Reflecting on the school year
The end of the school year came at me fast! Grades, progress reports, and packing up my room were all at the top of the list as my 2023-2024 school year came to an end. This was quite the school year, and I figured it would be fitting to write about the good and the bad that occurred during the year. I know it is almost August. I ended my school year on June 7th when I started working as a behavior specialist for a summer camp. Not to mention, I’m still working on my dissertation and preparing for an upcoming presentation at a conference later this month. I have been busy!
I must start with a disclaimer, especially if this is your first time reading my blog. This year was probably one of the most difficult years I have had since I started teaching. I’m used to working with students who display aggressive behaviors. This means these students may exhibit behaviors that impact their ability to be successful by initiating arguments or fights with their peers or school staff. Hey, it could also be defiant or disrespectful for any number of reasons. I’m big on establishing relationships with my students and families that create an environment where problems may arise, but students are still learning. My kiddos showed some of the same behaviors, but due to added trauma in their lives, it was difficult to work through those behaviors and focus on learning, which brings me to the first thing I learned this school year.
1
The year really made me lean into my research about Trauma-Informed Education. I made it a point to read and study anything I could get my hands on that talked about Trauma-Informed Education. So much so that I created a presentation that I’m sharing with anyone willing to listen. In education, we are given so many new buzz words ALL.THE.TIME. Educators never know what is going to stick and what will fade, like the ink from your favorite stamp pad. Taking the time to analyze what your students are communicating to you through their behaviors is crucial to establishing a safe and supportive learning environment. It takes time, consistency, and dedication, but it is well worth it. Click here to get a free checklist for starting your own trauma-informed classroom.
2
Being able to loop with your students for a second year adds to their success. I usually work with my students for at least 2 years. I always see major progress in the second year. In previous years, I have had students totally reintegrate back into the general education classroom from the self-contained setting with success. This year was no different. My 6th graders were leaps and bounds ahead of where they were in 5th grade. They were more independent and able to advocate for themselves. But don’t just take my word for it; research has shown having a repeat teacher increases students’ test scores while also improving attendance and discipline for lower-performing students and male students of color (Wedenoja et al., 2022). Unfortunately, intentional looping, where districts plan for teachers to progress with their students, is not a “thing” everywhere.
3
Self-reflection is key. According to philosopher and educator John Dewey, “We do not learn from experience… we learn from reflecting on experience.” Taking the time each day to think about what went right or wrong was helpful to making improvements in my teaching. Being honest with myself about my shortcomings. This post on Edutopia provides tips on how educators can make self-reflection a consistent habit.
4
Practice gratitude even when things are not going well. Reflecting on the negative is not a good way to start or end the day. Having a daily practice of thinking about what you are thankful for can be encouraging. It can also help you focus on what is going well and how to make improvements. Use of a gratitude journal can help get you on the path of being thankful even when it has been a tough day. Check out this gratitude journal for teachers that I created, which is available on Amazon. If you are not a fan of journaling, take a look at this blog post about refueling your gratitude on Edutopia.
All in all, looking back on some of my highs and lows from the past school year has gotten me fired up for the new year ahead. There will be new challenges, including a new school building, classroom, and colleagues. There will also be familiar things, like my students from last year. I’m excited about the new adventures that await us.
References
Wedenoja, L., Papay, J., and Kraft, M.A. (2022). Second time's the charm? How sustained relationships from repeat student-teacher matches build academic and behavioral skills. (EdWorkingPaper: 22-590). Retrieved from Annenberg Institute at Brown University: https://doi.org/10.26300/sddw-ag22
