Having completed three weeks...or 13 days (of 163) of school, we are off to an amazing start. I suppose. Already, though, my "hard" reputation precedes me, no matter how much easier I become each year, no longer giving homework (or so rarely as to not even count), deleting assignments (not that students are always aware of this), and implementing more "games" and activities, which is a really good decision, regardless of my reasons.
This is one of the differences in kids these days, as my students from my first 28 years, while thinking this, would not have said it to my face. I would say that, for the most part, young adults do not see themselves as rude, though; they simply say what they think, whether the words should be uttered or not.
Let's face it: two people's definitions of a word may just differ, as is the case with the word hard, for students would definitely consider a teacher who "works" her students bell to bell would be hard and, yes, to some, such teachers are even "mean." Nevermind, in that teacher's brain, she is simply doing her job...yes, you know what she is paid to do. Oh!
You see, based on my 32 years of teaching, I have come to the conclusion that three types of teachers exist.
- Teachers who love kids...and like teaching.
- Teachers who love teaching....and like kids...or even love kids...but they love teaching more.
- Teachers who love kids and teaching.
- Teachers who do not even like teaching...they love the paycheck...or coaching. I would hope that this teacher, also, falls in category 1.
I know a lot of 1s and 4s. A lot.
I know a few 3s. These are probably the most rare...or, at least, in my experience. In this day and age, in our current society, they are the blessed ones.
My current problem? I am a 2. I love teaching. I can teach anything. Yes, anything. I just need enough time to learn the topic, and I can teach the material. To any age group. This is just what I was born to do.
My current problem? Twos are the least-liked teachers and are considered "hard," if not "mean."
I am tired of these words. They hurt, even when coming from kids whose brains are not developed, who cannot even understand why a 2 is a 2.
So. Therefore. Yes.
Last year, about Spring Break, I began a transition. I know I cannot be a one, but I do want to be a three. So how is this going for me? Not sure, for after that kiddo stopped by during lunch to tell me what his friends had said about my class last year...and that, so far, he just did not think I was a hard teacher, well, I had to set a moment and process. I have given no homework this year, and nearly 100% of my students still have a 100%.
Then, this happened.
Twice, in one week, two graduates returned and thanked me for teaching them as I did when they were juniors (not seniors...juniors), for their professors know Mrs. Gillmore and know her students will do just fine in Comp 101. I had to stand and process that, too. I know how to get kids ready for college and to take the ACT.
I want to be a 2...for that is who I am. In my district, though, I need to be a 1. I think I would have to retire to truly be a 1. Therefore, I am working more diligently to be that 3.
For instance, I have been planning Grammar Time and a lesson on parallel structure. Tomorrow, we will play Kahoots and, what I hope, is a game that visually creates sentences with parallel structure. Yes, I think they will enjoy the class...and I will, also. For this, they will receive a nice, healthy grade. (Let's save grade inflation for another day/topic, shall we?)
Will I teach as much as I did the first 28 years? No. Therein, remains the rock and that hard place.
Will my students (did I mention I do not have the advanced kids?) still be more than ready for college English having had my class as juniors. Not sure. Maybe not? Therein, lies that uncomfortable spot between that rock and that hard spot. But, is teaching to that level really fair when so many of mine will not attend college? No. Probably not.
Isn't life interesting? This year, I began year 33 and still do not have all the answers!
