New Teachers

Being a new elementary teacher is quite possibly the most unsettling experience known to man (at least to this man) to such extent I cannot find a universal metaphor.  It is a total body insult.  Your self-confidence takes a hit, partially because the ideals you bring into your first classroom end up meeting reality and you feel like you’ve fallen short of your own expectations.  Your body fatigues from floor-to-feet transitions, temperature extremes, and bladder endurance tests.  Your mind tires from reading new material and figuring out how you will present someone else’s work.  Your emotions are rubbed raw by the perceived distance between your friends and loved ones and the consuming school world where there is always something to do.

I recall these feelings of inadequacy, irritation, striving to succeed, while feeling like I must be moving quite in the opposite direction, daily.  I have seen them manifesting in teachers working super-humanly hard to succeed for kids.  A new teacher, regardless of his or her age or prior experience, is bursting with creative ideas, innovations, and improvements, tempered by caution and awareness of one’s own naivety.

New teachers are not alone, though it often feels like it.  Surely there is a professional responsibility that comes with such a steep learning curve.  If you’re going to make it, you must put in the learning that softens that curve.  At the same time, colleagues with further experience have a professional responsibility to help navigate the treacherous waters of a new classroom, curriculum, or district.  Across the 50% turnover rate of new teachers within their first five years one of the primary reasons for this exodus, as cited by the new teachers leaving, is inadequate support by administrators (Ingersoll, 2003).  To me, this should not be an indictment of administrators, but further presses a case for all school staff to surround, embrace, and acknowledge new teachers’ concerns and challenges.  There is a profound difference in the supportive response of, “I know this is hard, but do your best…we all had to go through it.”  and, “I know this is hard, but let’s find one thing you’re going to nail…we all are getting better together.”

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Ingersoll, R. (2003). Is there really a teacher shortage? Philadelphia, PA: University of Pennsylvania, Consortium for Policy Research in Education.