I wouldn’t say I felt confident in my writing abilities until I practiced them in college. Because a degree in history centers on writing and research, it took me a while to think about what I was doing well and what skills I could have developed further as a writer. Something can be said about the preparation I had in high school for this, but to place all of the responsibility on my teachers then seems unfair. I especially realize that now as a novice educator myself. As I navigate my first formal year of teaching high school, I recognize the importance of developing historical thinking skills and understanding the application of these in writing.

High school is a time when young learners are coming to terms with who they are both inside and outside of the classroom. Ideally, an educator is able to bridge both, so that students are able to develop academic and personal skills that they can carry beyond graduation and into their adulthood. A key component of teacher preparation programs is helping educators facilitate classroom activities that are meaningful for every learner. Activities that will leave a lasting impression on students, whether it be because they learned something about themselves or the world that they are growing up in. As a novice educator, I recognize the importance of designing collaborative experiences that encourage collaboration, empowerment, and connection to self.