Schooling is difficult enough when it’s something being done full-time, but balancing it with a full time job is something else entirely. I’d be lying if I said there were never days when, after a full week of planning, teaching, and grading, I really had to struggle to get myself through an essay or long reading. I did it, though, which begs the question, “why?”

Looking back to my original application materials for MSU’s program, I cited what you’d expect as my reasons for wanting to further my education. I said that I’d wanted to improve the engagement of my lessons, better the accuracy and consistency of my assessments, and better learn to help students speaking English as a second (or third, or fourth...) language. Looking back I still think those goals are fine, but they’re just that. Fine. There’s not a lot of specificity to them because, to be frank, I just didn’t yet know exactly what I didn’t know. They’re what you’d expect any teacher to say when asked what they think are important elements of teaching.

Reviewing my program classes, more details of which can be found in my annotated class list, I think those goals were met fairly well, but I’d like to focus on what changed along the way.

Engagement is something so broad that it’s difficult to even summarize, but a more specific goal that I’ve come to focus on is real world applicability. Through readings and activities throughout most of my program, a large focus was both on how to ensure my lessons are beneficial outside of the classroom and, if they are, how to make that connection clear and meaningful to my students. I hope you’ll see in some of my sample lessons on this site how I’ve attempted to do that.

It was also great to hear, from class to class, affirmation for what I’m already doing. Growth isn’t always about learning something new or changing. Despite appearances, teaching is a lonely profession. There may be many teachers in a building, but we don’t often get to actually see each other teach, and in that vacuum it’s easy to develop self doubt. Reading and engaging with content and being able to say, “Ah ha, I’m doing that!” has been great for my professional confidence. It may not be a traditional goal, but planning and teaching with more confidence and positive self-thought is a continuing goal for me too.

Finally, seeing bad teachers has affected my goals as well. While most of my teachers have been hard working and communicative, some have been great examples of how poor feedback and pacing can damage a class. Having been on the teacher side for so long, being back on the student side of less-than-best practices was a welcome reminder of why the energy and effort to do the little things is worth it. I don’t want to lose sight of that, even when it seems easier to let the small stuff slide.