I’ve just completed the hardest 3 months ever in my career. I am learning to support elementary teachers in teaching and learning mathematics, and working hard to help decrease anxiety and stress. Elementary teachers work so hard. They teach all subjects, often with limited time for planning and collaborating. Throw in a new math curriculum which has increased the conceptual depth of the mathematics they are teaching, and you have chaos.
Many of these teachers have embraced the new curriculum, and are working together to create a cohesive learning experience for their students, recognizing that they can’t do it all, and accepting that this year they will be learning along with the students, slowly but surely. I’m not concerned about these teachers. They ask for help and guidance, they accept what they can do, and work in new things as they are able. They discuss their experiences in the classroom, both the successes and the things they hope to improve.
Others are struggling and anxious. They are upset and angry, complaining about the time it takes to plan and learn the new material, often refusing to try some of the new lessons or reverting back to direct teaching to “get it all in”. They fight the idea of leaving some things out for now to learn how to facilitate conversations and become familiar with the program and new teaching methods because “kids won’t be ready for CAASPP.” I’m more concerned about these teachers. I want to support them and decrease their anxiety because I know that is the foundation of their anger and struggling. I check in with them, remind them to be gentle with themselves, encourage them to pick a couple of things to work on and get good at them, then add in new things as they feel comfortable. I model lessons in their classrooms, and discuss lessons with them and how to improve what they are doing. At times, they hear me and feel better, and their anxiety lessons a bit.
A handful of teachers are refusing to incorporate the new program at all. They refuse to put in any time outside of their classroom to familiarize themselves with the material, think about how to facilitate lessons differently or learn how to visualize math in a different way. I’m extremely concerned about these teachers. They often refuse to allow me to enter their classrooms, will not attend any collaborative or supportive learning situations we put in place, and often respond to surveys with sarcastic and volatile messages. These are the teachers I want to support and work with. These are the teachers that I find myself thinking about, worrying about, and the ones that are the incentive for planning my professional learning opportunities, even though they refuse to attend or to even enter into conversations about learning or growing. I guess my hope is that they will get it by osmosis.
My colleagues remind me to go with the goers, and honestly, it really is the only thing I can do at this point. There are just too many teachers and one of me. I do continually hope that the things we are doing and the learning that is occurring will seep into them little by little and that their mindsets will change and grow.
Mostly, I worry about the students. There are so many good things happening in the classrooms across the district, even the ones who are anxious and feeling overwhelmed. I know they see it too, they often talk to me about the things they hear their students saying or what they see them doing and love the learning they are seeing. The students in the rooms of the last group of teachers continue to struggle with ideas, topics, and learning.
I’m grateful for the changes we are making and the fact the the majority of our students are growing and changing because of it, but I want EVERY student to have the opportunity to grow and learn. I want it all.
I have a lot more to do.