The moments raced, but the week went on and on: An odd paradox for the week that school resumed each year. 

Every afternoon, I dragged myself home and let Jerry tell me what was for supper and when. I was too exhausted from leaving a summer of haphazard fun and lack of responsibilities to the rigid schedule that the coming months would require of me as a secondary English teacher.

Even though I loved my work, especially inventing new ways that would excite students about learning, the first days brought elements I will never miss. 

Here are the top five:

5. Climbing on tables- DO NOT TRY THIS!

My classroom proudly bespoke my teaching philosophy: Make it interesting. That meant I searched for intriguing posters and activities for my bulletin boards, shelves, and walls. Eventually, it included hanging things from my ceiling, too. Whether it was identification tags for personality types, crepe paper and twirlydoodles for a writing celebration, or Mayan cartouches, the space overhead was another plane that I could purposefully use to support an efficient, but engaging activity. 

That also meant I had to reach the ceiling. 

I had to climb high, usually only once a year, to attach the special clips that held fishing line and hooks; after they were in place, I could use a chair. Sometimes in the days before school started, I brought a step-stool from home, but there was no storage space for it. 

So, during the school year,  if a clip fell and no titan was handy, I admit that I used chairs or tables. Not a safe choice, and furthermore, one I knew was wrong and dangerous. I could feel myself being nervous and unsteady, imagining who would come in to find me lying on the terrazzo floor. But I did it anyway. At least a few times. 

I don’t recommend standing on tables!

4. Labeling everything. Do this, even if it’s a pain!

Being organized is the only way to accomplish great things in the classroom- at least in my mind. And no one does it better than elementary teachers who are juggling so many subjects every day.

One tip I picked up from elementary teachers is to color code and label everything. For my classroom, that meant a different color for each of my class periods or blocks: Each class section had a unique color that somehow connected to its content. 

In my last few years, American Lit/English 11- rarely more than two sections- was always red or blue. Creative writing was always purple, hinting at the expressive writing I hoped to inspire, but reminding me to help students learn to restrain their overly emotive writing. Speech was often orange to suggest passion in oration. The other classes, English 10 or Honors 9 depending on the year, took the leftover colors available in the school section aisle at Walmart: usually teal, white and yellow.  Plastic folders were always best, having to be replaced only every few years.

I needed three folders for each class: one for my standup organizer on the front table. It included the current syllabus, a seating chart in a plastic cover, and any paper handouts for the week. A second folder resided in the large 1960s green office sorter tray I found at the teacher store. That’s where a student seated near it placed all collected work delivered by the individual table runners. Those folders also traveled home with me for grading or checking. They were the ones that most often needed to be replaced. The third color-coordinated folder was for IEPs: to keep them from accidentally being visible to anyone who wasn’t privy to such personal information. They stayed in my travel bag.

All the folders had to be labeled. So did the ‘60s organizer. 

Crates for writers’ notebooks that lived on the classroom bookshelves also had to be labeled.

So I made a Word document table with the class names and periods/blocks, pasted each five times, and printed it. After last year’s labels had been yanked off, each new label was taped onto the folders, crate, and organizer with my giant roll of packaging tape.

It was the last thing I did to get my classroom ready for incoming students, so it marked a watershed moment each August.

Even so, removing the old labels, and typing, cutting, and taping the new labels always seemed like such a hassle, even though I knew it made my classroom run more efficiently. Maybe I was just ready to get on with the show.

3. Early mornings, fretting about my lessons

I will never miss the rushed feeling I had each morning as I double-checked my plans for the day. I was usually the second or third teacher to park, so I should’ve had plenty of time. Instead, my mind raced each morning.

Had I set out all the materials I needed that day? Was the daily agenda for each class written on the board? Was the Internet working? Was Powerschool up and running? Would Canvas open today’s module for projecting? Did I have my slide with all the objectives and standards posted to show the kids at the beginning of class? Were the due dates clearly posted? Was my handwriting legible? Oops, no. Slow down! I’d have to write it again more precisely.

My rushed feeling built as the release bell was closer to ringing. That was when a student generally came in to ask a question or talk. There would be no time to get my game plan set after that bell, when it was time to stand in the hallway and greet students.

2. Bad modeling by administrators

Administrators who flaunt their status and flout the expectations they make of their staff for group meetings get me. Big time.

And the beginning of school is filled with meetings.

I’ve taught in a few schools and done a fair amount of professional development in the last thirty years, and I’ve seen this again and again. 

There they stand, a row of administrators behind the waist-high bookcases, ignoring the speaker, checking their watches, flipping through papers, or worst of all- chatting with each other. Their voices are either overly loud whispers or hidden behind their hands, which makes everyone wonder who they are discussing as they glance at the group from time to time.

Once in a while, these educators will interrupt themselves to frown at a teacher or table group that appears to be doing the same. 

What do they expect?

Administrators belong seated, learning with their staff or out of the room entirely. (Sitting in the back to slip out quietly in case of an emergency is perfectly acceptable.)

These educational leaders should convey the message that they consider themselves part of the team and ready to learn, too.

So admin, don’t set the example that whatever is happening isn’t worthwhile, unless it isn’t. And then, consider why you allowed it.  

It’s Education 101: Students rise to the expectations of their superiors.

1. Living in fear of violating an IEP/504 Plan.

Our society is litigious. I get that.

Most parents want the best for their kids. I get that, too.

All students deserve a fair and equitable education. I get definitely that!

But reading through every IEP/504 to highlight the specific accommodations and goals for each child is overwhelming.

Especially when the documents are available only on the first or second day of school- if you’re lucky. 

It’s even worse for secondary teachers who may see up to 150 students each week.

Printing them helps. Highlighting helps. Charting them all helps.

But it is overwhelming. Especially when you feel threatened that an honest slip up, like forgetting to provide written notes for one assignment or seating a student on the wrong side of the room will end with you sitting in a courtroom.

Admin, don’t berate teachers about how they will be sued if they violate one aspect of a child’s IEP.  Even if some parents have deeper pockets and resources than others and are eager to find fault.

Instead, create teachable opportunities for your teachers:

– Show teachers how to make accommodations more easily. 
– Create an Accommodations Mentor to support all teachers who feel challenged by these tasks or their numbers- or all teachers at regular intervals.
– Remind them that accommodations for some learners are often helpful for all learners.
– Model accommodation strategies yourself. 
– Practice implementing accommodations with them.
– Have them practice and share with each other.
– Find a way to pay teachers more when their loads have more IEP/504s.

And in doing so, move pedagogy to a higher level in your school- and teacher satisfaction, too!

Educators will be less stressed, kids will learn more, and parents will be pleased, not combative.

After three full years of retirement, I don’t miss these aspects of education.  And I never will.

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