Rediscovering the Classroom’s Challenges and Opportunities

After five years as an instructional coach, I returned to the classroom. This shift helped me rediscover my passion for the profession and why I’d fallen in love with being a teacher in the first place—the traditions, the urgency required to meet my students’ needs, and the connections with students and their families.

During my time as an instructional coach, our students have faced significant challenges, including a global pandemic, two divisive election cycles, heightened racial tensions, and the upheaval of wars that have displaced families. The impact of these events not only has shaped me as an adult but also is clearly reflected in the children I now serve as a third-grade teacher. In returning to the classroom, I have found myself rediscovering things I had forgotten—things I had once taken for granted—while also learning new lessons from today’s generation of learners.

The Beginning of the School Year Feels Hard Because It Is Hard

Historically, communities take years to form, yet in education, we expect classrooms to function as communities in the first five days. Students are first individuals, bringing their own unique experiences and backgrounds, as are we, their teachers. I once felt defeated when my classroom didn’t function as a family right away. Now, I understand that my success as a teacher lies not in their immediate harmony, but in how I handle the friction that arises. In preparing for the new year, I prioritize community-building in our learning space, but when plans fall short, I rely on relationships to address my students’ social and emotional needs.

Learning about students through the relationships built with their families has given me valuable insights not only into their backgrounds but also into how to effectively respond when challenges emerge. Trusting my own humanity has become the most powerful strategy in supporting them through their own struggles.

Standardized Test Scores Neither Effectively Measure a Child’s Ability to Learn Nor Predict Their Future Success

States are increasingly requiring standardized testing, especially in early grades, with universal screeners aimed at providing tailored education. While I support this effort, many approved screeners are computerized and standardized, lacking personal connection and failing to accurately reflect a child’s learning potential. For me as a teacher who meets with students daily in small groups and confers with them one-on-one, my professional judgment often differs from the scale scores provided three times a year.

Returning to the classroom has reinforced the importance of formative assessment and diverse evaluation methods to effectively meet my students’ needs. I am learning not only to trust my professional judgment, but also to embrace and celebrate their growth and the progress they have made along the way.

Kids are struggling, and it can all feel too heavy sometimes, and voicing such things should be normalized

Expressing concerns about individual students does not diminish our success as educators, nor does it negate the care and concern we have for them. In fact, seeking support for students can be just as important as seeking guidance on how we are teaching and supporting their growth. Both are integral to fostering an environment of continuous improvement for both students and teachers alike.

Our profession is undeniably challenging, and it is crucial that we place trust in others to share that reality with us. For a long time, I believed that admitting the difficulty of my work would be seen as a sign of weakness. Since returning to the classroom, I have come to understand that acknowledging these challenges has been both liberating and validating, and ultimately it’s made me better for my students.

Ideally, all schools are abundant in resources and support. I rely on counselors for emotional support for my students, the nurse for practical needs like a new pair of socks or glasses, and the multilingual specialist for tools to support my emerging bilingual students. Additionally, constant communication with families has created a safe space for mutual support, whether I’m seeking their input on how to best teach and lead their child, or they’re seeking advice from me as their child’s teacher. Lastly, a trusted colleague who provides a compassionate ear and friendship when needed will always prove good for the heart.

Taking a day off might feel like more work, but it can be crucial for self-preservation

Even after many years in education, I still find sub plans to be one of my least favorite tasks. While a present teacher remains the most effective resource for students, I also understand that appointments are necessary, chaperoning field trips with my own child will always be worthwhile, and taking mental health days is both valid and essential for maintaining well-being.

It took time to recognize the importance of taking days off, but by respecting my own boundaries, I ensure a meaningful and effective day for students in my absence. Though time-consuming, well-written sub plans allow me to take needed time off while maintaining a positive learning environment for my students. Well-written sub plans ensure easy use for guest teachers and align with familiar routines and current content in order to maintain positive and peaceful transitions. When preconstructed plans aren’t possible, having emergency sub plans or a draft ready for quick adjustments is essential.

Effective teaching doesn’t require flashy designs or cute fonts—clarity and substance matter most

As a millennial, I appreciate the value of social media—whether it’s following inspiring educators on Instagram, discovering fresh ideas on Pinterest, or getting drawn into the allure of eye-catching fonts and beautifully crafted resources. However, I’ve also had to stay grounded, preserving my own sense of self, my unique identity as a teacher, and my confidence as a creator amid it all.

At the end of the day, my two focuses as a teacher and instructional designer are on my students and my content standards.

Because I know my students, and my standards, I can be trusted to create meaningful instructional experiences and resources that not only guide my students to mastery of the content and success as a learner, but also honor and respond to them as unique individuals. I’ve come to realize that simplicity and purpose leave the most lasting impact; it’s the clear, thoughtful approach that truly resonates, far beyond the gloss of external distractions.