The Good Thing: Sweetwater Trails

Today was an awful day. Like, a really bad, no good, awful day. There was far too much discipline involved, because far too much discipline was needed, and so much of that discipline felt ineffective. Students were snarky and mean and totally apathetic. By the end of the day, holding in my frustration at defiant and disrespectful students (who were being that way while my principal observed me), I was shaking when the bell rang for dismissal.

I’d planned to go on a run after school, and all I wanted to do was sit on the couch and not move. My friend, another teacher at the school, came by my classroom after school ended. We’d planned to run together, and after slightly exploding with frustration during our conversation, I grumbled that maybe I shouldn’t go on a run.

“Yeah, you should,” he said. “I had a crappy day too. We’ll feel better after the run.”

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He was right. We went to Sweetwater Preserve, which is on the backside of Saguaro National Park, for a short run. It wasn’t my best run, and it wasn’t my longest, but I felt like something had washed clean from my mind when I finished.

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Sweetwater Preserve contains a winding, continuously mixing series of trails and loops, and we took several of them to add up the distance. It was right on the brink of raining the entire run (which, in my opinion, makes the desert look just right).

Most of my day was frustrating and filled with pent-up tension. Less than an hour changed that. Note to self: Do the good thing. Whatever that good thing is for yourself, do that. Do the healthy thing for yourself. Especially when you’re mad, and always when you don’t feel like it.

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Weekly Review

Year: 2

This week was funky.

I’d been gone for about half of the week (family wedding! yay!), so I only taught two days today. Yesterday was… bumpy. My students did not do any of the work that I’d assigned them while I’d be away, so I basically threw out the lesson I’d planned and made them redo assignments. That’s never fun; it’s boring for students, but it’s mainly a punishment for teachers, honestly. Not a great time. Today, I gave my students the choice between working on the reading individually (silent, calm, largely put together) or partner reading (see: absolute chaos), and most chose partner reading. In multiple classes, I had a “I’m Disappointed in You Mom Tone” discussion about discipline and good work habits.

Some of my kids were pretty bratty: defiant, mean, or lazy. Probably because I’d been gone long enough they somehow forgot that they have an English teacher with high expectations for them? One of my colleagues, who teaches eighth grade, walked out of class in tears because she realized a kid was actively bullying another kid in her class – and absolutely nobody would tell her who was the bully.

There were a few shining highlights, however. Students are put on an improvement plan if they failed the previous quarter, and several of my students on that plan chose me as their ‘trusted teacher’ for helping them succeed. One of my students came running up to me during lunch, tried to teach me a handshake, then patted me on the head before running away. (So middle school.) Another student dance/hopped/snake-charmer-impressioned? away from me after class today, and, while doing so, told me that he would teach me his smooth moves next week. Another student told me that it felt like “a gift from god” that I was back and she no longer had to deal with substitute teachers.

My first impression is that it felt like a funky week, but really, it wasn’t so funky. Basically, this was just another week of teaching. High moments and low moments, with my choice on what to focus on. I’m going to focus on the weird dancing and handshakes – it’s far more fun that way.

Weekly Review

Monday: A former student stopped by my class today at the end of the day to show me something he’d drawn. The middle school way of saying hello, welcome back from winter break.

Tuesday: During a class discussion, a student mentioned something he learned in social studies. He paused during this, saying about halfway through, “in social studies… uh, shout out to Mr. R, in social studies we learned….”

Wednesday: One student finished his work early and, instead of reading a library book as I ask, was sitting and doing nothing. I asked him if he needed to borrow a book and he said no, smiling, and reached into the world’s messiest backpack. I asked him again after a minute of him fishing around his backpack, and he said no again. After a few more seconds of moving around stuff in his backpack, he slowly looked up and asked me, “…. Could I borrow a book?” Such a middle school move.

Thursday: One of my classes got in a heated argument about whether a sloth or a panda would win in a fight.

Friday: Every Friday, I ask my students what was the best part of their week. One student sweetly said that it was my class. Another student said it was getting in a 4-wheeler accident where he flew off the 4-wheeler and it flipped over him. (He neglected to say he’s okay until I asked him. He’s okay.)

Kicking Off the Quarter

I try to create routines in my classroom. Although not every day can or should be the same, I think it is helpful for most students know what to expect – or, at least, have a few parts of the class they can grow to expect. One of these routines are my students’ quarterly goals.

The assignment is simple: write down two sentences. One sentence should be your goal to reach by the end of the quarter, and one sentence should be how you will reach that goal.

A wall in the back of my classroom is decorated with these goals. I want them displayed so that my students see them when they walk into class every day. To prep for this activity beforehand, I make sure to create paper cutouts before the quarter begins. Sometimes I make these paper slips in the shape of a book or an apple, but oftentimes, it’s just a circle another easy shape. I hand these out during bell work on one of the first days of school, and give them until the end of their bell work to have their goal written down.

This is a simple way to begin the discussion of forming goals with my students, how those goals need structure, and how we can work to get there. (Also, it looks super cool at the back of my classroom.)

The Notebook

Year: 2

I am not about to discuss Nicholas Sparks, I promise.

We are deep into the season of stress and disappearing motivation. Although this year is (genuinely unbelievably) so much better than last year, it is still a time of the school year that is stressful. Students are behaving particularly rebelliously at the moment, and teachers are reaching a level of exhaustion. About a month ago, I began looking for new methods of stress-relief and techniques for maintaining a positive mentality.

There is now a notepad in my desk drawer. It’s not fancy, but it sits in my desk drawer, easily accessible. Every day, I write the date; after every class, I write at least one good part of the class. Most entries are silly or small (ex. “A student wrote “BUTTS” at the bottom of my class sign-in sheet). I’m not writing down life-changing teaching moments. I’m writing down the tiny moments that are so often forgotten in the turbulence of November and December.

I try to write down as much as I can for each class, but some days, I only scribble down one note per period. That’s okay. I’m not trying to get to a specific number of notes every day. I’m trying to remind myself how many good, funny, sweet, positive moments exist in a day of teaching.

It is such an incredible reminder, when I sit at the end of the day and glance at this notebook, how good days can feel like bad days simply because of stress. I’m stressed, yes – but, in reality, my days are pretty good. This notebook is just one small way to help keep a healthy perspective in mind.

Weekly Review

Monday: Day off!

Tuesday: Today, after class, a former student came in to say hello to me and found out I was hosting study hall. He called home to ask if he could stay and I overheard him say, “yeah, I wasn’t planning to stay, but my favorite teacher’s hosting study hall, so I can just take the bus after if that’s okay.”

Wednesday: Halfway through class, one of my students raised his hand and asked for a pencil. I asked him what happened to the pencil he’d been using. With a look of pure, painful confusion, he replied “Um. It went…. under the wall.” (I have not told them one of the walls can fold back between classrooms.)

Thursday: The highlight of my day today was discovering a student wrote “BUTTS” on the class sign-in sheet. I looked at it and, calmly, silently, tore off the bottom of the sign-in sheet before turning around. As soon as I faced the class, a boy in the back turned bright red and began hysterically giggling in his hand. Naturally, the only appropriate response I found was to take a photo of the culprit – him – holding the paper.

Friday: Today, I told one of my more rowdy students that he should be in theatre (because of how dramatic he was being in our conversation). He threw his hand to his chest, dropped his jaw, and – genuinely, I think – said, “thank you, Miss!”

Remembering the Reason

Tonight, I attended one of the school’s plays, a back-to-back showing of two one-acts. It was hilarious and silly, and as I applauded for my students and former students, it was a very serious reminder to me why I chose this career.

I need to be more aware of those reminders when they pass me by. They are so, so important.

Today was not the most fantastic day of all time. There were some pretty disheartening moments, honestly. Two of my four classes felt totally checked out of the lesson, leading to a lot of poor behavior and thus discipline, and one of my boys got suspended while already attending in-school suspension.

Then I had study hall. Two of my all-time favorite kids, both of whom are former students and currently working with special education kids in our school, asked me to wear purple for epilepsy awareness next week; one gave me a bracelet that he made for the occasion and told me, “I got you, Miss, here is your purple” so that I could represent.

These are kids I love, kids I would do anything to help. They are kids I spent a year with, who I will remember for the rest of my life.

I stayed at school after study hall, planning to grade until the play; I mainly just talked to other teachers and hung out, drinking coffee, before wandering over to the auditorium. It was wonderful. I saw former students, kids who were teeny-tiny and awkward and uncomfortable with themselves last year blossom on stage and deliver hilarious one-liners throughout the performance.

As they all lined up to bow, and I cheered and applauded with everyone, I made sure to tell a few of my former students how proud I was of them. What a cool thing it is to be able to have connections like this with kids, and see them grow into themselves. What a privilege it is – even with the stress, and the anxiety, and everything that I’m still learning how to struggle with, I had the opportunity to cheer on students that I no longer teach but still support. That’s pretty damn cool.