May/June 2017 – Vol. 29 No. 7

A Year in the Life of Two First Year Teachers: Part Six

Posted: Saturday, February 26th, 2011

by Rick Pomeroy, with Sara and Ellen

I decided to change up the format of the Sara and Ellen articles for this edition.  Instead of me asking them questions, I thought it would be interesting to see what questions they might ask of me at this point in their first years of teaching. As you recall, Sara and Ellen were my students last year. Both have stayed in touch with me through these articles as well as through their work on their Masters of Arts projects this year. After reviewing their lists of questions, I have chosen four that I feel are representative of the kinds of questions many first year teachers may have.  If any experienced teachers have additional comments or other ideas, I would encourage you to post them as comments in the new eCCS format or reply to me personally at jrpomeroy@ucdavis.edu or to Sara and Ellen directly at SaraandEllen@gmail.com

1) Being employed by a school/district that uses (and overuses) common assessments, I have formed a very strong opinion against these assessments. What is your experience with common assessments and how do you feel about them?

Common assessments are yet another way to standardize the educational process under the assumption that if every student is given exactly the same curriculum, under exactly the same condition, they will learn exactly the same content, and therefore should perform equally well on a common assessment. Unfortunately, this is not the case in any classroom I have observed. What I would suggest is that teachers in a science department or teachers within science subject areas meet to identify the key, foundational concepts that are necessary for students to learn and decide what evidence would be required to demonstrate that learning. Based on this list, they would then agree on an array of acceptable ways for students to demonstrate their mastery of that content. These could definitely be aligned with the State Standards, and typical testing formats could be included as one method for demonstrating this understanding but they should not be the only way.

2) Everyone seems to have a first year teaching horror story. What is yours?

As a first year teacher I taught three different subjects in five different rooms. At one point in the year, I was assigned to teach sex education in one of the geography classrooms. At that time, one of the first lessons in the district adopted curriculum, was to write all of the slang terms associated with sex, anatomy, life style, etc. on the board so that the students could learn that slang terminology would not be appropriate for the remainder of the unit. After the class, I erased the board completely, loaded up my travelling teacher cart, and headed to my next room. Unfortunately, the teacher whose room I had just left felt that I should have washed her chalk boards before leaving to eliminate any possibility that her precious students, many of whom were in the class I had just taught and who may have contributed the terms for the board, might see these offensive terms. Soooooo, she called me in my classroom and demanded that I return to her room immediately and wash the boards in front of her class. Needless to say, I was extremely embarrassed by this treatment. The only thing that made it ok was that the next day, the students in my class told me how embarrassed they were for me to be treated that way. In the end, I survived to teach 19 more years in that district and she retired at the end of that year.

3) You have been a teacher and administrator. What were the pros and cons to both? Which did you enjoy more?

Over the years, I have come to realize that I am a classroom junkie. I get my energy and define what I do by thinking about and applying my work to classrooms.  With that said, I must admit that I enjoyed my time as an administrator because it gave me a larger number of classrooms to visit. As the principal, I got to see all of the classes at the small high school where I worked. Instead of just knowing what was happening in the science classes, I got to see math and English and art as well. I did not particularly enjoy dealing with all of the bureaucracy nor did I like having to deal with students who made bad choices. My time as a principal gave me a much richer understanding of not only the breadth of the high school curriculum but of the expectations for the students as well.

4) I have been fortunate to have supportive friends, family, and coworkers, that have prevented me from feeling like I’m drowning, but I know that some beginning teachers don’t have that same support. What do you suggest to beginning teachers that feel like they are drowning?

This is a tough question.  I must say that every year, I enjoy the experience of seeing my student teachers from the previous year at the California Science Education Conference. When I ask them how it is going, the universal response is “I am so tired!”  Teaching, particularly in your first few years, is exhausting. When you get tired, it is easy to feel overwhelmed which can lead to feeling depressed.  None of these feelings are any fun.  What I always suggest first is that you should keep forcing yourself to have some fun. Do the kinds of things you did for fun before you started your student teaching. Second, spend time planning. Make sure you are planned for the next day before you leave each night (and this includes Fridays). Third, get to know the people you teach with. Particularly, any other new teachers at your school even if they teach in a different subject area. Build a new support group. Go out together for dinner or a movie, find some things that you both enjoy and try doing some of them. In the end, you have to balance your emotional health and your professional health. It is very easy to let one get out of whack at the expense of the other. Work hard to keep this in balance. Finally, give up the tyranny of the dream. Come to grips with the idea that every day cannot be a write home to mom, day. There will be good days and there will be bad days. Learn from those days when things don’t go the way you expect and vow to never do the same thing again.

Rick Pomeroy is science education lecturer/supervisor in the School of Education, University of California Davis, and is CSTA’s president-elect.

Powered By DT Author Box

Written by Rick Pomeroy

Rick Pomeroy

Rick Pomeroy is science education lecturer/supervisor in the School of Education, University of California Davis and is a past-president of CSTA.

Leave a Reply

LATEST POST

CSTA Annual Conference Early Bird Rates End July 14

Posted: Wednesday, July 12th, 2017

by Jessica Sawko

Teachers engaged in workshop activity

Teachers engaging in hands-on learning during a workshop at the 2016 CSTA conference.

Don’t miss your chance to register at the early bird rate for the 2017 CSTA Conference – the early-bird rate closes July 14. Need ideas on how to secure funding for your participation? Visit our website for suggestions, a budget planning tool, and downloadable justification letter to share with your admin. Want to take advantage of the early rate – but know your district will pay eventually? Register online today and CSTA will reimburse you when we receive payment from your district/employer. (For more information on how that works contact Zi Stair in the office for details – 916-979-7004 or zi@cascience.org.)

New Information Now Available On-line:

Written by California Science Teachers Association

California Science Teachers Association

CSTA represents science educators statewide—in every science discipline at every grade level, Kindergarten through University.

Goodbye Outgoing and Welcome Incoming CSTA Board Members

Posted: Wednesday, July 12th, 2017

Jill Grace

Jill Grace, CSTA President, 2017-2019

On July 1, 2017 five CSTA members concluded their service and four new board members joined the ranks of the CSTA Board of Directors. CSTA is so grateful for all the volunteer board of directors who contribute hours upon hours of time and energy to advance the work of the association. At the June 3 board meeting, CSTA was able to say goodbye to the outgoing board members and welcome the incoming members.

This new year also brings with it a new president for CSTA. As of July 1, 2017 Jill Grace is the president of the California Science Teachers Association. Jill is a graduate of California State University, Long Beach, a former middle school science teacher, and is currently a Regional Director with the K-12 Alliance @ WestEd where she works with California NGSS K-8 Early Implementation Initiative districts and charter networks in the San Diego area.

Outgoing Board Members

  • Laura Henriques (President-Elect: 2011 – 2013, President: 2013 – 2015, Past President: 2015 – 2017)
  • Valerie Joyner (Region 1 Director: 2009 – 2013, Primary Director: 2013 – 2017)
  • Mary Whaley (Informal Science Education Director: 2013 – 2017)
  • Sue Campbell (Middle School/Jr. High Director: 2015 – 2017)
  • Marcus Tessier (2-Year College Director: 2015 – 2017)

Learn More…

Written by California Science Teachers Association

California Science Teachers Association

CSTA represents science educators statewide—in every science discipline at every grade level, Kindergarten through University.

Finding My Student’s Motivation of Learning Through Engineering Tasks

Posted: Wednesday, July 12th, 2017

by Huda Ali Gubary and Susheela Nath

It’s 8:02 and the bell rings. My students’ walk in and pick up an entry ticket based on yesterday’s lesson and homework. My countdown starts for students to begin…3, 2, 1. Ten students are on task and diligently completing the work, twenty are off task with behaviors ranging from talking up a storm with their neighbors to silently staring off into space. This was the start of my classes, more often than not. My students rarely showed the enthusiasm for a class that I had eagerly prepared for. I spent so much time searching for ways to get my students excited about the concepts they were learning. I wanted them to feel a connection to the lessons and come into my class motivated about what they were going to learn next. I would ask myself how I could make my class memorable where the kids were in the driver’s seat of learning. Incorporating engineering made this possible. Learn More…

Powered By DT Author Box

Written by NGSS Early Implementer

NGSS Early Implementer

In 2015 CSTA began to publish a series of articles written by teachers participating in the California NGSS k-8 Early Implementation Initiative. This article was written by an educator(s) participating in the initiative. CSTA thanks them for their contributions and for sharing their experience with the science teaching community.

State Schools Chief Tom Torlakson Unveils Updated Recommended Literature List

Posted: Wednesday, July 12th, 2017

SACRAMENTO—State Superintendent of Public Instruction Tom Torlakson unveiled an addition of 285 award-winning titles to the Recommended Literature: Prekindergarten Through Grade Twelve list.

“The books our students read help broaden their perspectives, enhance their knowledge, and fire their imaginations,” Torlakson said. “The addition of these award-winning titles represents the state’s continued commitment to the interests and engagement of California’s young readers.”

The Recommended Literature: Prekindergarten Through Grade Twelve list is a collection of more than 8,000 titles of recommended reading for children and adolescents. Reflecting contemporary and classic titles, including California authors, this online list provides an exciting range of literature that students should be reading at school and for pleasure. Works include fiction, nonfiction, poetry, and drama to provide for a variety of tastes, interests, and abilities. Learn More…

Written by Guest Contributor

From time to time CSTA receives contributions from guest contributors. The opinions and views expressed by these contributors are not necessarily those of CSTA. By publishing these articles CSTA does not make any endorsements or statements of support of the author or their contribution, either explicit or implicit. All links to outside sources are subject to CSTA’s Disclaimer Policy: http://www.classroomscience.org/disclaimer.

Teaching Science in the Time of Alternative Facts – Why NGSS Can Help (somewhat)

Posted: Wednesday, July 12th, 2017

by Peter A’Hearn

The father of one of my students gave me a book: In the Beginning: Compelling Evidence for Creation and the Flood by Walt Brown, Ph. D. He had heard that I was teaching Plate Tectonics and wanted me to consider another perspective. The book offered the idea that the evidence for plate tectonics could be better understood if we considered the idea that beneath the continent of Pangaea was a huge underground layer of water that suddenly burst forth from a rift between the now continents of Africa and South America. The waters shot up and the continents hydroplaned apart on the water layer to their current positions. The force of the movement pushed up great mountain ranges which are still settling to this day, resulting in earthquakes along the margins of continents. This had happened about 6,000 years ago and created a great worldwide flood. Learn More…

Powered By DT Author Box

Written by Peter AHearn

Peter AHearn

Peter A’Hearn is the Region 4 Director for CSTA.