Getting into the Groove

Parents, I must admit, there were a more than a few days there back in September when I felt that rush of panic that comes with taking on a new job.  There was at least a solid week of feeling totally overwhelmed by the huge responsibility of teaching this group of smiling, squirming, talkative, precious and precocious second and third graders.

So many questions and doubts flowed through my head as I struggled through the “conscious incompetence” stage of my new job:

What do I do with these little ones?
How do I teach them?
What do I teach them?
How can I make sure that they are learning and growing?
How long should they be able to read, write, sit in one place?
Should I be doing more crafts, cooking with the kids, going on more trips, reading more/different/easier/harder books with them?
What can I expect from these kids?  What should I expect from these kids?
Am I MAPPY enough?!??!!!

Yes, I realize that in every new job, one must go through this uncomfortable time of figuring things out.  But it’s not fun!

On a particularly low afternoon while the kids were busy at art, I ran into MAP veteran, Ms. Chris.  I grabbed her arm as she glided through the copy room.  “Chris, I don’t know if I’m doing this right,” I said, on the verge of tears.  “I don’t know how to teach these kids!”  I blathered on for a few minutes, explaining my many layers of inadequacy. 

Chris listened patiently and let me get it all out.  She looked at me with a concerned expression.  I was certain she was going to agree with me, that indeed, I did not know what I was doing and should probably beat a hasty retreat.  “So,” she started, “are your kids reading something everyday?”
“Yes,” I replied.
“Are they writing something everyday?”
“Yeah,” I nodded.
“Are they doing some math everyday?”
“Uh-huh,” I nodded again.
“Are you doing something creative with them everyday?”
“Yes,” I said.
“Then you are doing what you are supposed to be doing,” Chris said with a note of finality.  With that we moved along to make our photocopies and collect our kids.

I don’t know if Chris realized what a freeing, changing conversation that was for me.  At the conclusion of that chat, I was able to release the extreme expectations I had lumped on my own shoulders and carried around with me for weeks. 

I was able to remember, that first and foremost, teaching need not be overly complicated.  My students’ needs are relatively simple.  They need to learn a handful of basic skills, like reading, writing, and arithmetic.  I can certainly help them with that.  They need time to play and explore and create.  I can provide them with that.  They need to learn how to work with others.  I can guide them in that.  And perhaps most of all, they need a teacher who cares about them and takes the time to connect with them as individuals.  I definitely try to do that on a daily basis. 

In room 5, we are covering those bases.  The kids are learning and growing.  They are having those basic needs met.  Now I’m starting to see how together, as a class, we are starting to go above and beyond those basics.  Now we are figuring out how to make our time together a uniquely MAP experience.  Take a look for yourself.  Here’s just a glimpse of the daily learning going on in room 5.