As the summer before my teaching career began, I found myself immersed in a haven for educators called ‘Teacher’s Choice’ in the vibrant streets of Brooklyn, NY. Inspirational posters and colorful banners filled my shopping cart as I pondered over the supplies I would need. Filled with anticipation and uncertainty, I entered my school on the day after Labor Day, ready to embark on this new journey. Little did I know that I wouldn’t even have a classroom of my own – instead, I would be a traveling teacher, navigating through four different rooms with the aid of a trusty push cart. But perhaps your situation differs from mine. Maybe you already have a classroom and have glimpsed its potential. While it’s perfectly fine to adorn your space with decorations, let me share a secret with you: none of those things truly matter. Allow me to explain.
Fast forward two years, and I finally had my very own classroom, a space I eagerly transformed into a personal sanctuary. Although it may not have resembled the meticulously curated Pinterest classrooms we see today, it was undeniably mine. As the years passed, I asked my students to reflect on their time in my class. Surprisingly, not a single soul mentioned the decorations. Instead, they spoke highly of how I treated them. You see, it was my continuous self-improvement journey that enabled me to connect with and uplift my students.
If I were to offer advice to my first-year self, it wouldn’t revolve around meticulously planning the aesthetic of my classroom. Instead, it would be centered on recognizing what triggers me and establishing clear boundaries. Teaching, as we soon realize, is a demanding profession, laden with stress. When stress intertwines with unchecked triggers and lax boundaries, it becomes a recipe for disaster. Taking a proactive approach to address these aspects will undoubtedly make a world of difference in your first year as an educator.
Table of Contents
Triggers
Triggers possess the power to ignite an immediate fight or flight response within individuals. They represent our instinctive reaction to environmental stimuli, whether physical or emotional. Much like swiftly retracting your finger upon touching a hot stove, triggers prompt a protective response against potential danger. However, running a classroom while trapped in a perpetual fight or flight state is a recipe for disaster. It grants you little control over your classroom, as you find yourself constantly reacting to stimuli from your environment, such as your students. As a first-year teacher, it is crucial to invest ample time reflecting on your triggers—those emotional drains, frustrations, and sources of anger—and develop proactive strategies to address them effectively.
Consider the aspects that tend to bother you personally. How do you typically respond in such environments? Like most people, perhaps you despise repeating yourself or being constantly interrupted. Maybe you find it challenging to maintain focus amidst constant noise. While it may be impossible to completely avoid these occurrences as a teacher, it is essential to establish classroom systems that mitigate their frequency, particularly as you approach the midpoint of the school year.
Let’s explore some of my triggers and the strategies I employ to address them:
Repeating Myself
As a teacher, repetition is inevitable. Given the limited attention spans of children, it is not uncommon to provide directions ten times, only to have another student ask for clarification five minutes later. To combat this, I adopt a two-pronged approach. Firstly, I include written directions in my presentations, using a distinctive green color to highlight them. Secondly, I verbally repeat the instructions two or three times initially, catering to my auditory learners. However, once these steps are taken, I no longer repeat myself. While it may take a few weeks for students to adjust, this approach effectively resolves the issue over time.
"Running a classroom while trapped in a perpetual fight or flight state is a recipe for disaster. It gives you little control over your classroom, as you find yourself constantly reacting to stimuli from your environment, such as your students."
Being Interrupted
This is an ongoing challenge for teachers, as students inevitably engage in conversation during class. Although I cannot control their inclination to speak, I can limit the instances in which they interrupt me. For example, when it comes to collecting assignments, I used to circulate the classroom, only to be interrupted by latecomers eager to hand in their homework. Similarly, while distributing scrap paper, I would often be interrupted shortly after settling into my chair. To address this, I implemented specific routines and designated areas for various tasks. I established an independent homework bin where students can submit their assignments, and a dedicated spot for accessing scrap paper independently. By setting up these systems, interruptions during teaching time are significantly minimized.
Feeling In Charge Constantly
Strangely enough, I have a personal aversion to being in charge of others, particularly for extended periods. With class periods lasting around 80 minutes, actively teaching for the entire duration without any mental breaks is overwhelming for me. To address this trigger, I carve out independent work time during class, allowing students to collaborate without constant direction from me. Additionally, I plan activities throughout the week that provide students with full class periods to engage in enjoyable academic tasks. These moments offer me a respite from actively leading the classroom, allowing for some mental rejuvenation.
Answering the Same Question
If multiple students consistently ask clarifying questions about a recently taught lesson, it may indicate a need to revisit the topic. However, if a student repeatedly seeks clarification on a previously understood concept or something that has been clearly explained, it becomes a trigger for me. To tackle this issue, I employ graphic organizers on brightly colored paper. By instructing students to look for the pink-colored foldable in their notes, it becomes effortless for them to locate the relevant information, reducing the need for repetitive questioning.
While you have the luxury of time over the summer, I implore you to dedicate a portion of it to contemplate your individual triggers. More importantly, devise proactive measures to prevent these triggers from arising frequently within the classroom. It may not always be possible to identify all triggers in advance, as some require real-life experience to fully recognize. However, being a teacher means embracing constant growth and learning. It is perfectly acceptable to experiment with new approaches, even in the middle of the school year, as long as they ultimately benefit both you and your students.
Boundaries
The profound impact of reading “Set Boundaries, Find Peace” by Nedra Glover Tawwab extended far beyond my personal life—it transformed my professional journey as a teacher. Like many educators, I often found myself leaving work feeling utterly drained. Even on seemingly effortless days, the depletion of energy was undeniable. This pattern was unsustainable, especially considering the challenges of returning home to an active toddler.
According to Nedra, boundaries are the expectations and needs that foster feelings of safety and comfort within relationships. While we often associate relationships solely with romance, it’s important to acknowledge that every school year, you enter a unique relationship with your students—one in which you deserve to feel safe and comfortable.
Allow me to share some of the boundaries I have established:
Self-Care
When stress takes hold, self-care tends to fall by the wayside, despite it being the time when we need it most. Teaching is an inherently demanding profession, so it is crucial to prioritize intentional self-care practices. Nurture and take care of yourself, as doing so will enable you to better support your students. I set aside time for myself daily to journal and I also am intentional regarding planning things for myself to make sure my emotional tank is recharged!
Addressing Me By Name
I have made it clear to my students that they have a limited range of options when addressing me. Whether it’s “Ms. McPherson,” “Ms. Mac,” or “Miss,” these are the acceptable ways to refer to me. I do not tolerate any other form of address, and I am willing to address this issue directly with my students if necessary.
Basic Respect
I make a conscious effort to treat my students with utmost respect, modeling healthy communication and emotional expression when faced with challenges. I let them know that their feelings are valid and that I will do my best to support them. However, I firmly communicate that it is not acceptable to treat me disrespectfully due to their own frustrations or anger.
Time
While this boundary may not be feasible for everyone, especially new teachers with limited resources, I have made a firm decision not to bring work home. As a new parent, I have recognized the importance of preserving personal time for my well-being. If a task cannot be completed during the workday, I accept that it may not get done, and I am at peace with that. I strive to structure my classroom in a way that allows me to utilize class periods effectively, providing myself with necessary downtime. Effective classroom management plays a crucial role in achieving this balance, and I will delve deeper into this topic in a future post.
By implementing these boundaries, I have experienced a significant shift in my professional life. They have empowered me to create a healthier and more sustainable environment for myself and my students. As you embark on your teaching journey, consider how setting clear boundaries can positively impact your well-being and ultimately enhance the educational experience for everyone involved.
Conclusion
As you embark on your journey as a first-year teacher, remember that true success extends beyond classroom aesthetics. By recognizing and addressing your triggers while establishing clear boundaries, you can create a more supportive and effective teaching environment. Prioritize self-care, model respect, and manage your time wisely. Embrace the ongoing process of self-reflection and growth, and watch as your first year of teaching becomes a transformative experience for both you and your students.