Over the past two years, my classroom management has grown from a well-meaning, relationship-first approach into a structured, consistent, and student-centered system. I’ve shifted from reacting in the moment to planning with intention—without losing my warmth or humor.
Before: Friendly but inconsistent. I avoided conflict and hesitated to set firm boundaries.
After: I lead with structure and respect. I’m not my students’ friend—I’m their adult. I model accountability and focus on behavior, not blame.
“There are no bad kids, just not great choices.”
Before: Broad rules like “Respect others” weren’t always clearly taught.
After: Rules are specific, visible, and reinforced regularly. Students help co-create our contract:
Be prompt and prepared
Use kind language
Listen the first time
Respect boundaries
Protect everyone’s right to learn
Before: Inconsistent transitions and expectations led to confusion.
After: Clear entry, work, and exit routines. I use timers, posted instructions, and visual cues to guide behavior and pacing.
Before: Follow-through felt uncomfortable, so students didn’t always take boundaries seriously.
After: I use a clear progression: warning → private talk → parent call → write-up. Daily resets promote fairness and avoid escalation.
Before: Verbal praise only.
After: Verbal praise + stickers, candy, and positive calls home. Recognition is timely and meaningful.
Then: I relied on vibes.
Now: I rely on structure—with compassion. My classroom is a space where students feel safe, seen, and supported to do their best.
While looking through my reflection journals and reviewing feedback from my summer school teaching experiences, I’ve been able to see just how much I’ve grown in my first years as an educator. At the beginning, I often felt like I was just trying to keep up, managing lesson plans, classroom dynamics, and my own self-doubt all at once. But over time, through consistent reflection and clear, actionable feedback, I’ve developed more confidence, clarity, and purpose in the classroom.
These experiences, especially the moments when I made small but meaningful changes based on feedback, have helped me evolve from a reactive teacher into an intentional one. I still make mistakes, but I know how to pivot, reflect, and improve. This section highlights key moments of growth through coaching feedback and personal reflection.
Summer School Feedback Themes:
Strength in Student Engagement:
“You brought exactly the energy they needed, kept them on task and engaged.”
“Developed student buy-in—they were on task because they wanted to learn!”
Clear Lesson Flow & Creative Rigor:
“Clear flow of lesson from notes, to reading, to close reading.”
“Cops and Robber Barons: rigorous and creative!”
“Love the scaffolded character study—keep coming back to it!”
Responsive & Reflective Management:
“You corrected Kimberly, then checked in with her afterward. Good call.”
“You do a great job checking for understanding across the lesson!”
“Admitting mistakes and course correcting in real time—strong practice.”
Growth Areas I Responded To:
Consistently using timers and visual procedures to create structure.
Making my objectives and expectations clearer on slides and verbally.
Reducing teacher talk by modeling, chunking tasks, and increasing student ownership.
Improving the way I connect lessons to students' lives, especially in units on identity, social justice, and U.S. history.
1. Journal #10 — Settling Into the Role
“At the beginning, I was nervous, being fresh out of undergrad and suddenly responsible for 120 students. It felt overwhelming. But now, a month in, I feel more settled and confident in my role. I’m not just surviving, I’m starting to thrive. I still have tough days, but I’ve found a rhythm and I’m learning how to balance content delivery with student relationships, all while growing as a professional. This is, without a doubt, the most difficult thing I’ve ever done, but I’m also starting to say that I love my job.”
2. Journal #24 — Confidence and Clarity
“This summer I feel significantly more comfortable with myself and my teaching. I’m not constantly second-guessing. My lesson plans come together faster, and I’m not wracking my brain for how to make a lesson engaging. I know how to pivot when something flops, how to get quiet students talking, and how to fill time meaningfully. My second year is better because I actually trust myself. That trust makes all the difference in how I show up for my students.”
3. Journal #25 — Following Through
“The most important change I’ve made is being consistent with what I say I’ll do. I used to avoid enforcing policies, late work, phone use, behavior, because it felt uncomfortable. But now I follow through. I coded my late penalties into Canvas so the system holds both me and the students accountable. I don’t feel mean when I enforce boundaries; I feel clear. That clarity helps students take me seriously and helps them take themselves seriously, too.”
4. Journal #18 — Teaching Beyond the Classroom
“Las Comadres is more than a club, it’s a home base for students who need to feel seen. I created it because I know what it’s like to grow up as the only Latina in the room. Our meetings give students a space to speak Spanish without shame, to learn their rights, to prep for FAFSA, and to dream big. It’s a reminder that school isn’t just about content, it’s about building community, creating access, and reminding students they belong.”