scandalous scoundrels. In fact, this applies to any job with superiors and subordinates.

They even made a movie about them.

Don't get me wrong. An ineffective principal and/or an ineffective administrative team can do serious damage at a school. Arguably, they can do more damage than one teacher can. However, I don't see  how constantly harping on the subject does me, or importantly, my students any good. I can't control what they do, but I can control my reactions to their actions. Yet, I have been preparing myself in case things go sour.