What Have I Gotten Myself Into? Potential Surprises New Teachers Face and Hints for Coping

It was the last week in August, and after a lengthy teacher preparation program and one year of substitute teaching, I had finally gotten hired to teach my own class.

As I set up the room, arranging desks, putting up class expectations and a few posters on the wall, two men stopped by my open door. We introduced ourselves; I was teaching a combination fifth- and sixth-grade class, and the men, a sixth-grade teacher and a special education teacher, both had many years of experience at that school.

“I’m so excited to be here!“ I told them.

“Welcome,” one of them said dryly. “Wouldn’t you really rather be somewhere else on this sunny day? This place has some okay folks, but the job sucks. Inept people get promoted. They just took a great principal away, and now we have some new guy . . .”

It wasn’t exactly the welcome wagon I had pictured when I landed my first full-time teaching job. Turned out that wasn’t the only surprise. There were all the negative comments about students and families that staff members freely shared, creating a cloud of pessimism. There was the shock of how many additional duties outside of teaching I was expected to take on, like joining committees and monitoring students at lunch or recess. There was the sheer exhaustion I felt each night after a day spent managing the individual academic and emotional needs of 30-some children. As the days wore on and my enthusiasm was tested, I began to wonder what I had gotten myself into.

Perhaps you are in a similar position. Perhaps it’s becoming clear that it’s all up to you now—to be in control, to be calm and positive, and to establish your own classroom culture. (If it’s not up to you yet, it will be soon enough.)

Children will push your boundaries. They’ll have emotional highs and lows, from the most joyous to the most traumatic, sometimes within seconds of each other. Students—and sometimes other staff and parents—will test your authority as a new teacher. You’ll be expected to navigate systems, politics, policies, and expectations at your school that may not always be transparent at first. Though these obstacles are to be expected, it doesn’t make them any less daunting. They’re often the reason why some new teachers do not last more than a few years.

Yet if you, as a new or prospective teacher, can accept that the reality of life in the classroom and in a school does not always live up to its ideal, if you can anticipate what some of the pitfalls will be, then the adjustment to teaching can be more manageable. Read on for some tips about what to expect—what your university classes might not have covered—and how to cope with your first solo teaching experience.

Maintain your health

Often new teachers contract multiple illnesses due to stress and exposure to so many students (little germ factories). To an extent, this is unavoidable but consistent self-care can go a long way toward not only helping you stay healthy but also energized about teaching in the long run. It’s important to get enough sleep, exercise, and nourishment, even when putting in 60 hours a week. Limiting caffeine intake—though midafternoon fatigue does at times just cry for a jolt—can help you remain calm and less reactive. When I started eating lighter lunches, more salads and less starch, I had more energy and was less likely to get testy in the afternoons.

I also learned how to distract myself from the voice inside that was constantly telling me to get up and do something when what I really needed to do was unwind. In other words, figure out what helps you recharge and do it regularly, whether it’s reading a frivolous magazine, watching a mindless TV show, or just sitting and staring into space. I can’t stress the importance of physical and mental rest enough. Being adequately rested will help you focus on what matters—the children—and not on other annoyances or problems at school that are out of your control.

Manage classroom conflict honestly and proactively: make good choices about discipline—apologize when you don’t

Student discipline is one of the most difficult aspects of teaching. For some teachers, it is the biggest problem, creates the most stress, and even causes some to leave the profession. Suddenly, all those faces are looking to you to be in charge, to be fair, and to be the adult. You have to choose how to work with a wide variety of students, from the quiet ones just hoping to get by to those who challenge your authority openly:

“You can’t make me!”

“I said shippp, Mr. Green!”

The amount of energy it takes to manage student behavior—and try to get some actual academics in every day—is exhausting, time-consuming, and emotionally draining. Many days you may feel like you are trying to nail warm Jell-O to the wall; nothing sticks!

Discipline policies can vary from strict adherence to school-wide protocols to more of a DIY approach for “no blood, no foul” survival. Whatever the policy, the more calm, positive, and consistent you are (so much easier said than done), as well as open with the students about what is necessary for their learning, the smoother your classroom will run. Be genuine with the students. (They know when you’re not being real.) Many power struggles can be diffused with humor or an apology. I built trust with some of my classes when I apologized to them after poorly handling a conflict with a student. We teachers are human, after all, and it’s valuable for children to witness an adult accepting responsibility for their own behavior and making an effort to learn from their mistakes.

An important part of proactively dealing with classroom conflict is being transparent about your expectations; state them clearly and in positive terms (focus on the behavior you want to see rather than punitive measures for undesirable behaviors). The simpler your expectations are, the better off you and your students will be. For example, my classroom “rules” consisted of three things: commitment, courtesy, and cooperation. It was easy to refer back to one of these rules when students veered off task during group work or misbehaved; I could ask them if they were being cooperative or if their behavior was courteous. (Though sometimes I would just say, “Be quiet and get back to work!”) Being up front and open with students about why you’re there to begin with—to learn—can help create a safe, respectful atmosphere in the classroom. I often reminded students about the importance of being aware of others and their right to learn.

Of course, if students are bored, the more likely it is that behavior issues will crop up. Keep lessons interactive and moving, get your students up and moving to dispel the wiggles when needed, and be consistent in regard to what behaviors you are willing to tolerate. The more you can keep conflict from escalating, the easier it is to maintain an atmosphere where learning can happen, not just discipline.

There are also actions you can take outside the classroom to allay conflict in the classroom, such as scheduling home visits. Understanding a child’s unique circumstances allowed me to head off potential problems; simply saying with a smile, “Do I need to call Mom? You know we talk . . . ,” can turn a problematic situation around in an instant. In addition, prearranged home visits help to establish trust with students’ families. For a variety of reasons, parents may not be able to attend conferences or may be reluctant to return phone calls, so seeing that you care enough to go to their home goes a long way toward establishing rapport. Lastly, I felt it was important to connect with parents about successes during these visits, not just problems. All parents like to hear compliments about their children!

Beware the staff room

The staff room of a school can be a home, a place of respite and laughter, or it can be a pit of toxic negativity. Some teachers share positive stories about what goes on in their classrooms or actively seek companionship and support. Others just use that communal space as an opportunity to gossip and complain about everything, from students to parents to administration. In many schools, teachers will stay in their rooms during free periods or gather in small groups elsewhere to avoid the staff room.

However, building a relationship with other staff members, whether or not you would invite them to dinner, can help the flow of the school year—particularly if you are a new teacher. Some of my greatest collaborations started in the staff room; I learned a lot from other teachers about effective classroom practices and self-care throughout my career. Plus, we, as teachers, should walk the talk; we’re always telling students they need to try to get along with one another—so why not heed our own advice?

As a new teacher, it’s often a good idea to just listen and observe what goes on in the staff room at first. See who might be an ally, who is always venting versus who is sharing ideas and encouragement. Once you are feeling more comfortable, you can help create a positive atmosphere yourself—ask questions, get to know people, share concerns and triumphs. If you get stuck in a negative conversation, you can often redirect it by asking others to talk about themselves or their families. Free time spent in the staff room may lead you to bond with one or two other teachers, and those relationships can last for decades. I found that at virtually every building there was at least one teacher with whom I connected. You can learn a lot and support each other in the face of whatever is happening. A smile exchanged during a heated meeting or chaotic lunchroom can be just what one needs to keep going.

Prepare for culture shock (We’re not in Kansas anymore!)

 The staff room may not be the only part of a school’s culture that you are unfamiliar with. Many new teachers experience culture shock because the schools where they did their student teaching are often vastly different from the schools where they initially get hired. For example, spending several months student teaching in an affluent school district doesn’t adequately prepare you for a kindergarten classroom where five-year-olds throw f-bombs. Many new teachers don’t know how to approach an unruly sophomore algebra class where students are hungry and have to work after-school jobs just to help their families make ends meet. (How do you make algebra relevant to them?)

However, school culture isn’t just about affluence and poverty. There are many elements that shape a school’s atmosphere, from its location—urban, rural, or suburban—to the very people who work there, the office staff, paraeducators, and parent volunteers. It is worthwhile walking lightly until you get to know the lay of the land. Listening more than speaking enables you to learn how the school functions, and who to ask for help. Also, try engaging in some sort of reflective activity, such as journaling, at the end of each day to clarify your thoughts, maintain perspective, and let go of minor issues. Discern what’s in your control and what isn’t; for example, you are not going to change another teacher’s attitude, but you can deal with it calmly by either just walking away or stating that you respectfully disagree. Journaling can also bolster your passion for teaching, keep you in touch with why you are there to begin with.

Celebrate your successes

The beginning of any career is challenging, and teaching is no different. The hours spent planning lessons, assessing student work, and attending meetings after long days of teaching can make you feel like you’re always a step behind. (Did you get those progress reports finished, and what about that parent newsletter?) Remember to acknowledge your successes along the way—the moments where students light up because they’ve learned a new skill or discovered a new area of interest. Sometimes success takes on a simpler form—a day with no unnecessary drama or a class where a lesson went according to plan. Recognizing what is going well will help keep you from hyperfocusing on what isn’t. Noting your contributions and the positive impact you are having on students’ lives is a key ingredient for maintaining motivation in the long run.

Remember why you chose to pursue a teaching career

I believe there is something special about the soul of a teacher. Some of us are truly called to this career; we go through difficult days and, still, the next day we can’t wait to get to school and create learning opportunities and experiences for our students! What motivated you to become a teacher in the first place? Was there one special teacher who ignited that spark within? Reminding yourself of what inspired you to take this path can make the inevitable daily frustrations a little more tolerable.

It’s also important to remember that you are not supposed to know everything. Every teacher goes through periods of doing the best they can to stay afloat while feeling overwhelmed. Reach out to others, whether it’s a mentor or another new teacher in your building. One trait common to most of us is that we want to help others. Listen to what other teachers have to say, take what works for you, make it your own, and go with it.

The hecticness and heavy workload of teaching don’t let up, but in time you learn how to handle it better. I always felt the beginning of the year was like getting one’s sea legs—it takes a while to adjust. But once adjusted, you just start to go with the flow. Each year of experience is sort of that way—you get more skilled at adapting to whatever comes up. Stay healthy, be gentle with yourself, and stay grounded in what called you to teach.