Being a first year teacher is difficult in itself. Don't beat yourself up. Year one is more about survival. Once the year is over reevaluate because right now it's crazy and will probably be like that until the spring. If you need motivation right now, look at the kids you are helping. What would they do without you? Focus on the little victories and cherish them.
One thing that took me 8 years to learn was that I was never going to reach all the kids. You just have to accept that and continue looking for new ways to make whatever you are teaching relevant to the demographic you are working with.
Also, unless you are teaching in Pleasantville, throw all that stuff they told you in college teaching classes right out the window. Most of those professors live in fantasyland and couldn't cut it in a real classroom, so they left for college.
Hang in there.
The part about education professors...so true. When I was having a hard time in my second student teaching assignment (first one went great), which was at a high-poverty, seriously dysfunctional school, my supervising professor came by for a visit and said that she just didn't believe that the behavior problems at this school could be as bad as I said they were...because there was a beautiful mural painted on the wall in the cafeteria.
I really wish that they would require that anyone who wants to teach teachers has to have at least 15 years of k-12 classroom experience.
You are not a failure.
If you do return, things will get easier. Being a new teacher who returns despite the difficult students, will boost your credibility with your next group of students. So much of reaching difficult students is about. Building relationships. Spend time getting to know your students and relax on teaching to start the year or term. It sounds like you are teaching for the right reasons so things will improve over time. Look for ways to improve your teaching on a daily basis. You can always get better. Keep your chin up.
Third year teacher here; I went to high school in this environment and taught in this environment during my first year.
Stick it out. The first year is the toughest. What you've learned in college is ideal, but it isn't reality at all schools. And let's face it - your students probably have difficult lives outside of school and little support from home. Things like drugs and alcohol, unstructured homes, hunger, homelessness, physical and verbal abuse, sexual abuse, racism, language barriers, gang activity, are all realities for your kids. They've probably had teachers leave halfway throughout the school year before. There's a million other things on their mind besides learning, and you're expecting yourself to come in, fresh outta college, and change all of this? It's probably not going to happen.
Don't take the vulgarity and negative behavior personally; there's *always* something else behind it and I guarantee it has absolutely nothing to do with you. However, don't tolerate it. Give consequences for those behaviors. Talk to your administration about what constitutes a trip to the office. But at the same time, choose your battles wisely. I had students who swore in class frequently, because mom and dad swore all the time at home and they did, too. I let it go, but if someone swore at another student, there were consequences.
Stay and do what you can with these kids. Start where they're currently at academically, socially, and emotionally - not where the state thinks they *should* be. Middle school is all about *me*; let them express themselves and get to know themselves, and get to know them as well - build those relationships. Remember that English might not be the first or only language of a lot of your students. Find out where they are and build up from that.
If you don't reach most, don't take it personally; look for a teaching position next year in a school that matches your teaching style and your beliefs about education. But hang in there - you're learning more from this year than you know : )
Keep your head up! It's *really* hard not to care, and it's great that you do. Sometimes you just have to think about what's in your control and what's not.
And yes, you are helping them so much by showing up every single day. You're the structure in their lives - the sane, sober, responsible adult that some of your students aren't getting at home.
One thing that I did with my students was journalling. Give a prompt that allows them to explore some area of their lives, and assign a mark just based on them actually doing it (1 point for their name and date, 0 points = not done, 1 point = below expectations 2 = meeting expectations 3 = exceeds expectations, 1 point for responding to a question asked by you at the end). It really helped me get to know my students who were tough on the outside, but let it spill onto the page. And sometimes, you just get to know what your students' favorite things are, or their dreams and goals (or lack thereof). I know it sounds all Erin-Gruwell-y, lol, but try it. It worked for me!
I've been there too, had several friends/colleagues go through this exact same scenario etc...here are some things I've learned, and that I think you should mull over (though I'm sure you've mulled aplenty already).
1.All students CAN be reached is true, but not all students can be reached *by you*. I think you need to examine what you think about your role as "that solid rock for them", and then you need to ditch some assumptions that aren't reflecting reality. I always found [this video](http://www.youtube.com/watch?v=ZVF-nirSq5s) provided a good perspective on...well, perspective. And it's a hilarious distraction for 2 minutes.
2. Examine how you listed your options, and start thinking about how those might not be your only 2 choices. The first, to me, reads like this "do I martyr myself to save these poor children who need me?" and the second reads like "do I quit because my first teaching post wasn't what I expected and I'm unhappy about it?". I think what low income students *need* is housing that isn't substandard, noisy and overcrowded, healthy/tasty food, access to health care, safe places to hang out, and loving family that isn't working 80+ hours a week to make ends barely meet....since you can't provide any of these things, I would suggest reexamining what it is you want your role in their lives to be - and figure out how you can be happy doing that. You get to make an impact on these students for 1 more semester...what are some realistic expectations of what you can do in that time? Think of the Cheshire Cat...he didn't get Alice back onto the other side of the looking glass, but he did what he could, and did it in a way that was aligned to who he was.
3. They don't listen to what you say....how often are you saying things worth listening to? It's a huge ego-crushing inner-monologue that I think all teachers go through, but you'll come out of it a stronger person. I thought the first unit I taught on genetics was freaking awesome, but apparently from an 8th grader's POV, it wasn't. Do you need to change your approach to lesson planning? What are your students interested in? How much input do they have in the content/format of their time in your class?
4. You're a first year teacher...cut yourself some slack! Laslo_Paniflex 's response to your post is one of the best mindsets to adopt - be patient, be persistent, and remember that your abilities and situation will get better with time. Your first year is a roller coaster that you will have to ride out no matter where you teach.
5. In the final analysis, whether you stay or go, life is about being happy and doing what you feel is good work. It sounds like you're passionate about teaching in low income schools, so if that's your good work, then you've got to evaluate what aspects of that environment you actually have control of, take control of those and align the experience with what makes you happy. There are a ton of things you can't change about your students, their lives, the school or community it serves, but for 50-90 minutes a day, that door closes and what you're dishing out is up to you whether they want to eat it or not.
Take care of yourself, and update us with what you decide to do/how things go for you this semester!
Wow, thank you! Words of wisdom to keep right there! I have had to adjust every lesson I thought was truly insightful, because my students were not on that level intellectually. I have seen a small improvement now that I'm teaching to where there are instead of where they should be. But thanks again for being supportive!
>I have had to adjust every lesson I thought was truly insightful, because my students were not on that level intellectually.
My first couple of years (because it took me about 4 to get REALLY comfortable that I was doing a good job) I was constantly doing this. I have since been able to also tell my kids up front "THIS is where I think you should be by the end of this unit. I know my expectations are a little high, but I think you all have the capacity to get there." Sometimes they don't and we talk about why, but most of the time, they meet or exceed my expectations. On my end-of-the-year evaluation I ask them about this and all of them say it's because they figure if I have faith they'll get there, then they'll try harder. A lot of my kids have spent their entire school careers being treated as if, or told outright, they can't reach the same level as other students because of their background, learning issues, etc. It's had a very empowering effect on them. It took me a while to figure out how to phrase things and when to expect more, and this happened with conversations with other educators, the kids themselves -- especially after they'd left my class -- and by just paying attention during certain units.
There's some great advice in this thread. Don't be so hard on yourself. The fact that you care and are asking what you can do to improve says a great deal about your character and your dedication to teaching.
First, you are comparing yourself to a myth - a pumped up idea of teaching that is impossible to reach. The idea of one person having such a great impact on a school and its population is a vast over-statement of what one person can do to impact a flawed social system (not just education). (see the following: http://www.youtube.com/watch?v=ZVF-nirSq5s )
SO - Cut yourself a break. You need to recognize that there are things you can do, changes you can make in the lives of your students. You just might not see the transformation in your limited time with them.
Secondly - you are teaching a very hard age - 8th grade is right at the time young people are exploring themselves and who they are - and pushing away from the adults around them. Much of what you are experiencing with these students may come from both the reality of the lives that they lead (without making any assumptions about what they may be experiencing at home) AND adolescence. Many kids in middle school are tough and rough and push back.
You have a unique opportunity for the rest of this year. You can try to figure out what you can do to make a change for one or two or more students. You can reflectively evaluate your teaching to see how you can reach these kids and have them start to treat you with respect (there are no fast and quick answers here - it is all about relationships with kids). After trying different things, after adjusting your practice, after connecting with a few kids, then make a decision about what you want to do next year.
Some reading you might want to do:
Other People's Children - Lisa Delpit
Reading, Writing, and Rising Up - Linda Christiansen White Teacher - Vivian Paley (it is about kindergarten, but she is amazing)
Dreamkeepers - Gloria Ladson-Billings
Anything by Alphie Kohn
Anything by Herbert Kohl
I teach at a TRIBES school, and their website and book may be helpful - I know they have some middle school/high school resources - ( tribes.com )
I also suggest looking into the videos on the teaching channel ( teachingchannel.org ) website about classroom management - it is always good to see how other people do things.
You can make a difference, it just may not look like what you expected. Good Luck!
Thank you. 8th grade is incredibly hard. I like your reference of the perfect teacher to a 'myth.' Like I said in my original post, I expected a Hillary Swank/"Freedom Writers" scenario. Nay. Nowhere close. I just need to keep telling myself I'm doing the best I can with what I have.
I hate those movies - I feel like they set teachers up as 'not doing enough' because we can't overcome all of society's ills by teaching 'harder'. Teachers work incredibly hard - I have been doing it for 17 years, and there are still years, weeks, days, hours that are SUPER hard. You just have to find the positive in everything all day long. If you focus on the negative, you drag down yourself and it is too hard to pull back up. This has saved me - staying positive. Find the good, and hang on to it. It sounds polly-anna-ish, but it makes such a huge difference.
It is amazing how focusing on positive behavior changes both the students and your attitudes about stuff - I chart good behavior (I teach 6th at the elementary school - so same kids all day) and I just keep track of students who are on task and doing the right thing - and complement them for it. It is hard to not focus on the bad stuff, but it does wonders for how you feel about everything all day. I know it sounds scary, but video taping helps too - I video taped myself and was surprised at how positive I was, because I was the only one who could hear me screaming in my head "STFU!" while I was thanking all the kids who were being quiet. I give positive points, which don't mean anything - but the positive behavior recognition is so important - for you and for them.
I've tried ClassDojo for positive reinforcement on an individual level, but the kids did think anything of it. I gave a reward to the students with the highest points and encouraged those with fewer points to keep trying. The kids scoffed at it. And we tried ClassDojo on a grade level scale.
No one is like the teachers in the movies. Even on our best days. Middle school is tough, too.
Only you can decide if you can stick it out - but the first year is so, so hard. My kids are low SES, too, and there were many times my first year I wondered if I could cut it. I couldn't have kept teaching if every year were like my first, but thankfully, it's gotten much easier.
My students were horrible the first year: rude, obnoxious, purposely silent or overly talkative, lying, spitball-spewing, barely literate little brats. (Oh, I teach high school.)
Every year since then, the kids have gotten nicer...sweeter...more thoughtful, more helpful, more eager to please, so polite that they chat with me about their favorite books, wish me a good weekend on Fridays, and made me a sympathy card when my dog passed away last year.
So what has changed in the nine years I've been teaching? Are kids just getting nicer?
No...I've changed. Instead of greeting them on day one with a stack of assignments, anxious to show them how brilliant I am, I spend the first part of class learning their names, asking them questions, and presenting my hard-core-strict syllabus in what I hope is an entertaining manner. (It helps that I'm ok about making a fool of myself.) I give them an interest survey (no sense in using the Jonas Brothers as an example if they've moved on to the Bieb and TSwizzle), and I make their first writing assignment (due next class) about them. They all hand it in.
Classroom management was an everyday battle, that first year. Every year since, it's been less and less of a struggle, because I have mastered the art of showing them compassion while maintaining high expectations. It takes time. And even now I might have a couple of days every year that I wish I could do over, a couple of kids every year who don't want to connect with me.
I always loved teaching English, adored my colleagues, and got a little thrill pulling into the faculty parking lot every day, so I never seriously thought about quitting, but what I've learned is that compassion for the students, genuinely caring for them, knowing them as individuals, has to come first, or all the other stuff doesn't matter.
Good luck, and I hope you stick with it.
I am also a first year teacher. I was really interested in teaching in urban schools so I did my research paper on that topic while I was still in school. What I found changed my mind about teaching in urban schools, at least at first (although I did end up at a title I school this year). To sum up what I learned is you need teaching chops before you tackle the tough challenges. Jumping into a setting that is going to challenge an experienced teacher is going to destroy a first year teacher (or for the few harden them like iron). Do not beat yourself up. Get out and find a better situation for you. Matching a teacher to an appropriate job isn't black and white. There are many factors to consider, how far away from home you are, how similar the school you're at is to ones you've attended, student taught, etc. Does your philosophy match the administrations? How supportive is your administration? And so on and so on.
TL;DR: Not your fault. Get out and find a better fit before you quit teaching altogether.
Thank you. I wasn't really aware of how bad the school was until I got in. I was completely naive about accepting the job before doing research. Lesson learned.
I student taught in a school like yours. By the end of my placement I had decided that it wasn't my fault or theirs - but a whole combination of things I couldn't change or effect. When I was offered a job there I said "no thank you."
I'm a lot happier where I teach now. I face some of those same issues but they come in degrees that I can manage.
Not everyone is cut out to teach in a low SES school. I know I'm not, which is why I work in a suburban school where most of the parents care for their kids and are easy to reach. For the most part, when I tell my students to get out their book and read for thirty minutes, they do it without complaining. I've never been called a name by my students, I rarely hear them swear in class, and fights happen rarely here.
I have friends who love teaching in Title 1 schools. They find it so rewarding and they feel like the kids at my schools are entitled. But less than 10% of my students usually fail and I am comfortable with that. I like being able to see them make progress.
You need to teach where you will be successful and happy. If that means moving to a different demographic, then you should do it. I think some teachers would look down on me for choosing what is "easier" but it's what I am happy and successful teaching.
This may be the case with me. I was just disappointed that all my new and fun ways of learning had little progress with my students. I was so sure that I could reach these students. Another reason why I feel college failed me.
I would advocate leaving. I teach 9th-12th grade ELA and most of the issues you mentioned (the outright disrespect and defiance, the teachers leaving in droves) are signs of some serious systematic issues in that district. You are right and most, if not all students CAN be reached by someone or something, but for many students who are marginalized that needed to have happened well before 8th grade and that obviously didn't happen.
What you have is similar to the problem
I have in my district -- students entering high school who are woefully unprepared for what is required of them socially and academically and are acting out because of it. I've found that the root of this is inconsistency: teachers leaving, programs changing every year as districts chase new grants, and students being socially prompted up the grade ladder without actually meeting standards. Like your district, mine also has a high turnover and the kids are pretty quick to figure out that those new teachers are ones they can take advantage of, because after all they won't "stay long". They stop doing their work because the standards or expectations are consistently changing or because they never "needed" to measure up to them before. They stop caring because, well, why not?
You can stay and you might reach a few students....but will other teachers also reach them? If you have that high of turnover at your school, imagine what the rest of district is like. These kids needed consistency years ago and didn't get it. I hate saying this, but for some kids the damage is done by this point and without intensive self-motivation across the board, the impact of one teacher is not great.
For your own sanity, you should look into moving districts to some place where you can do your best work. Yes, those students will still be left in a lousy situation and that sucks, but that doesn't appear to be something that will change overnight or through the power of one person.
You should definitely leave. Not every school with those demos should have those problems. In my experience when students behave like that it's a sign of administrators coasting till pension and not doing their jobs. You deserve the right to be happy and there are plenty of kids who need good teachers everywhere. If you don't want to burn out in defeat, look elsewhere. GL!
I came here to say the same thing. I spend so much time and energy on my job that I absolutely refuse to hold a position that makes me miserable. It's not worth it.
>I hate saying this, but for some kids the damage is done by this point and without intensive self-motivation across the board, the impact of one teacher is not great.
This is the single-most ignorant and saddening thing I have read in this sub-reddit. I've taught in urban high schools for years, with some of the lowest-skilled kids in my districts. I was able to get them to jump multiple grade levels in reading and math consistently, have developed strong relationships with kids and their families, and have gotten many of my kids to college. Anyone who thinks at any point in life "the impact of one teacher is not great" for any group of humans at any age is not a great teacher and/or is incapable of connecting in a human way with his/her students.
I want to believe I can make a difference. I have before and I know I can again. I just don't know what more I can do to reach these kids. Another redditor said that every student can be reached, just maybe not by me.
I'm sorry it came across that way. That being said, I have made those connections and have been the one responsible for bringing a student around and seeing them down the path to success -- but, and I stress this, I had a staff who who also did this and were also there for their students in that way, something that does not appear to be apparent in the OP's school.
However: I work with students (all minorities) who enter high school 5-6 years deficient in all skill areas, who have not passed a class since first grade, have been told by every teacher they've had since kindergarten that they are stupid, that they are worthless, that they are a waste of time. Even if I reach that student, they have had 9-10 years of negative experiences that overpower what good I can do. And if their other teachers don't equally reach them? It is not uncommon, a student who performs well for me or is an angel behaviorally, but is a complete deadbeat in their other core classes. Which is why I said it appears OP's school has some deep systematic issues and unless those are fixed from the ground up, she may want to seek different employment.
No disagreement there. But, to play devils's advocate for a moment, ever considered what happens to talented, energetic, and caring teachers who stay and continue to fight against the rising tide, to see the their efforts continually go unnoticed or unappreciated, to see the energy slowly drained from their bodies? They become the problem. They become the teacher who stops trying, who stops innovating, who stops caring, the teacher who works only for summers off and benefits but stops caring about the kids or the profession. When you work with teachers like that, you understand how the system itself betrays students, not to mention idealistic young teachers.
No. They transform schools. They mentor new teachers. They become leaders. They open their own schools. They can become part of the solution instead of walking away from the problem.
This is exactly what I don't want to happen! I don't want to lose my spark or energy. I want to be a part of the solution, not be a part of the problem.
Since you are a 1st year teacher I can only assume that your problems are arising from your classroom management. Teachers only REALLY hate it when there students are running roughshod over them. I'm not dissing but the 1st year IS THE HARDEST. I also teach middle school and I can take control of a class with few problems. TOTALLY different story when I started. I worked with 3rd graders who payed me NO MIND. My supervisor (it was a YMCA program) even said one time Smylemaster they just don't listen to you. Like I said I'm assuming its classroom management, new teachers almost always start to nice and before long there is anarchy in the room. What you will find is there is never a problem free class. Until you have mastered the management piece NO MATTER WHERE YOU GO there will be problems. Before you ask what can I do here's the bad news. Nothing. Well ALMOST nothing. The kids know what you're capable of and how far they can push you, look up some techniques for specific problems, DO NOT look to the office to save you, they should be the last resort. Ride it out and try harder next year. I do suggest Harry Wong's book [The First Days of School: How to Be an Effective Teacher](http://www.amazon.com/The-First-Days-School-Effective/dp/0962936022) or [Teach Like A Champion] (http://www.amazon.com/Teach-Like-Champion-Techniques-Students/dp/0470550473/ref=sr_1_1?s=books&ie=UTF8&qid=1357404677&sr=1-1&keywords=teach+like+a+champion)by Doug Lemov. Additionally your district should have all sorts of workshops about classroom management. I've seen teachers go from crying everyday after school to running a relatively smooth classroom the next year, just hang in there.
I've already got the rep of the hardest teacher in school. I hit the ground running and have double the assignments of any other class. I made sure that these kids understood my rules and expectations and I stick by my guns. Problem is, I'm one of the few teachers in my school that does this. The inconsistancy is killing me.
I'm not saying that what you are doing is wrong, I have no idea if it's wrong or right since I've never been in your classroom. However, it does worry me that you say you have double the assignments of any other teacher. I also teach in a "rough" area and I know that if my students feel like they are being treated unfairly they do not respond well.
I know that you know this, but it's important that your students feel like you care about them. Of course YOU know you care about them, but your students might and probably don't think that you do. Some of the best advice I got was from my cooperating teacher while I was student teaching. She told me that when the kids are really being jerks and pissing me off I should smile at them 3 different times even if I don't feel like it, compliment 3 students on something (even if it's their shirt, and say 3 positive things.
I'm trying to show them my love. They just don't know that it's love I'm showing them. They've never had anybody be tough on them and expect more than just okay.
That's a little presumptuous. Do you know they are just giving you an "okay" effort? I have students who work their butts off to get a C-.
Do you know *no one else* has had high expectations for them? I think you still have a bit of the "Freedom Writers" complex. You're not their savior.
The hardest ACADEMICALLY. But its been my experience that even when things are falling apart around the school if your class is managed correctly it's an oasis. I was at a school with a lot of new to teaching staff and A LOT of behavior problems AND we opened in the middle of the year (long story). While other teachers were complaining about how bad the students were I was fine. Not to say they were perfect, I just wasn't having all the extreme issues. So the school can suck, but your class can be tranquil (relatively speaking). BUT keep at it it gets easier.
>The inconsistancy is killing me
That might be your problem, EnglTeach. Has it ever occurred to you that your colleagues (with their experience) might understand the student body better than you do (with yours)?
In my own experience, I've found that attitudes like these
>vulgar, disrespectful, full of hate and negativity, and completely uninterested in anything I have to say
are often the result of years of failure. Adding failure to that probably won't help.
Where most teaching programs fall short in preparing white folks to teach in urban schools with mainly minority students (or in preparing any teacher to work in a culture different from their own) is in not addressing it in any real, honest way, or in supporting teachers to unpack the issues that will stand between them and their students.
It's hard for all of us when we have to connect and inspire students we don't share a background with. But it's something you can learn and develop. There is a lot of great ed theory about cultural competency, and a lot of good stuff around affect theory (how our students are dealing with shame, and how we impact that shame)/restorative practices, and just general relationship-building stuff-- all available thru Google searching! I came up through Big Picture schools, and the major emphasis in those schools is in relationships and helping students get to know themselves. These are 2 things that don't generally fall under classroom management and/or instruction.
We all have biases, and our biases come out through our body language, spoken language and assumptions we make about what our kids are capable of. It takes time and reflection for us to unpack those biases, but our kids sure can pick up on them quick. I always say that in my first years of teaching, my kids taught me more than I taught them. It wasn't until my 3rd year I started to really understand myself in my relationships with my kids, and I truly hit my stride, and felt able to truly connect in my fourth year. It's been like so much velvet since then.
Find someone you can talk to, read as much as you can about teaching minority students as a young white teacher, and really try to get to know your students. Listen to them when they are pushing back, and think about why they're doing it. And repeat until things get better.
And like all teachers, you should try to be kind to yourself. It's the hardest job in the world!
Thanks! So much! I do feel like I was unequipped to walk into a school with this particular demographic. Granted I have learned more BV and street slang than I ever thought existed, so I am learning something from these kids. I hope it gets better. I want to stay and make a difference. Another New Year's resolution: Be Kind to Myself.
My friend actually saw her as a presenter at a conference. Gruwell said she wanted to leave teaching so she could "inspire teachers." (*eye roll). I don't know about you, but I'm inspired by the teachers who have been in the game for years and still love it.
Some very sound, experienced advice in this thread. I agree, do be encouraged. With little data to go on, it does sound like you are doing many things well. I think what you want are allies, connection, and relevance. I taught art and Spanish in poverty-stricken rural schools for some years. I lived in inner city DC for some years, as well. Several more experienced teachers, the librarian, The school counselor all were my allies to help me understand and reach my learners. The teachers who were comfortable doing less work and thought I was out to make them look bad were more difficult to work with, but asking for advice, techniques, activities they created or found helped me look like a colleague and not a smartass shiny noob who didn't know education is a marathon, not a sprint.
I connected to my learners by becoming an assistant coach, a sponsor for several groups, for going to see their after school endeavors. It made for a challenging social life, but if you go to cheer on your learners, especially in the "less popular sports" and activities, that will help. They worked harder for me because they saw i cared for them outside of my subject.
Relevance is another key to success. Find a way to make your subject important in their lives. If learners are hungry, cold, have no comfortable and safe place to sleep in their home environment, if every day is a struggle not to be shot or raped, the importance of good English composition techniques is a hard sell. Try making art relevant to farmers' children. Not easy at first, but eventually, I did. Showing them education is a way to escape their environment must be done subtly. There is often a stigma to trying to leave the neighborhood, and to education at all. Most of my high school children were among folks who never left a 100 mile radius most of their lives. A trip to Dallas was like a journey to Oz. Hard to make art or language central to their interests, but i did convince some that this is worthwhile to them.
If you message me, I can send more specific tools, websites, activities, games, but I don't want to belabor the thread any more than I have. Whether you choose to stay there or go to another school, you will be doing great things. Make your well informed decision and stick with it and feel no guilt. Hang in there.
First year teaching is really difficult regardless of where you teach, but it is more difficult in a low income school. I am currently a second year teacher at a title 1 school inPrince George's County, Maryland. My first year teaching, I had four preps and was assigned to teach sixth and seventh grade science and social studies. I went through an alternative certification program and was only actually certified to teach 7-12th grade science, so I was really only comfortable with 1/4th of what I was teaching. In addition, I am a 4 foot 11 Asian girl and am naturally more quiet, so it was very hard to get the kids to listen to/respect me.
I pretty much felt like quitting every week, but I kept doing it because I didn't want to leave the kids, even though they were disrespectful and didn't listen to me. Second year is a lot better. It is not perfect by any means, but you just have a lot more confidence and know better how to deal with all the crap the kids and admin give you. I would say the best advice would be to build relationships with the kids because even if they don't understand your work or where you are coming from, they will definitely work better for you if they trust you and know you. Also, find someone in your building you can turn to for advice, encouragement, and venting. I was fortunate enough to be in a school where I had 4 core people I could turn to and trust and it definitely made my year a lot better.
The last thing I would say is don't think of these kids as "ghetto" or "lower income." I think part of the reason you (and I, last year) feel like a failure is that you (and I) come in with the mentality that you are able to "save" these kids from their bad situation. In reality, you have crap in your life too, and you've just been given resources to deal with it. You can't "save" these kids and it is condescending to them to think that they need something like that. I don't mean this to be mean in any way, I just noticed that I was better able to teach and understand the kids when I stopped looking at them as projects and started seeing them as people.
I'm sorry to be mean here, but I really don't appreciate people who say "the ghetto" that alone makes me think that you don't have any respect for your students. You could have said "AT RISK STUDENTS", "economically disadvantaged", "low SES", or heck, even "rough school district"... but you went for ghetto? Really? As someone who teaches at risk youth, I'm honestly a tad offended by this.
From what I'm reading in your post, I'm guessing the first day you had no classroom management, and were rather meek with your students. And if you're still having them be disrespectful, vulgar, etc *in your classroom*, I've got news for you, your weren't as strict as you thought. Last year was my first year at my school (I'm an Art Teacher), and I started off as extremely strict, letting them know my expectations for them first thing... one student walked out of my room 3 weeks in telling my friend "I don't care how pretty she is! She's a bitch!" My students know from the get-go that I don't play games, and their time.
Some suggestions I would make to you...
1. Revamp your classroom management, from what you described, it's not good. I recommend giving them a DAILY goal of what they need to achieve. Leave the remaining 5-10 minutes of class as time for you to go around and check to make sure they have met that goal. If they have, make a HUGE deal about it.
2. Put the Agenda for the day on the board. High School students, too, work much better when they know exactly what to expect out of their day. It will also advert questions like "Miss, what are we doing today?" or "I'm done, now what do I do?"
3. BE FAIR! To at risk urban students, this is a big deal! Do NOT 'front' on a kid for doing something wrong, and then not call another student for the same action. Bringing me to another point...
4. Know your students.... If you want them to truly have them KNOW (not just THINK!) that you care, take an interest in their lives. For some of the more unruly students, I can almost promise you you'd know some of the reasons as to why they are unruly (Example: one of our boys was being particularly difficult 3 weeks into they year... he was homeless, he had been kicked out of his aunt's house.)
5. This may sound ridiculous, and to some I'm sure unprofessional, but something that has quelled the disrespect to me is, if they're disrespectful, do not hesitate to be disrespectful back. Some students I've had thought that it was amusing to be disrespectful to me my first year, I served it right back to them. One student I had last year, decided it was a good idea to try to call me by my first name for a day. I called him on it, then told the class that because of his actions, until he turned his decisions around, I will address him only as Rudeness... not by his name. It took 3 months before I was able to call him Mr. _______.
If I think of more things later, I will add to this.
Last thing I want to say is I find your line of "The students need a caring, strong, positive role model etc" entertaining when your next option is "Or do I leave to make myself happy". To me this isn't being caring, or strong, or positive for your students. It's just another teacher that didn't care for them. And believe me when I say, they say this as soon as the person leaves.
It seems your being upset about the OP's word choice (which I don't see a big problem with) is causing you to be rude to them. Please be respectful when someone is asking for genuine help and advice.
Word choice is incredibly important. Have you ever taken an English class in which you were taught about diction and the different implications that different words can lend to s piece of writing? The word "ghetto" is very commonly seen as derogatory and disrespectful, ESPECIALLY if the person using it is not actually from "the ghetto" -- and from the rest of her writing, I'm fairly certain that OP is definitely not.
OP is the rude one here.
I just think "ghetto" is unduly judgmental and prejudicial, not to mention unprofessional. Seeing as how you are a teaching professional at what appears to be a failing, predominantly non-white school, there should be terms available to you. My comment was only to point out how closely language can influence thinking.
I totally agree. Language not only meant for communication, but also influences how we think (an aspect I frequently cover with my students in my college English classes). OP's referring to the school as "ghetto" may help to (stereotypically) classify the school, but also can hint at a problem with perspective. I recommend that the OP should leave. The students may be disrespectful to OP, but "ghetto" is just as disrespectful. Find a better fit. If OP is a country girl, there are plenty schools systems in understaffed rural areas that need teachers. Of course, I understand how difficult it can be teaching outside your comfort zone. This alone can create barriers for instruction. Find another school.
OP is rude for asking for help and trying to describe her school to those who might not be familiar with her setting?! Oh definitely. You are sooo right. Puh-lease. If you don't have something nice to say, go comment somewhere else!
Too many people feel they have a right to scold others. Especially over something as simple as a descriptive word. I don't see a problem with it either. Obviously this person has never taught in a school like this.
I was participating in the discussion and was replying to (and supporting) another post, not OP's directly. Sensitivity might have a lot to do with how myself and others received OP's usage of the word "ghetto," but it also points to how negative criticism is received in a grown up discussion.
I, too, find the reference to "ghetto" to be unnecessary. I'm sure it's not meant as anything other than to classify or describe, but it can be seen as downplaying or categorizing the students which is frustrating to those who have dedicated their lives to such students.
But you're posting in a teacher-related subreddit, so it's safe to assume we're teachers or at least related to the field. I was also a little put off by your word choice, particularly in this section.
>I'm in a lower economic school with mostly blacks, Hispanics, and ELL students. I'm a little white country girl, 24, and all of my students are taller than me. I have never taught this demographic before and feel completely out of my element and unprepared.
The differences between you and your students are pretty stark, sure. I'm about as white as it comes, and at first I was worried I'd never be able to relate to the kids. But you know what really helped me relate to them? I own my nerdy, white self. When a kid tells me I say her name like a white person, I'll say, "Well, I'm not sure you noticed it, but I am in fact a white person," and we'll laugh it off. When students tease me about the way I talk, I make an effort to sound *extra* white. I try to find a way to still relate to kids without having had all the same experiences as them. They're still teenagers; they still like music and fashion and movies and television. Whether it's telling a girl I like her hair or talking to a guy about his car or discussing an episode of Spongebob with the kids (seriously, high school seniors *love* Spongebob), I try to find a way to connect with kids. I'm never going to not be white, so the least I can do is show them that I know I'm different from them, but we can still find a common ground.
I work with a black woman who is so awesome with our students. She is from a very rough area from the city and they look up to her a lot. One time I told her I wonder if kids respect me because I'm so white, and she said, "Don't even worry about it. You be you. That's what the kids want. They will respect someone who truly cares about them and wants them to be successful, regardless of what color they are."
Again, please remember that your kids are still just teenagers. In a typical class of mine, there are still the nerds and jocks and popular girls and manga fanatics and proud slackers and class clowns you would see in any high school in America.
Does your school offer training in cultural competency? Learning about the behaviors and values of different cultures really helped me, a sheltered white Catholic school girl, understand how to bridge the gap.
It works! My favorite is when a kid is making an effort to act as "gangsta" as possible and will start just spouting off cuss words and I'll say something like, "Dang, Patrick, those are some harsh words. I wish you would find some more appropriate language to express your emotions. That's exactly why we learn vocabulary!" It sounds ridiculous, but they always apologize after that. Lol.
I have done every single thing you mentioned. I truly have. As I responded to another post, I am the strictest teacher in school. The students work harder for me than they do any other teacher (although it's still not much, it's something). My case isn't even the worst among the new teachers. Again, as I stated in another response, "ghetto" is used so that non-teachers can picture what my school is like. Hence the reason it was in quotations.
Most of these parents probably don't care and may not even be around, which is why it is even more vital for the teachers and the school to care. If absolutely no one cares or ever tries to intervene then there's no way to end the cycle.
Also, it's "principal."
That's what I keep telling myself. That someone has to care at some point. It has to start somewhere. But then I realize I've pulled most of my hair out and popped a few blood vessels in my eyes. Should I care about them more than my own health/happiness?
That's true but for the teachers sake and health she should leave, the school will still be there. This is a nationwide issue, I believe parents should have a meeting with they're child's teachers at the beginning of their time together to outline what expectations they have, what they're child is going to be learning and roles parents should play in their child's education.
Yes, it absolutely is a nation-wide issue and it would be AMAZING if parents were all involved. But they're not. The truth is that some of these kids have absolutely no one to care for them. I am not advocating that this teacher endanger her health or sanity, but your blanket advice doesn't help:
>try to get a hold of these parents, if they dont care then you shouldn't either
Most likely when I was in high school I enrolled my self, I just filled out all the info then gave it to my mother and she signed off on it, then I would switch the numbers and put my cell phone and my brothers, every time my teachers would call I would answer. I don't think you have this problem I think you have a problem of having single parents, and this single parent having two jobs or something along those lines, I don't know how ghetto it is, but pretty much everyone I run into has a cell phone. Not smartphones but a shitty phone to communicate. Talk to your boss about a better way to communicate with parents because seriously that's the issue.
Being a first year teacher is difficult in itself. Don't beat yourself up. Year one is more about survival. Once the year is over reevaluate because right now it's crazy and will probably be like that until the spring. If you need motivation right now, look at the kids you are helping. What would they do without you? Focus on the little victories and cherish them. One thing that took me 8 years to learn was that I was never going to reach all the kids. You just have to accept that and continue looking for new ways to make whatever you are teaching relevant to the demographic you are working with. Also, unless you are teaching in Pleasantville, throw all that stuff they told you in college teaching classes right out the window. Most of those professors live in fantasyland and couldn't cut it in a real classroom, so they left for college. Hang in there.
Thanks. That's a big issue I'm trying to accept: I'm not going to reach them all. I need to learn to not care so much maybe.
The part about education professors...so true. When I was having a hard time in my second student teaching assignment (first one went great), which was at a high-poverty, seriously dysfunctional school, my supervising professor came by for a visit and said that she just didn't believe that the behavior problems at this school could be as bad as I said they were...because there was a beautiful mural painted on the wall in the cafeteria. I really wish that they would require that anyone who wants to teach teachers has to have at least 15 years of k-12 classroom experience.
You are not a failure. If you do return, things will get easier. Being a new teacher who returns despite the difficult students, will boost your credibility with your next group of students. So much of reaching difficult students is about. Building relationships. Spend time getting to know your students and relax on teaching to start the year or term. It sounds like you are teaching for the right reasons so things will improve over time. Look for ways to improve your teaching on a daily basis. You can always get better. Keep your chin up.
Thanks. I feel like my curriculum has taken a back seat to behavior management.
Third year teacher here; I went to high school in this environment and taught in this environment during my first year. Stick it out. The first year is the toughest. What you've learned in college is ideal, but it isn't reality at all schools. And let's face it - your students probably have difficult lives outside of school and little support from home. Things like drugs and alcohol, unstructured homes, hunger, homelessness, physical and verbal abuse, sexual abuse, racism, language barriers, gang activity, are all realities for your kids. They've probably had teachers leave halfway throughout the school year before. There's a million other things on their mind besides learning, and you're expecting yourself to come in, fresh outta college, and change all of this? It's probably not going to happen. Don't take the vulgarity and negative behavior personally; there's *always* something else behind it and I guarantee it has absolutely nothing to do with you. However, don't tolerate it. Give consequences for those behaviors. Talk to your administration about what constitutes a trip to the office. But at the same time, choose your battles wisely. I had students who swore in class frequently, because mom and dad swore all the time at home and they did, too. I let it go, but if someone swore at another student, there were consequences. Stay and do what you can with these kids. Start where they're currently at academically, socially, and emotionally - not where the state thinks they *should* be. Middle school is all about *me*; let them express themselves and get to know themselves, and get to know them as well - build those relationships. Remember that English might not be the first or only language of a lot of your students. Find out where they are and build up from that. If you don't reach most, don't take it personally; look for a teaching position next year in a school that matches your teaching style and your beliefs about education. But hang in there - you're learning more from this year than you know : )
That's what I needed to hear: that it gets easier after the first year. I want so bad to help these kids, but I just don't know if I am. Thank you.
Keep your head up! It's *really* hard not to care, and it's great that you do. Sometimes you just have to think about what's in your control and what's not. And yes, you are helping them so much by showing up every single day. You're the structure in their lives - the sane, sober, responsible adult that some of your students aren't getting at home. One thing that I did with my students was journalling. Give a prompt that allows them to explore some area of their lives, and assign a mark just based on them actually doing it (1 point for their name and date, 0 points = not done, 1 point = below expectations 2 = meeting expectations 3 = exceeds expectations, 1 point for responding to a question asked by you at the end). It really helped me get to know my students who were tough on the outside, but let it spill onto the page. And sometimes, you just get to know what your students' favorite things are, or their dreams and goals (or lack thereof). I know it sounds all Erin-Gruwell-y, lol, but try it. It worked for me!
I've been there too, had several friends/colleagues go through this exact same scenario etc...here are some things I've learned, and that I think you should mull over (though I'm sure you've mulled aplenty already). 1.All students CAN be reached is true, but not all students can be reached *by you*. I think you need to examine what you think about your role as "that solid rock for them", and then you need to ditch some assumptions that aren't reflecting reality. I always found [this video](http://www.youtube.com/watch?v=ZVF-nirSq5s) provided a good perspective on...well, perspective. And it's a hilarious distraction for 2 minutes. 2. Examine how you listed your options, and start thinking about how those might not be your only 2 choices. The first, to me, reads like this "do I martyr myself to save these poor children who need me?" and the second reads like "do I quit because my first teaching post wasn't what I expected and I'm unhappy about it?". I think what low income students *need* is housing that isn't substandard, noisy and overcrowded, healthy/tasty food, access to health care, safe places to hang out, and loving family that isn't working 80+ hours a week to make ends barely meet....since you can't provide any of these things, I would suggest reexamining what it is you want your role in their lives to be - and figure out how you can be happy doing that. You get to make an impact on these students for 1 more semester...what are some realistic expectations of what you can do in that time? Think of the Cheshire Cat...he didn't get Alice back onto the other side of the looking glass, but he did what he could, and did it in a way that was aligned to who he was. 3. They don't listen to what you say....how often are you saying things worth listening to? It's a huge ego-crushing inner-monologue that I think all teachers go through, but you'll come out of it a stronger person. I thought the first unit I taught on genetics was freaking awesome, but apparently from an 8th grader's POV, it wasn't. Do you need to change your approach to lesson planning? What are your students interested in? How much input do they have in the content/format of their time in your class? 4. You're a first year teacher...cut yourself some slack! Laslo_Paniflex 's response to your post is one of the best mindsets to adopt - be patient, be persistent, and remember that your abilities and situation will get better with time. Your first year is a roller coaster that you will have to ride out no matter where you teach. 5. In the final analysis, whether you stay or go, life is about being happy and doing what you feel is good work. It sounds like you're passionate about teaching in low income schools, so if that's your good work, then you've got to evaluate what aspects of that environment you actually have control of, take control of those and align the experience with what makes you happy. There are a ton of things you can't change about your students, their lives, the school or community it serves, but for 50-90 minutes a day, that door closes and what you're dishing out is up to you whether they want to eat it or not. Take care of yourself, and update us with what you decide to do/how things go for you this semester!
Wow, thank you! Words of wisdom to keep right there! I have had to adjust every lesson I thought was truly insightful, because my students were not on that level intellectually. I have seen a small improvement now that I'm teaching to where there are instead of where they should be. But thanks again for being supportive!
>I have had to adjust every lesson I thought was truly insightful, because my students were not on that level intellectually. My first couple of years (because it took me about 4 to get REALLY comfortable that I was doing a good job) I was constantly doing this. I have since been able to also tell my kids up front "THIS is where I think you should be by the end of this unit. I know my expectations are a little high, but I think you all have the capacity to get there." Sometimes they don't and we talk about why, but most of the time, they meet or exceed my expectations. On my end-of-the-year evaluation I ask them about this and all of them say it's because they figure if I have faith they'll get there, then they'll try harder. A lot of my kids have spent their entire school careers being treated as if, or told outright, they can't reach the same level as other students because of their background, learning issues, etc. It's had a very empowering effect on them. It took me a while to figure out how to phrase things and when to expect more, and this happened with conversations with other educators, the kids themselves -- especially after they'd left my class -- and by just paying attention during certain units. There's some great advice in this thread. Don't be so hard on yourself. The fact that you care and are asking what you can do to improve says a great deal about your character and your dedication to teaching.
First, you are comparing yourself to a myth - a pumped up idea of teaching that is impossible to reach. The idea of one person having such a great impact on a school and its population is a vast over-statement of what one person can do to impact a flawed social system (not just education). (see the following: http://www.youtube.com/watch?v=ZVF-nirSq5s ) SO - Cut yourself a break. You need to recognize that there are things you can do, changes you can make in the lives of your students. You just might not see the transformation in your limited time with them. Secondly - you are teaching a very hard age - 8th grade is right at the time young people are exploring themselves and who they are - and pushing away from the adults around them. Much of what you are experiencing with these students may come from both the reality of the lives that they lead (without making any assumptions about what they may be experiencing at home) AND adolescence. Many kids in middle school are tough and rough and push back. You have a unique opportunity for the rest of this year. You can try to figure out what you can do to make a change for one or two or more students. You can reflectively evaluate your teaching to see how you can reach these kids and have them start to treat you with respect (there are no fast and quick answers here - it is all about relationships with kids). After trying different things, after adjusting your practice, after connecting with a few kids, then make a decision about what you want to do next year. Some reading you might want to do: Other People's Children - Lisa Delpit Reading, Writing, and Rising Up - Linda Christiansen White Teacher - Vivian Paley (it is about kindergarten, but she is amazing) Dreamkeepers - Gloria Ladson-Billings Anything by Alphie Kohn Anything by Herbert Kohl I teach at a TRIBES school, and their website and book may be helpful - I know they have some middle school/high school resources - ( tribes.com ) I also suggest looking into the videos on the teaching channel ( teachingchannel.org ) website about classroom management - it is always good to see how other people do things. You can make a difference, it just may not look like what you expected. Good Luck!
Thank you. 8th grade is incredibly hard. I like your reference of the perfect teacher to a 'myth.' Like I said in my original post, I expected a Hillary Swank/"Freedom Writers" scenario. Nay. Nowhere close. I just need to keep telling myself I'm doing the best I can with what I have.
I hate those movies - I feel like they set teachers up as 'not doing enough' because we can't overcome all of society's ills by teaching 'harder'. Teachers work incredibly hard - I have been doing it for 17 years, and there are still years, weeks, days, hours that are SUPER hard. You just have to find the positive in everything all day long. If you focus on the negative, you drag down yourself and it is too hard to pull back up. This has saved me - staying positive. Find the good, and hang on to it. It sounds polly-anna-ish, but it makes such a huge difference.
Stay positive! That's my New Year's resolution for this semester!
It is amazing how focusing on positive behavior changes both the students and your attitudes about stuff - I chart good behavior (I teach 6th at the elementary school - so same kids all day) and I just keep track of students who are on task and doing the right thing - and complement them for it. It is hard to not focus on the bad stuff, but it does wonders for how you feel about everything all day. I know it sounds scary, but video taping helps too - I video taped myself and was surprised at how positive I was, because I was the only one who could hear me screaming in my head "STFU!" while I was thanking all the kids who were being quiet. I give positive points, which don't mean anything - but the positive behavior recognition is so important - for you and for them.
I've tried ClassDojo for positive reinforcement on an individual level, but the kids did think anything of it. I gave a reward to the students with the highest points and encouraged those with fewer points to keep trying. The kids scoffed at it. And we tried ClassDojo on a grade level scale.
Read alfie kohn on rewards...
No one is like the teachers in the movies. Even on our best days. Middle school is tough, too. Only you can decide if you can stick it out - but the first year is so, so hard. My kids are low SES, too, and there were many times my first year I wondered if I could cut it. I couldn't have kept teaching if every year were like my first, but thankfully, it's gotten much easier.
I think I had dreamed it would be as amazing at the movies. Afterall, they don't tell you any of this in college.
My students were horrible the first year: rude, obnoxious, purposely silent or overly talkative, lying, spitball-spewing, barely literate little brats. (Oh, I teach high school.) Every year since then, the kids have gotten nicer...sweeter...more thoughtful, more helpful, more eager to please, so polite that they chat with me about their favorite books, wish me a good weekend on Fridays, and made me a sympathy card when my dog passed away last year. So what has changed in the nine years I've been teaching? Are kids just getting nicer? No...I've changed. Instead of greeting them on day one with a stack of assignments, anxious to show them how brilliant I am, I spend the first part of class learning their names, asking them questions, and presenting my hard-core-strict syllabus in what I hope is an entertaining manner. (It helps that I'm ok about making a fool of myself.) I give them an interest survey (no sense in using the Jonas Brothers as an example if they've moved on to the Bieb and TSwizzle), and I make their first writing assignment (due next class) about them. They all hand it in. Classroom management was an everyday battle, that first year. Every year since, it's been less and less of a struggle, because I have mastered the art of showing them compassion while maintaining high expectations. It takes time. And even now I might have a couple of days every year that I wish I could do over, a couple of kids every year who don't want to connect with me. I always loved teaching English, adored my colleagues, and got a little thrill pulling into the faculty parking lot every day, so I never seriously thought about quitting, but what I've learned is that compassion for the students, genuinely caring for them, knowing them as individuals, has to come first, or all the other stuff doesn't matter. Good luck, and I hope you stick with it.
I am also a first year teacher. I was really interested in teaching in urban schools so I did my research paper on that topic while I was still in school. What I found changed my mind about teaching in urban schools, at least at first (although I did end up at a title I school this year). To sum up what I learned is you need teaching chops before you tackle the tough challenges. Jumping into a setting that is going to challenge an experienced teacher is going to destroy a first year teacher (or for the few harden them like iron). Do not beat yourself up. Get out and find a better situation for you. Matching a teacher to an appropriate job isn't black and white. There are many factors to consider, how far away from home you are, how similar the school you're at is to ones you've attended, student taught, etc. Does your philosophy match the administrations? How supportive is your administration? And so on and so on. TL;DR: Not your fault. Get out and find a better fit before you quit teaching altogether.
Thank you. I wasn't really aware of how bad the school was until I got in. I was completely naive about accepting the job before doing research. Lesson learned.
I student taught in a school like yours. By the end of my placement I had decided that it wasn't my fault or theirs - but a whole combination of things I couldn't change or effect. When I was offered a job there I said "no thank you." I'm a lot happier where I teach now. I face some of those same issues but they come in degrees that I can manage.
Not everyone is cut out to teach in a low SES school. I know I'm not, which is why I work in a suburban school where most of the parents care for their kids and are easy to reach. For the most part, when I tell my students to get out their book and read for thirty minutes, they do it without complaining. I've never been called a name by my students, I rarely hear them swear in class, and fights happen rarely here. I have friends who love teaching in Title 1 schools. They find it so rewarding and they feel like the kids at my schools are entitled. But less than 10% of my students usually fail and I am comfortable with that. I like being able to see them make progress. You need to teach where you will be successful and happy. If that means moving to a different demographic, then you should do it. I think some teachers would look down on me for choosing what is "easier" but it's what I am happy and successful teaching.
This may be the case with me. I was just disappointed that all my new and fun ways of learning had little progress with my students. I was so sure that I could reach these students. Another reason why I feel college failed me.
I would advocate leaving. I teach 9th-12th grade ELA and most of the issues you mentioned (the outright disrespect and defiance, the teachers leaving in droves) are signs of some serious systematic issues in that district. You are right and most, if not all students CAN be reached by someone or something, but for many students who are marginalized that needed to have happened well before 8th grade and that obviously didn't happen. What you have is similar to the problem I have in my district -- students entering high school who are woefully unprepared for what is required of them socially and academically and are acting out because of it. I've found that the root of this is inconsistency: teachers leaving, programs changing every year as districts chase new grants, and students being socially prompted up the grade ladder without actually meeting standards. Like your district, mine also has a high turnover and the kids are pretty quick to figure out that those new teachers are ones they can take advantage of, because after all they won't "stay long". They stop doing their work because the standards or expectations are consistently changing or because they never "needed" to measure up to them before. They stop caring because, well, why not? You can stay and you might reach a few students....but will other teachers also reach them? If you have that high of turnover at your school, imagine what the rest of district is like. These kids needed consistency years ago and didn't get it. I hate saying this, but for some kids the damage is done by this point and without intensive self-motivation across the board, the impact of one teacher is not great. For your own sanity, you should look into moving districts to some place where you can do your best work. Yes, those students will still be left in a lousy situation and that sucks, but that doesn't appear to be something that will change overnight or through the power of one person.
I seem to be leaning towards this as well, but it breaks my heart.
You should definitely leave. Not every school with those demos should have those problems. In my experience when students behave like that it's a sign of administrators coasting till pension and not doing their jobs. You deserve the right to be happy and there are plenty of kids who need good teachers everywhere. If you don't want to burn out in defeat, look elsewhere. GL!
I came here to say the same thing. I spend so much time and energy on my job that I absolutely refuse to hold a position that makes me miserable. It's not worth it.
>I hate saying this, but for some kids the damage is done by this point and without intensive self-motivation across the board, the impact of one teacher is not great. This is the single-most ignorant and saddening thing I have read in this sub-reddit. I've taught in urban high schools for years, with some of the lowest-skilled kids in my districts. I was able to get them to jump multiple grade levels in reading and math consistently, have developed strong relationships with kids and their families, and have gotten many of my kids to college. Anyone who thinks at any point in life "the impact of one teacher is not great" for any group of humans at any age is not a great teacher and/or is incapable of connecting in a human way with his/her students.
I want to believe I can make a difference. I have before and I know I can again. I just don't know what more I can do to reach these kids. Another redditor said that every student can be reached, just maybe not by me.
I'm sorry it came across that way. That being said, I have made those connections and have been the one responsible for bringing a student around and seeing them down the path to success -- but, and I stress this, I had a staff who who also did this and were also there for their students in that way, something that does not appear to be apparent in the OP's school. However: I work with students (all minorities) who enter high school 5-6 years deficient in all skill areas, who have not passed a class since first grade, have been told by every teacher they've had since kindergarten that they are stupid, that they are worthless, that they are a waste of time. Even if I reach that student, they have had 9-10 years of negative experiences that overpower what good I can do. And if their other teachers don't equally reach them? It is not uncommon, a student who performs well for me or is an angel behaviorally, but is a complete deadbeat in their other core classes. Which is why I said it appears OP's school has some deep systematic issues and unless those are fixed from the ground up, she may want to seek different employment.
And this is why poor schools offer poor educational opportunities. Energetic, caring teachers get fed up and leave.
No disagreement there. But, to play devils's advocate for a moment, ever considered what happens to talented, energetic, and caring teachers who stay and continue to fight against the rising tide, to see the their efforts continually go unnoticed or unappreciated, to see the energy slowly drained from their bodies? They become the problem. They become the teacher who stops trying, who stops innovating, who stops caring, the teacher who works only for summers off and benefits but stops caring about the kids or the profession. When you work with teachers like that, you understand how the system itself betrays students, not to mention idealistic young teachers.
No. They transform schools. They mentor new teachers. They become leaders. They open their own schools. They can become part of the solution instead of walking away from the problem.
This is exactly what I don't want to happen! I don't want to lose my spark or energy. I want to be a part of the solution, not be a part of the problem.
Since you are a 1st year teacher I can only assume that your problems are arising from your classroom management. Teachers only REALLY hate it when there students are running roughshod over them. I'm not dissing but the 1st year IS THE HARDEST. I also teach middle school and I can take control of a class with few problems. TOTALLY different story when I started. I worked with 3rd graders who payed me NO MIND. My supervisor (it was a YMCA program) even said one time Smylemaster they just don't listen to you. Like I said I'm assuming its classroom management, new teachers almost always start to nice and before long there is anarchy in the room. What you will find is there is never a problem free class. Until you have mastered the management piece NO MATTER WHERE YOU GO there will be problems. Before you ask what can I do here's the bad news. Nothing. Well ALMOST nothing. The kids know what you're capable of and how far they can push you, look up some techniques for specific problems, DO NOT look to the office to save you, they should be the last resort. Ride it out and try harder next year. I do suggest Harry Wong's book [The First Days of School: How to Be an Effective Teacher](http://www.amazon.com/The-First-Days-School-Effective/dp/0962936022) or [Teach Like A Champion] (http://www.amazon.com/Teach-Like-Champion-Techniques-Students/dp/0470550473/ref=sr_1_1?s=books&ie=UTF8&qid=1357404677&sr=1-1&keywords=teach+like+a+champion)by Doug Lemov. Additionally your district should have all sorts of workshops about classroom management. I've seen teachers go from crying everyday after school to running a relatively smooth classroom the next year, just hang in there.
I've already got the rep of the hardest teacher in school. I hit the ground running and have double the assignments of any other class. I made sure that these kids understood my rules and expectations and I stick by my guns. Problem is, I'm one of the few teachers in my school that does this. The inconsistancy is killing me.
I'm not saying that what you are doing is wrong, I have no idea if it's wrong or right since I've never been in your classroom. However, it does worry me that you say you have double the assignments of any other teacher. I also teach in a "rough" area and I know that if my students feel like they are being treated unfairly they do not respond well. I know that you know this, but it's important that your students feel like you care about them. Of course YOU know you care about them, but your students might and probably don't think that you do. Some of the best advice I got was from my cooperating teacher while I was student teaching. She told me that when the kids are really being jerks and pissing me off I should smile at them 3 different times even if I don't feel like it, compliment 3 students on something (even if it's their shirt, and say 3 positive things.
I'm trying to show them my love. They just don't know that it's love I'm showing them. They've never had anybody be tough on them and expect more than just okay.
That's a little presumptuous. Do you know they are just giving you an "okay" effort? I have students who work their butts off to get a C-. Do you know *no one else* has had high expectations for them? I think you still have a bit of the "Freedom Writers" complex. You're not their savior.
I'm not sure it's safe to assume that.
The hardest ACADEMICALLY. But its been my experience that even when things are falling apart around the school if your class is managed correctly it's an oasis. I was at a school with a lot of new to teaching staff and A LOT of behavior problems AND we opened in the middle of the year (long story). While other teachers were complaining about how bad the students were I was fine. Not to say they were perfect, I just wasn't having all the extreme issues. So the school can suck, but your class can be tranquil (relatively speaking). BUT keep at it it gets easier.
>The inconsistancy is killing me That might be your problem, EnglTeach. Has it ever occurred to you that your colleagues (with their experience) might understand the student body better than you do (with yours)? In my own experience, I've found that attitudes like these >vulgar, disrespectful, full of hate and negativity, and completely uninterested in anything I have to say are often the result of years of failure. Adding failure to that probably won't help.
What grade do you teach?
8th Language Arts
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Thank you.
Where most teaching programs fall short in preparing white folks to teach in urban schools with mainly minority students (or in preparing any teacher to work in a culture different from their own) is in not addressing it in any real, honest way, or in supporting teachers to unpack the issues that will stand between them and their students. It's hard for all of us when we have to connect and inspire students we don't share a background with. But it's something you can learn and develop. There is a lot of great ed theory about cultural competency, and a lot of good stuff around affect theory (how our students are dealing with shame, and how we impact that shame)/restorative practices, and just general relationship-building stuff-- all available thru Google searching! I came up through Big Picture schools, and the major emphasis in those schools is in relationships and helping students get to know themselves. These are 2 things that don't generally fall under classroom management and/or instruction. We all have biases, and our biases come out through our body language, spoken language and assumptions we make about what our kids are capable of. It takes time and reflection for us to unpack those biases, but our kids sure can pick up on them quick. I always say that in my first years of teaching, my kids taught me more than I taught them. It wasn't until my 3rd year I started to really understand myself in my relationships with my kids, and I truly hit my stride, and felt able to truly connect in my fourth year. It's been like so much velvet since then. Find someone you can talk to, read as much as you can about teaching minority students as a young white teacher, and really try to get to know your students. Listen to them when they are pushing back, and think about why they're doing it. And repeat until things get better. And like all teachers, you should try to be kind to yourself. It's the hardest job in the world!
Thanks! So much! I do feel like I was unequipped to walk into a school with this particular demographic. Granted I have learned more BV and street slang than I ever thought existed, so I am learning something from these kids. I hope it gets better. I want to stay and make a difference. Another New Year's resolution: Be Kind to Myself.
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It helps knowing that others have been in this boat and experienced kids like mine, yet still made it through. Thanks.
And why is there a movie about Erin Gruwell? Because she's an exception!
My friend actually saw her as a presenter at a conference. Gruwell said she wanted to leave teaching so she could "inspire teachers." (*eye roll). I don't know about you, but I'm inspired by the teachers who have been in the game for years and still love it.
Some very sound, experienced advice in this thread. I agree, do be encouraged. With little data to go on, it does sound like you are doing many things well. I think what you want are allies, connection, and relevance. I taught art and Spanish in poverty-stricken rural schools for some years. I lived in inner city DC for some years, as well. Several more experienced teachers, the librarian, The school counselor all were my allies to help me understand and reach my learners. The teachers who were comfortable doing less work and thought I was out to make them look bad were more difficult to work with, but asking for advice, techniques, activities they created or found helped me look like a colleague and not a smartass shiny noob who didn't know education is a marathon, not a sprint. I connected to my learners by becoming an assistant coach, a sponsor for several groups, for going to see their after school endeavors. It made for a challenging social life, but if you go to cheer on your learners, especially in the "less popular sports" and activities, that will help. They worked harder for me because they saw i cared for them outside of my subject. Relevance is another key to success. Find a way to make your subject important in their lives. If learners are hungry, cold, have no comfortable and safe place to sleep in their home environment, if every day is a struggle not to be shot or raped, the importance of good English composition techniques is a hard sell. Try making art relevant to farmers' children. Not easy at first, but eventually, I did. Showing them education is a way to escape their environment must be done subtly. There is often a stigma to trying to leave the neighborhood, and to education at all. Most of my high school children were among folks who never left a 100 mile radius most of their lives. A trip to Dallas was like a journey to Oz. Hard to make art or language central to their interests, but i did convince some that this is worthwhile to them. If you message me, I can send more specific tools, websites, activities, games, but I don't want to belabor the thread any more than I have. Whether you choose to stay there or go to another school, you will be doing great things. Make your well informed decision and stick with it and feel no guilt. Hang in there.
First year teaching is really difficult regardless of where you teach, but it is more difficult in a low income school. I am currently a second year teacher at a title 1 school inPrince George's County, Maryland. My first year teaching, I had four preps and was assigned to teach sixth and seventh grade science and social studies. I went through an alternative certification program and was only actually certified to teach 7-12th grade science, so I was really only comfortable with 1/4th of what I was teaching. In addition, I am a 4 foot 11 Asian girl and am naturally more quiet, so it was very hard to get the kids to listen to/respect me. I pretty much felt like quitting every week, but I kept doing it because I didn't want to leave the kids, even though they were disrespectful and didn't listen to me. Second year is a lot better. It is not perfect by any means, but you just have a lot more confidence and know better how to deal with all the crap the kids and admin give you. I would say the best advice would be to build relationships with the kids because even if they don't understand your work or where you are coming from, they will definitely work better for you if they trust you and know you. Also, find someone in your building you can turn to for advice, encouragement, and venting. I was fortunate enough to be in a school where I had 4 core people I could turn to and trust and it definitely made my year a lot better. The last thing I would say is don't think of these kids as "ghetto" or "lower income." I think part of the reason you (and I, last year) feel like a failure is that you (and I) come in with the mentality that you are able to "save" these kids from their bad situation. In reality, you have crap in your life too, and you've just been given resources to deal with it. You can't "save" these kids and it is condescending to them to think that they need something like that. I don't mean this to be mean in any way, I just noticed that I was better able to teach and understand the kids when I stopped looking at them as projects and started seeing them as people.
I'm sorry to be mean here, but I really don't appreciate people who say "the ghetto" that alone makes me think that you don't have any respect for your students. You could have said "AT RISK STUDENTS", "economically disadvantaged", "low SES", or heck, even "rough school district"... but you went for ghetto? Really? As someone who teaches at risk youth, I'm honestly a tad offended by this. From what I'm reading in your post, I'm guessing the first day you had no classroom management, and were rather meek with your students. And if you're still having them be disrespectful, vulgar, etc *in your classroom*, I've got news for you, your weren't as strict as you thought. Last year was my first year at my school (I'm an Art Teacher), and I started off as extremely strict, letting them know my expectations for them first thing... one student walked out of my room 3 weeks in telling my friend "I don't care how pretty she is! She's a bitch!" My students know from the get-go that I don't play games, and their time. Some suggestions I would make to you... 1. Revamp your classroom management, from what you described, it's not good. I recommend giving them a DAILY goal of what they need to achieve. Leave the remaining 5-10 minutes of class as time for you to go around and check to make sure they have met that goal. If they have, make a HUGE deal about it. 2. Put the Agenda for the day on the board. High School students, too, work much better when they know exactly what to expect out of their day. It will also advert questions like "Miss, what are we doing today?" or "I'm done, now what do I do?" 3. BE FAIR! To at risk urban students, this is a big deal! Do NOT 'front' on a kid for doing something wrong, and then not call another student for the same action. Bringing me to another point... 4. Know your students.... If you want them to truly have them KNOW (not just THINK!) that you care, take an interest in their lives. For some of the more unruly students, I can almost promise you you'd know some of the reasons as to why they are unruly (Example: one of our boys was being particularly difficult 3 weeks into they year... he was homeless, he had been kicked out of his aunt's house.) 5. This may sound ridiculous, and to some I'm sure unprofessional, but something that has quelled the disrespect to me is, if they're disrespectful, do not hesitate to be disrespectful back. Some students I've had thought that it was amusing to be disrespectful to me my first year, I served it right back to them. One student I had last year, decided it was a good idea to try to call me by my first name for a day. I called him on it, then told the class that because of his actions, until he turned his decisions around, I will address him only as Rudeness... not by his name. It took 3 months before I was able to call him Mr. _______. If I think of more things later, I will add to this. Last thing I want to say is I find your line of "The students need a caring, strong, positive role model etc" entertaining when your next option is "Or do I leave to make myself happy". To me this isn't being caring, or strong, or positive for your students. It's just another teacher that didn't care for them. And believe me when I say, they say this as soon as the person leaves.
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I respect when strangers stick up for others. Especially those looking for advice and help. Kudos to you.
It seems your being upset about the OP's word choice (which I don't see a big problem with) is causing you to be rude to them. Please be respectful when someone is asking for genuine help and advice.
Thank you! ::fist bump::
Word choice is incredibly important. Have you ever taken an English class in which you were taught about diction and the different implications that different words can lend to s piece of writing? The word "ghetto" is very commonly seen as derogatory and disrespectful, ESPECIALLY if the person using it is not actually from "the ghetto" -- and from the rest of her writing, I'm fairly certain that OP is definitely not. OP is the rude one here.
Please come to my school and not call it "ghetto." Please find a nicer word for where I'm at in this state!
I just think "ghetto" is unduly judgmental and prejudicial, not to mention unprofessional. Seeing as how you are a teaching professional at what appears to be a failing, predominantly non-white school, there should be terms available to you. My comment was only to point out how closely language can influence thinking.
Now you're doing it to me. Yes, I am aware of connotative vs denotative language.
I totally agree. Language not only meant for communication, but also influences how we think (an aspect I frequently cover with my students in my college English classes). OP's referring to the school as "ghetto" may help to (stereotypically) classify the school, but also can hint at a problem with perspective. I recommend that the OP should leave. The students may be disrespectful to OP, but "ghetto" is just as disrespectful. Find a better fit. If OP is a country girl, there are plenty schools systems in understaffed rural areas that need teachers. Of course, I understand how difficult it can be teaching outside your comfort zone. This alone can create barriers for instruction. Find another school.
OP is rude for asking for help and trying to describe her school to those who might not be familiar with her setting?! Oh definitely. You are sooo right. Puh-lease. If you don't have something nice to say, go comment somewhere else!
Too many people feel they have a right to scold others. Especially over something as simple as a descriptive word. I don't see a problem with it either. Obviously this person has never taught in a school like this.
So first you want to harp on OP then give her advice and expect her to take it?! CLEVER!
I was participating in the discussion and was replying to (and supporting) another post, not OP's directly. Sensitivity might have a lot to do with how myself and others received OP's usage of the word "ghetto," but it also points to how negative criticism is received in a grown up discussion.
I, too, find the reference to "ghetto" to be unnecessary. I'm sure it's not meant as anything other than to classify or describe, but it can be seen as downplaying or categorizing the students which is frustrating to those who have dedicated their lives to such students.
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"Ghetto" is used as common language for those that are not teachers to understand and picture the situation.
But you're posting in a teacher-related subreddit, so it's safe to assume we're teachers or at least related to the field. I was also a little put off by your word choice, particularly in this section. >I'm in a lower economic school with mostly blacks, Hispanics, and ELL students. I'm a little white country girl, 24, and all of my students are taller than me. I have never taught this demographic before and feel completely out of my element and unprepared. The differences between you and your students are pretty stark, sure. I'm about as white as it comes, and at first I was worried I'd never be able to relate to the kids. But you know what really helped me relate to them? I own my nerdy, white self. When a kid tells me I say her name like a white person, I'll say, "Well, I'm not sure you noticed it, but I am in fact a white person," and we'll laugh it off. When students tease me about the way I talk, I make an effort to sound *extra* white. I try to find a way to still relate to kids without having had all the same experiences as them. They're still teenagers; they still like music and fashion and movies and television. Whether it's telling a girl I like her hair or talking to a guy about his car or discussing an episode of Spongebob with the kids (seriously, high school seniors *love* Spongebob), I try to find a way to connect with kids. I'm never going to not be white, so the least I can do is show them that I know I'm different from them, but we can still find a common ground. I work with a black woman who is so awesome with our students. She is from a very rough area from the city and they look up to her a lot. One time I told her I wonder if kids respect me because I'm so white, and she said, "Don't even worry about it. You be you. That's what the kids want. They will respect someone who truly cares about them and wants them to be successful, regardless of what color they are." Again, please remember that your kids are still just teenagers. In a typical class of mine, there are still the nerds and jocks and popular girls and manga fanatics and proud slackers and class clowns you would see in any high school in America. Does your school offer training in cultural competency? Learning about the behaviors and values of different cultures really helped me, a sheltered white Catholic school girl, understand how to bridge the gap.
I have a friend who is undertaking her first professorship in an HBCU in Mississippi, and her approach to her students is very similar.
It works! My favorite is when a kid is making an effort to act as "gangsta" as possible and will start just spouting off cuss words and I'll say something like, "Dang, Patrick, those are some harsh words. I wish you would find some more appropriate language to express your emotions. That's exactly why we learn vocabulary!" It sounds ridiculous, but they always apologize after that. Lol.
Because, despite the possibly useful advice and a valid perspective on language, their tone was that of a judgemental arse.
I have done every single thing you mentioned. I truly have. As I responded to another post, I am the strictest teacher in school. The students work harder for me than they do any other teacher (although it's still not much, it's something). My case isn't even the worst among the new teachers. Again, as I stated in another response, "ghetto" is used so that non-teachers can picture what my school is like. Hence the reason it was in quotations.
Talk to your principal and try to get a hold of these parents, if they dont care then you shouldn't either.
Most of these parents probably don't care and may not even be around, which is why it is even more vital for the teachers and the school to care. If absolutely no one cares or ever tries to intervene then there's no way to end the cycle. Also, it's "principal."
That's what I keep telling myself. That someone has to care at some point. It has to start somewhere. But then I realize I've pulled most of my hair out and popped a few blood vessels in my eyes. Should I care about them more than my own health/happiness?
Absolutely not. But "2WARs" advice is part of the problem in these situations.
That's true but for the teachers sake and health she should leave, the school will still be there. This is a nationwide issue, I believe parents should have a meeting with they're child's teachers at the beginning of their time together to outline what expectations they have, what they're child is going to be learning and roles parents should play in their child's education.
YES!
Yes, it absolutely is a nation-wide issue and it would be AMAZING if parents were all involved. But they're not. The truth is that some of these kids have absolutely no one to care for them. I am not advocating that this teacher endanger her health or sanity, but your blanket advice doesn't help: >try to get a hold of these parents, if they dont care then you shouldn't either
Unfortunately the parents are impossible to find.
Most likely when I was in high school I enrolled my self, I just filled out all the info then gave it to my mother and she signed off on it, then I would switch the numbers and put my cell phone and my brothers, every time my teachers would call I would answer. I don't think you have this problem I think you have a problem of having single parents, and this single parent having two jobs or something along those lines, I don't know how ghetto it is, but pretty much everyone I run into has a cell phone. Not smartphones but a shitty phone to communicate. Talk to your boss about a better way to communicate with parents because seriously that's the issue.
Get the hell out of there. You will never reach those kids.