Hanne Denney was a third year special education teacher at Arundel High School in Gambrills, Maryland. A career changer who entered the profession through an alternative-certification program, she’s an older “new” teacher trying to bring relevance and rigor to her classes by tirelessly seeking wisdom as an educator. Hanne shared her perspective and ideas in this opinion blog. This blog is no longer being updated, but you can continue to explore these issues on edweek.org by visiting our related topic pages: new teachers.
So I am moving to Southern Middle School, beginning a new chapter in my educational career. I have to laugh at that line, because "new chapter" sounds profound, but I think educators make changes in their careers more frequently now. Gone are the days when a teacher began and finished his/her career in one school, or even in one grade or program. Now I hear about teachers changing grade levels, changing content areas, going from special education to general and back again, or moving into administration and back to teaching. I think change is a good thing, because it keeps teachers fresh and professionally stimulated. If our minds are not engaged with new learning and experience, how can we engage our students' minds?
Joy to the World, 'tis the season for celebration. I know it's not the winter holidays, but it is holiday time for educators. We're celebrating the end of our year.
The other day I took a walk at home. My neighbor saw me and said, “Haven’t seen you much lately.” Without thinking I answered, “I haven’t seen myself much lately either.” A moment later, standing on a pier looking over the Chesapeake Bay, I realized what I had said. I haven’t seen myself much lately? Did that mean something on a deep subconscious level?
I think every teacher spends Sunday evening thinking about the upcoming week. We plan for lessons, meetings scheduled, copies to be made, grading papers we didn’t get done this weekend. But this Sunday I’m thinking back on last week. It was a hard one, for several reasons. But this posting isn’t about me. It’s about one small success I experienced with my students. It’s about that thing that brings me back every Monday morning, ready or not.
I am not a “new” teacher any more, this being my third year at Arundel High School. And I am certainly not a “young” teacher, this being my 49th year of life. I began my education career through a career-changer program. I figure I’ve got twenty years left before I’ll retire, so now I’ve got to decide what to do with those years. If the paths diverge, which one should I take?
They aren’t really resolutions, but here's a countdown of ten ideas that may help you become a better teacher, or at least a happier one. Some have already worked for me, and others are goals for this year. I'm not telling which is which.
Just a quick note to tell you that The Arundel Tales presentation went well. The students practiced their stories with each other, made final revisions, and then presented them aloud. They mostly read from their papers, but they read competently with their partners. They applauded each other. They ate lots of food. I smiled through the whole thing.
I teach senior English. It's a group of 10 students, all of whom I've taught before. Some of them were in my world civilization class my first year as a teacher. I was terrified when I entered that classroom. It was a self-contained class of 14 students with individualized education plans (IEP's). Their needs were great, and my skills were few. I didn't really know much about how to teach special education, and I learned the history curriculum days before my students learned it. I struggled, they struggled, and together we learned something.
I received tremendous response to my last posting about using manipulatives in secondary English and Social Studies classes. The posting was really about teacher fatigue, and trying out new ideas. Or maybe it was about burn-out, for both teachers and students, and how to combat it. I know this is a theme running throughout the professional lives of many teachers. We work really hard and sometimes feel burned-out and fatigued. But when we find new ideas or learn something new, we get back up and try again.
I have to say I am feeling better now. Thanks for your messages of support. It seems I am not the only teacher who sometimes feels lonely, even if the midst of a teeming high school.
I’ve been waiting to write an entry, because my brain feels kind of cloudy. I’m slow, and a little achy, and my head feels tight. It would be easy to tell you I must be getting sick, but I don’t think that’s it. I’m suffering from “teacher flu”. I am kind-of down.
Time to grow up. I’ve been telling my students that this week. We’re into our fourth week of school and they have yet to really engage in the learning process. I am struggling with methods of motivation. I’m trying to connect to students. I’m trying to find relevance between curriculum and personal stories. I want students to integrate what I’m teaching into their experiences.
I’ve had two full weeks with my students and I am beginning to know them. Of the six classes I teach, five are ninth grade English. I’m working with two co-teachers, and I have two self-contained classes. Ninth graders are in that great transition period from childhood to adulthood. The beginning of high school is the bridge they cross to enter this period of their lives.
Aren’t you excited? I’m excited. Like all teachers everywhere, I’m getting my mind and heart ready for back-to-school. I’m not ready, but I’m excited. I’m thinking about my core values – Discovery, Sharing, and Joy.
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