It was strange for me to read Brent's commentary about the boys' first day of school. I kept trying to figure out why none of it was very memorable to me, and then I realized that I wasn't there :(
I went back to school this year, too! After 8 years of being at home with Gavin & Gage (for the most part), I returned to a full-time teaching position this year. (Technically, it's .8, but it sure feels full! Teaching 120 students will likely always feel like full-time work if you ask me.) It's an unusual position this year, .4 at two different schools. I teach two classes at Rocky Top Middle School in Thornton in the morning, and then I drive to Westlake Middle School to teach two classes there, which is about ten minutes away and closer to home.
I really underestimated the challenges of this split position and everything that would come along with it. One of the most significant struggles is that I don't have much time at Rocky Top to meet with students or collaborate with peers. It's been so nice to have Spanish teacher colleagues at both schools, but I have to admit that it's also been strange. It took me a little while to realize that I have always been somewhat of a private island in my teaching past, for good or for bad. I'm unused to the accountability and pacing with peers that comes along with being part of a team. And I had wholly forgotten the challenges that some parents add to the mix. I just can't believe how much time they demand--to email, call and sometimes meet with in person. And then there's the students! Someone aptly said to me the other day, "It's a new brand of student since you left teaching 8 years ago." I don't know (yet) if that's totally true, but the new system has created some things in education that I don't really like or agree with. Students don't feel motivated to do their homework on a regular basis because there's no place in their grades for it. 100% of their grade is based on assessments now, and students are graded in a standards-based system (1-4 with 4 being the highest score). One of the main problems with this is that few students realize that by doing the practice at home, they are preparing themselves best for their assessments. I, personally, feel stressed if I think too much about the fact that many students do nothing for my class outside of my classroom. And this is a very fast-paced class! In our district, Adams 12, middle school Spanish is going as fast and using the same curriculum as the high schools. Gone is the notion of Spanish 1A for one year and 1B for the following year, the way I learned it myself and taught it for many years prior. And, unfortunately, it doesn't much matter if I philosophically agree with that pacing and feel most comfortable teaching it that way, because I have no choice in this district. Everyone feels like it's fast, including me!
They hired me knowing that I wanted to be able to pick up my own kids at 2:30 every day but Wednesday. (Wednesday is early release across the district, and we have professional development and meetings on those days, so we've arranged for a combination of grandparent help and help from my friend, Emily, who can pick the boys up and be with them until 4:30ish.) So Brent takes the boys to school most days, and I pick them up. Though I'm physically with them most afternoons, I am often not very present, so easily distracted by tough students or parents or the work that has to get done. I have a lot to learn about how to balance all of this.
So, Mama went back to school, too. But, I'm really on the fence about the whole thing. It just feels like so much! I always appreciate the teaching schedule, and it certainly pairs well now with my boys, but my tough days beg the question: Is there something different that could use my Spanish and other gifts that God's given me?? I may need to spend the summer contemplating that.