So, the year- my first year of teaching is done. How did it go? Well let us start before the beginning...
I was surprised, but excited, to learn I would be teaching mostly Honors US History classes when I got this news a couple weeks before school started. But I was soon after struck with the realization that while other teachers would be primarily concerned with their students passing the EOC (End of Course) test in May, I had to be concerned with getting more students to achieve commended or advanced status- so I set a vague goal. I really had no idea how to reach that goal, but I surmised it would come to me at some point. Or, more likely, someone would tell me.
The week before school started, I was approached by Mr. Martindale, the principal, about coaching the Speech team. Now, I had always wanted to do this, and assumed I might get to at some point. My first year was not that point. But my weakness is not being able to say no to things I am remotely interested in, and I agreed to take a program and try to build it from the modest start it had from the previous year- CSHS's first in existence. My goal here- have at least one competitor in each Speech event- except Cross Ex Debate and the pilot program for Congressional Debate. Plus, I had to re-familiarize myself with the events after 15+ years away from competition.
With students, my goal was to challenge them and at the same time build relationships that mattered- relationships in which I earned their trust so that I could push them harder, and not alienate. Relationships where they trusted me enough to share insight on the topic, and know I would not crush them for missing the point. Relationships where I could teach them more than history, I could teach them how to better live their own lives because of the history they learned.
With my fellow teachers, I wanted to earn their respect. Here I was, a new teacher who had not been to four years of college studying education and had gotten alternatively certified, and I was teaching alongside them. I wanted to be a team player, to help the other teachers as they helped me. I wanted to contribute to the overall success of the school.
If this were an actual conference, here is where you would ask me how those goals turned out.
For my first goal, while I feel I could really increase the rigor (aha- fancy teacher word for make it harder with a purpose), the students performed well throughout the year. I learned from the first semester, and began increasing the depth of what we were learning in the second. I think one of my favorite projects/lessons of the whole year was the last one. Each class had five groups, and each group was in charge of researching, planning, and teaching a lesson over a topic selected by the class that covered our period in history. Some examples where 1920's Crime, the Role of Music in the 20th Century, Inventions of the late 1800's-1900's, and Pop Culture of various decades. They had to teach for the whole period. Yes, there was an ulterior motive for doing this aside from letting students guide their own lesson. I wanted them to see what teachers deal with daily. Did it work? Let's just say I am planning a way to introduce a similar lesson in the first semester. Oh, and the EOC- I'm pretty sure my students did just fine, and I feel pretty good about my goal.
I was able to have not only one student on each Speech and Debate team, I had a full squad on three of the six teams, and I even had one Cross Ex team after all. But this is where the awesomeness of CSHS students come in. By the end of the year, our team had three district champions, four runner ups, we had six regional qualifiers, and that surprise Cross Ex Team advanced to state. The team's success is contagious, and we will be adding a number of new competitors next year from students who were not even involved this year. Our program is strong and growing.
Could I earn the respect of the students? I am not a disciplinarian. So I could not be the teacher that the students were scared of- that is just not me. (Though I apparently scared one class enough that they were afraid to mis-pronounce my name. So, they began to call me Coach. It caught on. Made it into the yearbook, and I was called Coach on occasion by other teachers and even administrators. I protested, but eventually gave up. "You are a man teaching Social Studies," several students explained, "It is just sort of expected that you are a coach.") What happened with my students was something even I cannot explain. They liked me. They listened to me. And mostly, they behaved and engaged in class. They even asked me to take part in a fundraiser for a former CSHS teacher who was dealing with extensive medical treatments. It resulted in this:
If you don't want to watch it all, I will sum it up: I start with hair, and end with none. I would challenge my students to excel on their EOC for themselves, their school, and, jokingly, for me. One student wanted to start a Twitter hashtag of #doitforLehrmann. I think I did OK here.
But the teachers' respect- that is the tough one. I feel I worked hard to be a team player, supporting my fellow teachers in and out of the classroom. I tried to be willing and able to help as frequently as I could. When our academic UIL coordinator had a baby in the middle of UIL season, she asked me to fill in. I did. Then I made her promise to never have a baby during UIL season again. I will stick with Speech and Debate. The biggest sign, for me, was being nominated to be one of the teachers to receive the College Station ISD Teacher of the Month for March. I am still humbled and honored to have been chosen.
So, that's my year. I feel it was successful- beyond what I had hoped it would be in every way. But I cannot take credit for that success- at least, I can't take credit alone. Those people I set out to earn respect from- teachers, administrators and students- they helped me get here. To be able to breathe a sigh of relief that I did not just survive, I thrived. Those teachers supported me at every step, and the administration encouraged and equipped constantly (see the previous blog for more on these), and the students at CSHS are like no others. Our principal has often said, "No one told them they couldn't win." No, they didn't, and these students seem to only know and seek success. My family deserves credit- Kristin has supported me and knew I could do this even when I wasn't sure. Leslie and Kenna are already planning their CSHS Cougar careers as gymnasts/cheerleaders and/or Strutters. They are still in Elementary school, plans are fluid.
I do have a concern: when this year wrapped up, and I looked back over all I had experienced, I realized that it would be difficult to top it. How can I achieve greater success with students in the classroom? How can I achieve greater success with the Speech and Debate team when we are moving up to 5A from 3A? How can I maintain the respect of my fellow teachers and students next year? Is there a Sophomore Slump for teachers?
What I know for a fact is that I cannot be happier to be where I am. I am confident that the team I work with is with me. The students are great- academically and as people in general. And my campus is beautiful. I am not fearful of what comes next year- I am excited and eager to get started. (Not so eager as to wish away summer vacation, though. :) )
I love my school. I love my job. I am a College Station High School Cougar- and proud of it.
