Making it through and getting better: workload, pacing, reflection, resilience, identity, and year two.
The first year asks more than anyone can do perfectly, and new teachers often try anyway.
Open workshop →WorkshopNew teachers often drown in grading, marking everything, late into the night, for little learning gain.
Open workshop →WorkshopThe difference between one year of experience and the same year repeated is reflection.
Open workshop →WorkshopThe first year of teaching is a marathon that too many run as a sprint, and burn out by October.
Open workshop →WorkshopIn the rush of survival, it is easy to lose sight of who you want to be as a teacher.
Open workshop →WorkshopYou will make mistakes in your first year, a lesson that flops, a conversation that goes wrong, a day that falls apart.
Open workshop →WorkshopThere is a predictable low point for new teachers, often in the dark middle months, when the initial energy is gone, routines feel stale, and exhaustion sets in.
Open workshop →WorkshopYou made it.
Open workshop →WorkshopIf the first year is about survival, the second is about growth.
Open workshop →WorkshopBeing observed can feel nerve-wracking, but an observation is really an opportunity: a chance to show your practice, get useful feedback, and grow.
Open workshop →WorkshopMany new teachers are handed several different courses to teach, each needing its own planning, three, four, or more preps.
Open workshop →WorkshopEverything in your classroom gets easier when students know you care about them.
Open workshop →WorkshopMany new teachers try to do everything perfectly, perfect lessons, perfect classroom, perfect responses to every student, and burn out fast.
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