Hey everyone! Just a quick note-this video is totally tongue-in-cheek and meant to be a humorous take on some common teaching pitfalls. If you find yourself struggling with any of these areas, don’t stress! Simply recognize the issue and take small steps to improve. As G.I. Joe famously said, “Knowing is half the battle!”💡✏ Feel free to share your thoughts or any struggles you’re working on in the comments! 👇
I think my pitfall is trying to balance creating thorough lesson plans and listening to students in-the-moment. Sometimes I’ll make activities and lessons I feel super proud of, but I’m then unable to switch directions if needed. Likewise, when I develop lessons based on student-led instruction, I feel really unprepared because I just can’t predict what the students will do, how long they’ll take, or if they’ll have all the materials they need. I’ve had great teachers, so I know it’s possible, but sometimes the two feel irreconcilable. I’m currently in my first semester of professional year, so I’ll try to figure it out now while I’m still in school lol
This is really great insight. I think it’s really important to remember that because this is your first year you need to provide yourself with a heavy dose of Grace. The great part about teaching is that each year the same problems seem to arise, and the same types of students show up . So from year to year as you get better and identifying student interest interests, student trends, seeing what works and what doesn’t work, addressing behaviors,etc. You will continue to get better. Now, not everyone gets better . But with the sort of insight that you’re sharing, it seems to be clear that you can only get better. Because you care and because you’re trying. ❤️
My challenge is being able to delegate when I do have paras. I also don't like confrontation, so if I have an issue with something, it can be difficult for me to speak up. I've gotten better with taking things personally when it comes to adults. Fortunately, I haven't had issues with taking things personally from the kids. I've been told all sorts of things from the kids, and I can just let it roll off my back. With adults, it's taken longer and I'm still working on it. Thanks for the video. :)
Let students run away with the lesson when they comment on something completely off topic and it draws away the rest of the class… and the lesson objective gets lost and suddenly it’s lunch time and you’ve somehow had a whole half hour (or more) go by with nothing accomplished Or have a major life change (like son suddenly decides to move away and you’re dealing with the emotional damage) effect the way you teach and your students can sense it and they act out and say things like ‘I don’t know what’s wrong; I guess I’m over stimulated’ or ‘today is terrible’ because they don’t know what to do with it… I guess we all have bad days.
My biggest problem is that the best pedagogical research and practice is often at odds with the status quo of the school culture... and that's horribly disappointing. More than 12 years in, and I am still knee deep in the best pedagogical books to inform my practice. Educators like Christopher Emdin, Matthew R. Kay, Jennifer Fletcher, Peter Liljedahl--that's just a short list of many. These author educators know how to transform vapid buzzwords like "student agency" and "student voice" into reality. The problem is, well... grassroots revolution doesn't mesh well with district stability. The students benefit the most from transformative teaching, and they are hurt the most by the status quo--especially if that situates the school building in the same historical imagination as the prison. Based on your past content, I think you understand where I'm coming from.
I completely understand where you’re coming from. By and large, my school in Philadelphia realized this fact as well. Teachers and administrators were given Autonomy and agency to try whatever was needed with the single goal of helping students to succeed. I think part of the answer to the issue you’re speaking about is treating teachers like actual professionals, and then holding them and their students to a high level of accountability. It’s then providing teachers with not only autonomy and agency but with resources to make ideas and efforts come alive.
@@CJReynolds It's so god damn depressing because all my research has been about being a better teacher for my students. I've amassed a small library of books on theory and practice paid for out of my own pocket. Teachers--don't leave those kids alone--ask THEM for feedback and INVOVLE them in your pedagogy. I taught in NYCDOE, LAUSD, and districts around Washington state. The STUDENTS are always the best part of the job. Too bad the job is too set in its ways to listen to them--or even acknowledge their presence. I can't be the only teacher who thinks like this, and I sure as hell can't be the only teacher who wants to listen to their students. Where are all the other COGENs? 12 years into the job, when does it start to feel better? 20 years in? Is that when the reality sets in that education will always be a business pitted against the very young minds its supposed to help? Obedience or else. Am I waiting for a paradigm shift in education that will never come? I vote for the future where progressive teachers change the policy...not former WWE executives who confirm that education is a just another business. I'd love to work in a school where teachers have the autonomy to collaborate and create like yours in Philly. Interdisciplinary cotaught education is the wave of the future, my friend.
Hey everyone! Just a quick note-this video is totally tongue-in-cheek and meant to be a humorous take on some common teaching pitfalls. If you find yourself struggling with any of these areas, don’t stress! Simply recognize the issue and take small steps to improve. As G.I. Joe famously said, “Knowing is half the battle!”💡✏
Feel free to share your thoughts or any struggles you’re working on in the comments! 👇
My side hurts from laughing so hard. Creative!
41. Stay in the job because at least you get summers off.
I think my pitfall is trying to balance creating thorough lesson plans and listening to students in-the-moment. Sometimes I’ll make activities and lessons I feel super proud of, but I’m then unable to switch directions if needed. Likewise, when I develop lessons based on student-led instruction, I feel really unprepared because I just can’t predict what the students will do, how long they’ll take, or if they’ll have all the materials they need. I’ve had great teachers, so I know it’s possible, but sometimes the two feel irreconcilable. I’m currently in my first semester of professional year, so I’ll try to figure it out now while I’m still in school lol
This is really great insight. I think it’s really important to remember that because this is your first year you need to provide yourself with a heavy dose of Grace.
The great part about teaching is that each year the same problems seem to arise, and the same types of students show up . So from year to year as you get better and identifying student interest interests, student trends, seeing what works and what doesn’t work, addressing behaviors,etc. You will continue to get better.
Now, not everyone gets better . But with the sort of insight that you’re sharing, it seems to be clear that you can only get better. Because you care and because you’re trying. ❤️
My challenge is being able to delegate when I do have paras. I also don't like confrontation, so if I have an issue with something, it can be difficult for me to speak up. I've gotten better with taking things personally when it comes to adults. Fortunately, I haven't had issues with taking things personally from the kids. I've been told all sorts of things from the kids, and I can just let it roll off my back. With adults, it's taken longer and I'm still working on it. Thanks for the video. :)
Excellent! 🤣😎 Hope you’re doing well Reynolds!
Thanks, man! I am! Remind me, what year are you in now?
@ Year 5!! Accomplishing great things every year!!
Let students run away with the lesson when they comment on something completely off topic and it draws away the rest of the class… and the lesson objective gets lost and suddenly it’s lunch time and you’ve somehow had a whole half hour (or more) go by with nothing accomplished
Or have a major life change (like son suddenly decides to move away and you’re dealing with the emotional damage) effect the way you teach and your students can sense it and they act out and say things like ‘I don’t know what’s wrong; I guess I’m over stimulated’ or ‘today is terrible’ because they don’t know what to do with it…
I guess we all have bad days.
My biggest problem is that the best pedagogical research and practice is often at odds with the status quo of the school culture... and that's horribly disappointing. More than 12 years in, and I am still knee deep in the best pedagogical books to inform my practice. Educators like Christopher Emdin, Matthew R. Kay, Jennifer Fletcher, Peter Liljedahl--that's just a short list of many. These author educators know how to transform vapid buzzwords like "student agency" and "student voice" into reality.
The problem is, well... grassroots revolution doesn't mesh well with district stability. The students benefit the most from transformative teaching, and they are hurt the most by the status quo--especially if that situates the school building in the same historical imagination as the prison. Based on your past content, I think you understand where I'm coming from.
I completely understand where you’re coming from. By and large, my school in Philadelphia realized this fact as well. Teachers and administrators were given Autonomy and agency to try whatever was needed with the single goal of helping students to succeed.
I think part of the answer to the issue you’re speaking about is treating teachers like actual professionals, and then holding them and their students to a high level of accountability.
It’s then providing teachers with not only autonomy and agency but with resources to make ideas and efforts come alive.
@@CJReynolds It's so god damn depressing because all my research has been about being a better teacher for my students. I've amassed a small library of books on theory and practice paid for out of my own pocket.
Teachers--don't leave those kids alone--ask THEM for feedback and INVOVLE them in your pedagogy. I taught in NYCDOE, LAUSD, and districts around Washington state. The STUDENTS are always the best part of the job. Too bad the job is too set in its ways to listen to them--or even acknowledge their presence.
I can't be the only teacher who thinks like this, and I sure as hell can't be the only teacher who wants to listen to their students. Where are all the other COGENs?
12 years into the job, when does it start to feel better? 20 years in? Is that when the reality sets in that education will always be a business pitted against the very young minds its supposed to help? Obedience or else.
Am I waiting for a paradigm shift in education that will never come? I vote for the future where progressive teachers change the policy...not former WWE executives who confirm that education is a just another business.
I'd love to work in a school where teachers have the autonomy to collaborate and create like yours in Philly. Interdisciplinary cotaught education is the wave of the future, my friend.
Haha how about make sure you gossip in the staff common room about how bad certain students and/or their families are every lunch break.
Yes!