First Year Pitfalls

Amy Stenzel

As a former mentor for new teachers, and, currently, as an instructional coach, I help new teachers avoid common pitfalls and find the wisdom that makes teaching a fulfilling experience. New teachers, whether right out of college or transitioning to a second career, often come into their new schools with abundant enthusiasm that can revitalize a department or grade-level team. Too often, however, that spark dims and is eventually snuffed out as a teacher tries to traverse the education landscape without the support of a competent guide. Avoiding these common pitfalls can help a teacher’s first year become the beginning of a satisfying and fulfilling journey.

Pitfall #1: Wanting Your Students to Like You

Of course, we all want our students to like us. The reality is that most will, but there might be some who won’t. All too often, new teachers spend a great deal of brain power on how to persuade students to like them, which is the quickest way to alienate students. I have seen every technique that you can think of: letting students misbehave, bribery, self-deprecating humor, class parties, and so on. These techniques only lead to a disorganized and ineffective classroom full of disgruntled students.

So, what is the secret to success? It’s simple, actually—students will like you if you do your job. Students are in school to learn, and if you help them do that while providing a safe and respectful environment, they will like and respect you. This is especially true of hard-to-reach students. If you can help them succeed, you will witness something powerful and beautiful. Offering stickers and allowing misbehavior does not possess the transformative power that good teaching provides.

Pitfall #2: Wanting to Change Too Much Too Soon

New teachers enter their careers with freshly written philosophies of education and a plethora of new ideas. They are eager to get into the trenches and change students’ lives. But many teachers make a crucial mistake by trying to change too many things too quickly. You have a long career ahead of you and plenty of time to make your mark. Remember that other teachers in your department or grade level have years of experience and most, if not all, are willing to share their wisdom and lesson plans if you just ask. Your first year will be difficult enough without trying to create all new curricula. Additionally, failing to ask experienced teachers for help may cause them to perceive you as a “know­it­all,” even though that is not your intention.

The first step to build trust and collaborative relationships is to work with those around you, take what they have to offer, and offer your input when appropriate. As you move into your second year, when you have established trusting relationships with your colleagues and you understand the school district’s curriculum and philosophies, offer your ideas more frequently.

Keep your focus on doing the best job you can, not trying to change what others do. Many new teachers are shuffled from classroom to classroom and end up teaching the classes that others don’t want to teach. Show your moxie as an educator by taking these things in stride and focusing on what you can do for your students, rather than who has the best classroom or the classes that you want to teach; those things will come to you in time. Innovation is wonderful, but make sure you mix that with wisdom from experienced teachers and administrators.

Pitfall #3: Taking It All Too Personally

Teaching is an extremely personal career. Most teachers enter the profession because they want to make a difference in the lives of young people. They want to be role models who lead and inspire others. Effective teachers are deeply invested in their careers, so it is easy to take things personally. And yet it is equally important to learn early that you must look at things logically and never make assumptions. This shift in perception is extremely difficult and will take practice.

For example, if a student misbehaves or has a meltdown, don’t assume that you know the reason. You may be sure the trigger was something you said, when in reality, it was something that happened to the student at home that morning. Or, if you get an e-mail from the principal asking for a meeting, don’t assume that you have done something wrong. There are many reasons you might be called on. If you find that the principal wants you to change something you are doing, do not assume that you have failed. Feedback makes teachers better, and without feedback, it is hard to know where you need improvement.

In the new landscape of teacher effectiveness programs, you can expect to have peers, administrators, and coaches observing in your room on a regular basis. Don’t become nervous and stressed about these visits. Instead, see them as opportunities and look for something to learn from every experience.

Pitfall #4: Burnout

Teaching is an extremely rewarding career, but it is also highly challenging. Don’t burn out by trying to do everything yourself. If your school doesn’t provide mentors for first­year teachers, don’t be afraid to ask administration for one. Find out what your resources are at the very beginning of the year. Librarians, custodians, secretaries, instructional coaches, K–12 coordinators, and department heads are all valuable people to seek out. Most are just waiting for someone to ask for their expertise. Take the time to ask them what support they offer for you and your classroom. The right resources can save you hours of time and frustration. With the right attitude and a few tips for success, every new teacher can have a rewarding first year.

Amy Stenzel is an instructional effectiveness coach in Whitnall School District in Milwaukee, Wisc.

ASCD Express, Vol. 11, No. 4. Copyright 2015 by ASCD. All rights reserved. Visit www.ascd.org/ascdexpress.