Blog Post #1
As author Julia Cameron points out in The Artist’s Way, “In order to do something well, we must first be willing to do it badly.” And as the authors of this book say, “Rookie mistakes lead to growth and mastery.” Describe a rookie mistake you’ve made as a teacher and the growth you experienced as a result. (This is an exercise in laying your inner Joker to rest.) In addition, please leave encouraging comments on at least two other participants’ posts.
My rookie joker/mistake I have learned from would be not including my students in their IEP planning and development of goals and outcomes. I do not use this strategy with K-2 students, but with my 3rd graders and older, I use this, and I love it. I have learned that if you have an authentic conversation with our students, they will most likely tell you the exact areas that are a challenge for them. They are honest and transparent little humans, and once you build a good relationship with them and let them help you in helping them, things really change. I can say that once I take all of my reports and all of our findings within our Evaluation and Testing documents, 8/10 times they all match up or come very close as to what the student may express that is the most challenging. Our reports and findings are obviously more concise and detailed, but in a whole picture outlook, our students know what they need or what they would like to make their learning more enjoyable, easier, and or not so challenging. I love this about my job, and I will forever include my students' opinions, needs, wants, and thoughts into my building of IEPs. Similar to this book, this isn't a one-size-fits-all approach... I definitely have to know my students, because some students this strategy doesn't fit and that is ok.
ReplyDeleteI like how you are open minded about your strategy. You found something that works great for your style but you understand that it isn't a one-size-fits-all approach. That mindset is great for you and your students.
DeleteI agree 100% about building a good relationship with kids! You have to appreciate kids' honesty! They will absolutely let you know what they need, like, and don't like! I love that you let them in on your IEP planning!
DeleteThis is so true about getting to know your students. As you can see from my post that was my mistake and the more I became invested in my students the ability to teach them became easier.
DeleteI was a special education teacher for two years and can very much relate to exactly what you posted. At first, I was creating goals the data showed each student needed without involving the student much. Eventually I learned that involving special education students' in their own individual education plan had major growth and boosted motivation in wanting to achieve that goal within a school year. This is something I definitely miss doing and how excited students would get when they achieve their goal they help set for themselves.
DeleteLove the part about building good relationships with your students. I can see how students would potentially be more motivated with being more involved.
DeleteOne of my many rookie mistakes I made was planning such great lessons that made sense to me but that were too much, too long, too complex, and (sometimes) too difficult for my students to comprehend and understand. They also stifled creativity. I learned that less is better than more as the lessons are more engaging, more fun, and less time for boredom to set in.
ReplyDeleteI think it's safe to say that this has happened to all of us! It's good you are able to reflect on what works and what doesn't work with your kiddos. I feel sometimes we are learning right along with our kids each and every day as their teacher!
DeleteI can definitely relate to your post. I spent a lot of time creating lessons for my small groups and special education classroom lessons when some lessons did not need all the extra “fluff.” Sometimes lessons can be too much, and like you said, less can be just as effective. I feel all teachers experience this feeling at some point in their careers and it’s a learning curve we can all grow from!
DeleteIt's a fine balance when planning a new lesson! Sometimes the lesson is too much--too long, too difficult, boring to the students. Other times, it can be too little--too short, not rigorous, etc. The only thing you can do is try it, reflect on the lesson, and try to improve it for next time!
DeleteI can relate to your post. You get excited about a lesson or subject and can get so into the topic that it becomes too much. There's a balance to evaluate every year too because what one class found interesting or did want to spend more time on, may not be the case for this year's class.
DeleteMy first year of teaching I taught Kindergarten. A rookie mistake that I made in my first year of teaching was planning lessons and then going to deliver the lessons to my kindergarten students, it was not age appropriate. What I was asking of them to do was too difficult for them and caused confusion. From experiencing this, I learned that when planning my lessons that I need to really reflect on where my students are and what supports I need to put into the lesson to make it successful.
ReplyDeleteAshley, this sounds like allowed you to make an improvement for the better on your future lesson plans. Sometimes one happy accident can lead to the best growth.
DeleteMy rookie mistake creating a project that was too difficult compared to my middle schoolers art experience at the time (it was their first ever art class). They took it in stride and We adjusted the expectations together as a group and it gained me a lot of respect from them to admit I had made a mistake and was willing to correct and own up to it. So while it's still embarrassing to think of in the end it helped me better connect so there was a small victory.
DeleteReflecting on how students understand the lesson can be a challenge when it doesn't meet what is previously expected. I have run into this before as well. I have expected a lesson to run much more smooth that it does based on background information I know they have but forget they may not have had as much practice and need more of a refresher!
DeleteI did this my first lesson in student teaching. I planned a lesson for a preschool class that was much too old. One thing for sure, as a teacher, we are always self-evaluating and growing. I like your last statement that you consider what supports need to be put into place to make a lesson successful. We want to set a bar that is high but attainable.
DeleteSorry my actual post became a reply. :) My rookie mistake creating a project that was too difficult compared to my middle schoolers art experience at the time (it was their first ever art class). They took it in stride and We adjusted the expectations together as a group and it gained me a lot of respect from them to admit I had made a mistake and was willing to correct and own up to it. So while it's still embarrassing to think of in the end it helped me better connect so there was a small victory.
ReplyDeleteIt's great to hear that your rookie mistake helped you to better connect with your students. I'm sure your attitude while making adjustments helped them to respect you.
DeleteI'm glad that both you and your students took this in stride. We certainly learn from both ourselves and our students and can grow alongside one another. It is a victory, as you stated!
DeleteA rookie mistake I made was making a science lesson WAY more complicated by creating groups and different jobs for each student. I didn't factor in the time it would take for the students to learn the process of the lesson (putting them in groups, learning about the jobs and being able to do the jobs well) It was a simple science lesson that I ending up dragging out and frustrating the students and myself. I learned that group projects can be a great tool for learning in the right circumstance. The lesson and project need to fit the type of lesson AND the time you have to teach it.
ReplyDeleteI have also made this mistake with my gifted students, especially with my gifted students. With all students I believe we need to take baby steps on any lesson we are teaching.
DeleteThis happened with one of my 1st grade math lessons. I had good intentions of making cooperative groups and setting up centers to work on specific skills and it ended up being too many groups and too much to manage. I too ended up dragging out the lesson and students and myself became frustrated!
DeleteI have also been guilty of spending time on something far out of the actual process, but in the end, you learn and do better the next time!
DeleteAdjusting to the time I have to teach can be challenge as well. It can be a struggle to adjust pre designed plans and learning where a great activity fits is a struggle all of its own!
DeleteMy rookie mistake I made was with the group of gifted high school students I am teaching now. Just like any other classroom you need to get to know your students' interests, likes, dislikes, and families. With my students it was essential for me to become closer to them then non-gifted students. The harder I worked on getting to know my students the easier it was to work and teach them life long skills.
ReplyDeleteI had a similar rookie mistake for my answer - not getting to know all the students and making assumptions on who "needed" more attention. I have since learned that you don't know what is going on with any student, not matter how well be percieve them to be doing.
DeleteI've also done the same. As you shared, it's important to get to know our students' interests, likes, dislikes, families, etc. and that helps us to become better at we do and also to connect with them.
DeleteI agree totally. Especially fresh out of college when we were just faces and numbers crammed into a lecture hall it. It is crucial to get to know your students.
DeleteWhen I was a special education teacher, a rookie mistake I made was creating a classroom goal for my students and not having a group conversation about the goal I was hoping they would achieve in a length of time. My school district had a Plan, Do, Study, Act model that could be applied to any unit, lesson, assignment, etc. This model helped me have a better understanding of what I was teaching and what my students were learning. I started including them in goals and with that, we tracked their data along the way to show growth or areas we would need to work on to be able to hit our goal. This was substantial in my teaching and amped up the engagement and students caring about their work. We had fun incentives when hitting goals too! In relation to the first three chapters of “The Wild Card,” teachers discover what works for them and are continuing to learn and grow each and every day. We all will forever be lifelong learners and adapt to new creative ways.
ReplyDeleteI can agree wtih your response as I have done similar things with my classrooms in assuming that students can read my mind as to what I am expecting for my objectives and grading criteria. Then somehow I am surprised when students don''t know what the goal is! Teacher Error:)
DeleteI think it is so important to include the students in the planning process because helps them feel heard and they become more invested in the process and they want to learn.
DeleteI have so many mistakes it would take too long to list! It is a good thing I have a growth mindset because I have greatly improved as a teacher over the years. One thing I remember from about 10 years ago is a time I made assumptions about a student that I regretted. In painting class, there was a student who was repeatedly missing. I knew a little about her story and she had a lot going on at home. Another student in my class commented one day- "That girl is never here, not suprised she's absent today..." I responded saying something like, not everyone is fortunate enough to have a safe, consistent homelife.... The other girl snapped back at me: What makes you think that I have all that? And proceeded to tell me some of the things going on for her. I had to apologize to her and I never made that mistake again; to assume just because someone comes in confident, has friend, nice clothes - does not mean that everything is going great for them. I learned to treat every student with care and kindness, assuming that is what they need.
ReplyDeleteAnother quick "mistake" that sticks out was my first teaching job, teaching kindergarten art. I had a simple color wheel with the words: red, yellow, blue on it. I didn't realize that they couldn't read! A similar thing happend when we started using scissors. My own kids grew up with an art teacher mom, so they had experience with cutting. But many 5 year olds did not.
Happy to say I have learned from these rookie mistakes, and I also happy to say that I continue to learn, grow, and improve, even as a saged teacher, and artist.
Thank you for sharing your mistakes. I have also had students humble me and teach me many lessons. At the time, I felt mortified but now, I can see just how beneficial these experiences were for my growth.
DeleteMine biggest mistake is assuming I know the material so well that I don't "practice" my lesson enough. I was overwhelmed with many things to do one day, so I thought I'd just "wing it" with a lesson. I was sloppy and all over the place! Students were asking questions and I wasn't focused enough to give clear answers. I learned to always Put Kids First! My lessons and teaching were more important than all the little things I have to do. As teachers, we are getting more and more put on our plates. I try to remember that I am a teacher first...data collector, counselor, co-teacher, printer, librarian, etc...they need to be second or at another time. I've learned to know when I am getting too much on my plate and saying no to extra things if I have to and not feel guilty about it.
ReplyDeleteI am also guilty of putting too much on my plate. I take on so many roles, voluntarily, and it comes at the cost of my student's learning and my health. Learning healthy boundaries and prioritizing my and my student's needs has been huge.
DeleteThis is very similar to one of my rookie mistakes. I have learned, however, that kids are very forgiving when something doesn't go exactly as we planned, and they appreciate their teachers trying something new!
DeleteA rookie mistake I made as a teacher was thinking that discipline was the main answer to maintaining classroom order. Early on, I believed that if I had strict rules and consequences, students would behave and the classroom would run smoothly.
ReplyDeleteOver time, I realized that relationships, understanding student needs, and creating engaging learning environments are much more effective. When students feel safe, valued, and connected to their teacher, they are more likely to cooperate and participate positively.
This experience helped me grow by shifting my focus from control to connection and support. I learned to prioritize building relationships, teaching expectations, and understanding the reasons behind behaviors. As a result, my classroom has become a more positive and supportive place for students to learn
I definitely agree with this one! It was a difficult lesson for me to learn, that strictness and discipline did not always lead to good classroom management. Each student needed something different in order to be successful academically and behaviorally in the classroom. I love how you prioritized building relationships!
DeleteEarly in my career, I tried to lead classroom lessons on goal setting and didn’t take as much consideration into really preparing for the diverse interests of the students. Over time, I have learned more about creating lessons that are more diverse and fit the interests and a more diverse group of students. Without doing so, I found that some students were not as engaged and even sometimes confused. I learned the value of personalization and interactive activities that meet my students where they are. I’ve learned that making lessons smaller, reflective, and discussion-based allows my students to connect topics like post-high school planning or career exploration to their own experiences. This growth helped me see the importance of flexibility and active engagement.
ReplyDeleteA rookie mistake that I've made was assuming I knew the material, and I didn't practice teaching it. I ended up teaching 4th graders long division, but the way I taught it was not with the same strategy that they were familiar with. Basically, I confused them even more than they already were. After that, I went back and studied the teacher manual. I try to teach the lessons with fidelity now so that they are getting the same strategies from teacher to teacher and across the board.
ReplyDeleteA rookie mistake that I have made is thinking that my lesson plan/ practice plan is going to go according to the way I have it play out in my head, when in reality when you embrace the natural conversation and allow for questions that you didn't consider, organic learning takes place. One example that I can think of recently, is not in the classroom but in the gym while coaching. We had just implemented a new play that contained a backscreen, upon practicing this play against defense it was clear that players were confused, the backscreen was not properly being executed, players were a little frustrated from lack of success. So, we had to stop and go back many steps and revisit how to set a back screen. We had to go back instead of forward on my practice plan which was not my goal for the day but in the end and as the season went on, going back to focus on that detail made for much more success in the long run.
ReplyDeleteThank you for sharing! This has happened to me before as well. It is difficult to see students frustrated with the learning and to know that it is the way in which you taught it. It is humbling for sure. Good job going back to help them better understand it!
DeleteAs a science teacher a rookie mistake that I made often my 1st year was assuming that my students knew what lab equipment I was talking about. I teach mostly 11th graders that have had multiple other science classes before coming to my class so I assumed that they knew what I considered basic lab skills and equipment. I learned very quickly that this was not the case and had to redesign many labs and lessons to include this information.
ReplyDeleteAwesome job adapting lessons based on the needs of your students. It is so easy to assume they already know something when they may not.
DeleteOne rookie mistake that I made was a project that ended up taking significantly more time than I had allotted for it. The project was a photo gallery walk. The students had to take pictures of 10 things in nature that were meaningful or beautiful to them. Then they brought those to school, I matted them on various colored construction paper, removed everything off the walls in my classroom, and hung up the pictures. We invited family to come in to do a "gallery walk" and I also provided snacks. With 28 students in my classroom, you can imagine how long matting and hanging all those pictures took. Overall, I loved the project, but in the future, I would have needed to lessen the amount of pictures each kiddo brought in.
ReplyDeleteBless You!!! For about 10 years I taught right next to the high school/middle school Art teacher. He was so talented and wanted to share so much with the students. I witnessed him do the exact same thing that you did.
DeleteOne rookie mistake I made was trying to get Freshmen to learn critical thinking skills be using the curriculum that I learned from while in college level debate class. To me the material was so obvious and absolutely clear I was dumb founded when the 14 year old students weren't picking it up and running with it. The students were not too happy, not to mention some of the parents and the principal. As the years passed I continued to use the core ideals of the curriculum, but in a much softer way.
ReplyDeleteOne rookie mistake that I made was trying out a new lab for a high school chemistry class, without taking the time to perform the lab on my own first. This is one of my rules for myself, as often a lab doesn't work out exactly as it should for various reasons. Luckily, I didn't have any major incidences, the lab just really didn't work. I realized that it needed just a little extra TLC during one part of the experiment. We took another day to try the lab again, and it was perfect! But, had I done the lab myself first (as I know I should), I wouldn't have needed to use an extra day. Trying to save myself time ended up costing me time in the end.
ReplyDeleteMy first year of teaching was a second grade classroom with 90% of the class being ESL students. I started the year so concerned about language being a barrier that I thought they couldn't handle a more challenging curriculum. I figured out quickly that the students were succeeding and did need to be challenged, but with the right supports in place for the language side of things. There are several other examples that come to mind in which the Joker really tried to throw me off course and I've had to get passed that inner dialogue for the better of my students.
ReplyDeleteOne rookie mistake I made as a teacher was trying to cover too much material in a single lesson, thinking that more content would mean better learning. This often led to information overload for my students, and many seemed confused or lost by the end of the class. I realized that this approach didn’t allow enough time for deep understanding or for students to ask questions and engage meaningfully.
ReplyDeleteAs a result, I learned the importance of pacing lessons to match students’ needs, focusing on quality over quantity. I started breaking down complex topics into smaller, manageable chunks and incorporating more interactive activities and discussions. This shift led to better student engagement, improved comprehension, and a more positive classroom atmosphere. The mistake taught me that effective teaching isn’t about rushing through content but about facilitating genuine learning and growth.