It Takes A Team

Growing up in an educator family, I often heard how important the team of teachers and administrators one works with was to success. Success for the students, and success for the teacher.

I have seen the reverse of that truth as well. Friends and family that have limped or crawled to the end of their school year, feeling alone and abandoned by their peers and their leaders. As a new teacher this year, the prospect of what teachers and administrators I would work with weighed heavy on me. I had been fortunate to work with a great team in my year as an assistant at South Knoll Elementary last year, but being the "teacher of record" was going to be different.

I wanted a staff that supported me, and I wanted a staff that let me feel like I contributed and was not just the "newbie."  And I wanted a staff that I could hopefully be able to be of service to as well.

From almost the first day, I felt the support and encouragement of my fellow teachers- from my department head April to my mentor teacher Will to teachers in our department like Molly and Chris. They shared ideas and strategies and a listening ear. They were a sounding board , and when necessary a restraint from a well-intentioned but poorly thought out idea.

I found this same support and trust from my administration this year, from the start. I was allowed- and encouraged- to pursue new strategies and lessons. I learned that my principals were not just telling me they appreciated and liked what I was doing- they told others. From my fellow teachers AND my administration I found a level of support and trust I have never before experienced in my professional life.

One of the best examples was the day of District Cross-ex debate. An unexpected ice storm hit, and threw the day into chaos. I was able to sit down with my principal, Mr. Martindale, and he let me make the calls, and backed and supported my decisions the whole way. Meanwhile, my fellow teachers were standing by and offering help as needed. We made it to the meet that day, after support from all levels on my campus fought for our students to still get the chance to compete. Which they did and successfully advanced to State.

As the year has progressed, the support has increased. And in spite of being a first year teacher, I have never once been treated like a rookie.  Perhaps being "old" for a rookie helps, but the credit lies with my fellow faculty and their desire to see a successful campus- which means successful students. One look at College Station High School's two years of existence is enough to see that success is highly treasured. State champions, and champions at other levels, in athletics, academics, vocationals,  fine arts- you name it, CSHS students do well. It comes from talented students and a faculty that believes in their students and works together to make every path a way to victory.  I marvel at these teenagers and the teachers who are so excited for their success, even when that student has never set foot in their class.

My wife has disallowed me from complaining about my first year. Not that I would- or could- if I wanted to. A big reason is the people I work with. It is an amazing team, and it is the kind of place I want to be for a long time.

Here's hoping they feel the same way about me!

Is there an answer to test anxiety?

Perhaps the most frustrating problem I've encountered is test anxiety. Students who are clearly - and accurately- engaged in class who struggle on tests. Now, they don't struggle so much they always fail- they just barely pass. And often, that means we don't worry too much because they are not falling below that all important 70.

But I do worry.

I can see the frustration on the student's face every time I hand back a test that's a good 10-20 points less than they- and I- were expecting. I hate that look.

What I hate more is when the student has resigned themselves to the "fact" that that is just the way they are. It is not their fault, and it is not other teachers' fault, but we've all hit the same brick wall.

Maybe it is the new teacher naïveté, but I don't want to just resign myself to this "reality."  Just yesterday, I looked one of these students in the eye and told them "I'm going to try find a way to help you."  I refuse to lie to that student- or any other.  Just because they are not scoring as low as other students does not mean they are not just as much at risk. Just because they are passing does not mean that they are doing the best they are capable if- and it doesn't mean I'm doing the most I can.  

One reason I became a teacher was to offer students hope. I am not giving up on that.

So, teachers, any advice?

Teachers, Am I Doing This Right?

On August 26, 2013, I walked into a classroom and began a new career.  It was my job to educate High School juniors on the amazing stories and powerful lessons from United States History- 1877 to Present (And the Foundations of American Government).  I planned to blog about this new journey from day one, as a sort of journal about how much I was learning and being challenged.  It would serve as an inspiration- or cautionary tale- for new teachers and veterans alike.  But I very soon learned Teacher Lesson #1:

So, I postponed.

But there have been some great things happen.  And I want to be very upfront- to this point my "first year teacher story" is pretty atypical.  It's been awesome.  The challenges have been few.  I really need to knock on some wood before I continue...

Now, I have a moment, and I want to get this thing started.  The best way to do that is recap- bullet point style:

*The first moment I knew I was getting through to my students was the day, after the pep rally, a student showed me the sign he'd made for ESPN Gameday's show the next day ( it was the A&M- Alabama game).  It was a copy of the Declaration of Independence, with a giant Johnny Manziel signature.  He explained that since the DOI was a list of grievances against King George, he used the Johnny Football signature to illustrate that he had a grievance with ESPN's coverage of the signing controversy with Manziel.  I was too proud to tell him that ESPN would never get that reference.

*I made a student cry when she got back her test.  She expected greatness and got a D.  All sorts of accusations flew- that I didn't teach it right, that the review wasn't good.  I paused and asked what she did to study, then we worked out a plan of action to see that grade improve next time.  Next time, she got a high B.  The next test, a high A.  Ah, progress.

*My fifth period class began calling me Coach.  Nothing wrong with that, except I'm not one.  I coach Speech and Debate, but no one calls that guy "Coach."  I protested, but they kept calling me that.  Then, other classes started.  Then teachers.  Then, an Assistant Principal, in a staff meeting, called me "Coach Lehrmann."  I gave up as I learned Teacher Rule #2:

*Some days, you have no idea what you are talking about.  And the students will know it.  So just go ahead, acknowledge it, and work with the class so you all understand the lesson better.  My day was "US Acquires the Philippines."

*Some days, you will bore yourself with what you are teaching.  My day was "farming innovations of the late 1800's."

*It is a loooooong stretch from August to Thanksgiving when you have no holidays.

*No matter how tough you are, the first time a student says you are their favorite teacher, you will tear up.  Unless you can tell they are saying it for extra credit.  Ah, well, even then a little.

*Last but not least, be willing to embarrass yourself to make connections with the students.  I cannot dance.  At all.  Thanks to the Teacher Dance at the Homecoming Pep Rally, the whole school knows it.  I'm told there is a video.  I have been fearfully watching YouTube for it.  But the students know I will be there for them- even if it's painful to experience.  And watch.

Until the next time!