Finding my voice

Perhaps the most important part of being a new teacher is finding your voice -your role in the classroom. Occasionally you'll see teachers who have assumed an amazing role, and they power their children's learning, assisting and supporting and crafting unique independently thinking individuals. Other times, a teacher is not so successful. I would wager that some teachers even vary in their role year to year, some years finding luck, and some years finding struggles. I'd like to think that I will always assume the "perfect" role, but I can't be sure. I think that the biggest secret is to be flexible. That's what I'm trying to do right now.

Mrs. Candini has her classroom down to a science. She knows her routines, procedures. She knows how she'll handle different situations as they arise. She has her own class. When I have my own class, will it operate just like hers? No. It won't, but that's not to say her way isn't excellent - elite, even. She has her voice, and I have mine. My job, then, as a student teacher in her classroom, has been to find my voice within the confines of her class. That has proved to be easy in some ways, and tricky in others.

It's not hard for me to stay useful. Mrs. Candini always has all sorts of things lined up for me to do. Some days I can barely look over the pile of papers she asks me to grade (wild exaggeration). I've had all sort of projects that have not only taught me interesting things about the background setup of a functioning class, but have also given me a bit of ownership into the room. This "parking lot" poster I designed is one such example - kids use it to put aside things they want to share with the whole class. It's been very efficient, and is very helpful. I like that I was able to put my own spin on it.
I've been working on finding that voice within my teaching, too. I've administered many spelling tests, which the kids got a kick out of. I motivated them with the promise that at the end of the unit i would rap the spelling list - which I did, freestyle. I was sure nervous for that. Funny, I've been rapping at tennis lessons (my other job) for years now, but in front of the classroom, in my "Mr. Reni" clothes, it felt like the first time. It was certainly a dorky moment for me, but it was refreshing, because for that moment, the class was mine. It was a bit of my authentic teaching voice coming through. I've since silenced it a bit, trying to hold back on my inherent goofiness out of respect for Mrs. Candini's structured feat of organization and suave.

I've been the "sub" twice, thus far. True, there was a paid sub that sat in the back of the room all day, but I was in charge. Once the subbing was planned, and it was a full day, the other day was a big surprise for me. Subbing is exciting, and it was a fun taste of being a real teacher. But it seems like so much of subbing is doing worksheets, and trying not to ruffle too many feathers, or mess up the sheets. It's hard to make a positive impact on a group of kids in just one day, doing mundane activities. No, I'll need my own classroom if I'm going to truly love what I do. I'm excited for when that finally happens.

The kids have been very busy lately, especially in the field of social studies. First, there was Columbus Day, and all related activities. I wasn't there for that, but in light of what we've been reading lately, I wondered if perhaps there could have been some more meaningful learning taking place during such an authentic opportunity - oh well, wait 'till the next holiday, right? While the kids may not have touched on all the deeper issues, they sure did create some beautiful art! Look at these paintings!
Who knew we had twenty-four Monet's in our classroom!?


After Columbus Day, we had my read aloud, which went very well. I was impressed with the discussion that the kids had. Mrs. Candini agreed that it set a very nice foundation for our election unit. I was proud of the work that I put into planning the read-aloud, I was even more proud that I was able to teach it using a voice that felt like my own and fit into Mrs. Candini's classroom.

Finding a voice is a tricky thing to do, especially when you have to blend it with one that isn't your own. I wonder if I'll be brave enough to establish my own style, my own voice this year. If so, when? Next quarter? Spring? Should I even try? Or rather should I continue to try to fit in as seamlessly as possible. Tricky choices, eh? Has anyone else pondered this query? What do you think?


-Mr. Reni

Convictions and Growth

I love to teach. It's a professional that requires passion, poise, leadership, conscious thought, and personal reflection and growth. These are great things to have as part of your profession. They certainly beat plugging numbers into a computer accounting system - at least in my own humble opinion. There is, however, a serious amount of tediousness and monotony that walks hand in hand with teaching's finer traits. There is very little fun in running photo copies, ripping posters off walls, disciplining deviant children, collecting and grading papers... the list goes on. In fact, the negatives can move so far into the forefront of some teacher's brains that they burn out - leaving the profession in a cloud of frustration.

I'm not saying I know that I'll be a happy teacher forever, but I need to think carefully about why I'm teaching if I want to even have a shot. I need to outline my convictions or I won't be able to look past those things that aren't immediately rewarding. (Sounds like a life lesson, doesn't it?).

Those convictions don't necessarily remain static - that is, they can change over time. Some of mine already have. For example, I came into this year believing strongly that I would have to operate on an island, because my teaching style and means of communication has differed somewhat severely from those I've seen in textbooks. I was worried, perhaps because I'm a male, perhaps because I've chosen not to associate myself with a religion, perhaps because of a number of reasons, that I was not going to be able to identify or connect with many of the teachers that surround me and that they would perhaps look down on me. I did not think that this would stop me from my job, in fact, I thought that it would help motivate me, albeit in a sick and twisted way.

This has NOT been the case. The staff at Northern Heights do differ than me in many ways, and my teaching style will surely be different than theirs when I have my own classroom, but everyone has been more than willing to assist and accommodate me in any way that I've asked. It's a very civil, fun, and motivated group, and I'm honored to even be mildly considered their colleague. I can only hope that other schools that I may work at will boast such a functional and friendly group of teachers that I can work and grow with.

Convictions are important for teaching, perhaps the most important thing. If you don't believe in something, then that something will never be true. But convictions can, and should, be altered and tempered under the fire of real life. It's important to remember that they can come out different, but better. Convictions can evolve, and when they do, so do we.

-Mr. Reni