So, I’m not a school teacher but I do teach taekwondo along with being a student ambassador. I was wondering, how are the freshmen this year, really? I feel like the 2009-2010 group of kids got lucky because the maturity difference is beyond me. The teachers keep beating around the bush ‘oh! They have some issues we’ve never seen before!’ Or something like that.

Truly, how are these freshmen compared to previous years?

I am currently employed as a long term sub out of content area. I recently received a call for an interview for a full time position, 3 year contract. I am alternately licensed in my state, which requires 2 years in content teaching for full licensure. My sub job obviously does not count, but the new job would. My predicament: I have been in my current position only 3-4 weeks, of an unknown total length assignment (Likely end of October, early November) The interview went great (Super, Principal, VP, and 2 tenured teachers) and I was immediately asked back to teach a lesson, and pending how that goes, would be offered the position officially. I am very confident in my abilities and feel like this is a great opportunity to go from an hourly sub to a full time salary teacher of record. I do not know how to approach this with my current employer to get the time off to demonstrate without blowing the entire thing out in the open and risking backlash over something I may not get an offer for. My current supervisor is amazing and I would love to think she would support me, but this is my 1st ever long term sub position as well (new grad fall 2025). How would you handle this? Chances are I will not be able to fulfill my entire long term sub position in its entirety if I am offered and accept the position, but this is a massive career changing opportunity. Added context, I have received nothing but huge support and many, many compliments from co-teachers, supervisors, directors, and even the superintendent on my abilities (not bragging, just the truth) and that makes it an even harder situation in my mind. The new school also agreed to wait to contact my current school until after my demonstration so I can decide before they alert them.

We had our fifth day of school and I got scolded by the principal because I haven’t started history class yet. I have students who worked very slowly and so I’ve been trying to give them extra time to get caught up on finishing their work. It’s our fifth day of school and I know some schools don’t even start teaching content Until a few days into the school year. But I’ve been expected to do a full days load of work every day since the first day of school. I’m exhausted. I’ve been told by my principal that I have to get through all of the curriculum by the end of the school year. But the problem is we don’t go 180 days and so Some days I will have to teach double lessons in order to get through all of the curriculum. Also, they want to add more recess, which normally I would say is a good thing, but it takes away from my class time. So I don’t know how I’m going to get through all of my subjects every day. I have basically half an hour for every subject with no wiggle room. So if a child needs 10 extra minutes to finish an assignment, then we won’t get to our next subject. Adding to it, I am in a new grade with new curriculum. Some curriculum I’m a little bit familiar with because I taught the lower level of it last year, but our science curriculum is brand new and our music curriculum is brand new.
Edit: another rant: I haven’t been trained on the electronic grading system yet, and my science supplies have not been ordered yet. Waiting on admin to fix these two issues as well. Seems like they need to get their issues together before they tell me anything about my issues.

I received an email last week from TED saying that my TED account was eligible to payment from a Class Action Settlement and that I was entitled to compensation. I filled it out and they’re supposed to be sending a $5 check (they have other options like Venmo).

So, if anyone has/had a TED account, check your email. They may be paying for your morning coffee!

Each year, I meet with admin and other teachers to discuss students, their accommodations, etc. It helps because the kids enter with me already having a plan for them, I can make sure they’re seated appropriately, and everything else that comes with appropriate modifications and accommodations for students who are mandated to get them (and even some who don’t have such a mandate, but probably should).

However, every year, the conversations about kids are more and more about things that aren’t related to education (see: disruptive behavior, defiance, aggression, etc.). When discussing mods/accommodations, it’s pretty standard with many kids needing the same things with the occasional outlier, which is all good. But, those conversations seem to happen in a matter of minutes now whereas every year, prior to the first day, I get more and more emails or verbal warnings about kids who will break stuff, will show aggression toward staff, can’t sit near each other, can’t be in the same class (even though they are), make it their job to be disruptive, etc. There’s far less about how to address educational needs and far more about managing behaviors.

Has it always been like this and I just didn’t realize? I just can’t remember a year when pre-first day conversations focused more on education than poor behaviors.

Has anyone ever dealt with an admin that has a child at the school and questions what you do in the classroom? I have admin that recently escalated something that could have been cleared up easily. They, of all people had a parent conference with me this early questioning what I’m teaching in the classroom. I feel like they ask their child and the child says stuff based on liking me. The child is smart but has a terrible personality. They are fully aware of their privilege. I feel like the admin is only concerned about their child being challenged and catered to. The thing is the school is horrible academically but the child happens to be in a decent class. At one point the admin was asking me what are my intentions to support her daughter in my classroom. The child doesn’t need any support. They’re a grade level ahead and can complete their work independently. I feel like that concern would come from some one below grade level. This admin wants the best academically but the school is ran like a unaccredited school. The admin oversteps boundaries and wants you to go out of your way for their child. It doesn’t help that the child is very unlikable .I feel like they’re trying to catch me off guard and hold something against me.

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I have been trying desperately to get back into a district that I left. I am on good terms with lots of people on the district. The teacher that replaced me has recently left but for some reason that position has been made available. I have applied for a will be interviewing another position, split: teaching a subject I am familiar with and another I have zero familiarity with.

I have taught subjects with zero familiarity before but this one worries me because it’s an AP class. I don’t want to do a bad job that might affect me sliding over to the teach the subject I want to teach whenever that opening appears.

But also I guess at this point in the year I’m desperate, they will be desperate, we are all desperate!

So Ms. Venet’s book is all just vibes and buzz words. Our staff is reading it a book study for professional development. As far as I can tell, she has at most 6 years experience in a K-12 alternative therapeutic school and some of that was in leadership. Her book has no strategies or systems that a teacher can actually use in the classroom if a traditional public school. So far the basic gist of the book is: students have trauma and schools can cause trauma so we have to be trauma-informed, but in an equitable way, otherwise, we might cause more trauma. I’ve found the book to be incredibly shallow and problematic, and would really like some literature around trauma-informed practices that are back by data. I could go on and on about my criticisms of this book, but I really just want to bring forward actual strategies and systems to my team while we are forced through this book study.

But probably 2 of my 23 students could really deserve a good, warm, happy email home right now lmfao. Anyone else feeling this?

I work in a diverse area and we have extended our school year due to more religious holidays to accommodate our changing population. I was wondering if giving floating days similar corporate would work better than extending the year well into late June.

I'm a first-year teacher. I work at a high school.

During my first week of classes (last week), there was a physical altercation between two students in my classroom. It became violent and I had to call the office for help. A student left with a bloody nose. I had to provide documentation for incident. I've felt awful ever since. The student has been transferred out of my class to another teacher's class. I feel ashamed, guilty, and responsible.

He now has a safety plan and it includes triggers. The triggers feel like things that should have been addressed directly with me. I was given his IEP, but it was buried in my email and when the sped instructor came to get my signature for it, she didn't mention how much this student struggles to be at school. He has been through any sort of trauma you can imagine. He is a sweet kid, but I can tell his mind is never at ease. I just feel devastated and like I failed a student already so early into my career. It feels so unfair to me that the school has known that this student has emotional regulation issues and that it wasn't addressed beforehand. It feels like I was set up for failure.

Should I communicate that I feel guilty to admin? Should I tell them I believe I wasn't set up for success with this student? One of the main reasons I went into teaching was to help students like him feel safe and accepted, and I feel like I have completely failed at that with this student. I honestly feel heartbroken. Has anyone else been through something like this before? What did you do?

First year high school math teacher! I teach in a large district in the Kansas City suburbs with no formal, written dress code for teachers. I used to have a red streak right in the front of my hair from my middle part to my ear on one side but I dyed it back brown right before I started student teaching, thinking I wasn’t going to be allowed to have it (that district didn’t have a dress code either).

I really want to dye it red again, but I’m a little anxious about it. The families at my school are generally a very high socioeconomic status and I’m worried about my students parents thinking it’s unprofessional. I also haven’t seen any other staff at my school with vivid hair colors.

I plan to ask my coworkers as well, but I figured I might post this here as well to seek some other advice and opinions!

Hey everyone,

Ex-teacher here who has been thinking about heading back to the classroom. Taught for 4 years but when COVID hit, shifted to the corporate world. I feel like I never wanted to leave but had to because of the pandemic. Talked to wife, who is also an ex-teacher, and she is supportive. Am I crazy?

Also, thank you all for what you do. You probably don’t get the accolades you deserve but know that there are parents who appreciate you.

"You're blowing my *mind*, Miss Teacher!"

2nd grade lol. Raised his hand to say it and everything 😂

If blowing kids' minds with knowledge ain't my job, then I don't know what is!

Hi! I’m 20F and have interest in pursuing early childhood education! I’ve struggled to decide what career path is a good fit for me. I’ve changed my major 4-5times. I’m currently on a gap year and based on my research, a bachelors degree in ECED seems to be a solid option. Ideally I’d go back for my Master’s after a year or two of teaching to get better pay.
I love kids! I think kindergarten might be a sweet spot for me. Prek seems too chaotic but I love the idea of working with young kids. I’m sure it’s challenging, but is the reward worth it?
Maybe I’m naïve, but I feel like ECED curriculum can’t be too difficult for an adult with (potentially) a masters degree to master. I feel like that gives more opportunity to master lesson planning and focus more on classroom management and bonding with the students as they are starting a new chapter of their lives.
I think this job has potential to be a fun and meaningful creative outlet. From decorating a classroom, lesson planning, wearing fun teaching outfits, and of course pouring love into a new generation.
Of course I hear teaching horror stories, lots from this subreddit! I have no doubt that the job is challenging and mentally and physically exhausting at times. I’m looking for any advice/ insight! Feel free to ask questions.
I think I’m scared of choosing an education and career path that I regret and feel miserable and stuck in, hence changing my major 4-5 times lol.

Repost because it got removed :)

Hey everyone,

How are you? Teacher of 20 years here - all in middle school Science. I still like my job, but am getting a bit tired. I am wondering for those teachers who have taught over a decade, what can you say has "changed". (I use 10 years as it encompasses pre and post covid).

Part of me says that middle schoolers have always been middle schoolers. Wacky, forgetful, funny, random, etc. However, I would say that:

• Behavior management has become almost 60% of my job. And not because students are necessarily poorly behaved or mean, but because of the lack of self management/lack of situational awareness. Constant touching, making noises, getting up, etc.
• The touching, especially between middle school boys. And it's not playfighting, it's like...this constant touching of heads, grabbing books, pushing against one another.
• Lack of realizing routines and remembering them. Every day we start the same way in class. Every day they ask what to do.
• Parents. Definitely taking a student's side of the story before the teachers.
• Kids are SO anxious and need constant reassurance.

With all that said, again, I still enjoy my job. It has just gotten so much more difficult in the past 10 years (in my view). What about you all?

Advice on classroom purchases

So. I’m in a weird spot.

I was invited to speak at a conference over the summer and was gifted a $150 voucher for classroom purchases. The problem is I’m currently working as a paraprofessional (despite my teaching license) and therefore don’t have a “classroom” nor do I have need for materials. I’d still like to use this voucher though because I earned it. I was thinking of getting something for my future class, but I have no idea what I would want.

Which comes to this post. What are some recommendations you have for this voucher?

This is my first year teaching all honors students, and the difference in behaviors is noticeable. In the past, most of my students were several grade levels below. While my classroom management improved each year, even at my best, I'd feel like I needed to constantly monitor the class or else chaos would erupt. I'd avoid assigning group projects except on rare occasions because many kids would end up wandering around, arguing, or just avoiding the work.

Today, I assigned a group project, and except for a handful of kids, everyone was on task and contributing. I even had one group decide to split into two groups to avoid any arguments, and I was like, "They problem-solved without me needing to step in."

Obviously, kids will be kids, and there are still times when I need to step in or redirect students, but it's so much less than what I was doing before. I've been wondering why each day feels so much quicker, and I think it's because I rarely have to deal with the behaviors I was dealing with before.

It feels like what school was like when I was growing up: most kids are on task and listening to the teacher. A few kids might get off task, but they're easily redirected. Sometimes a bigger issue comes up, but not often.

It's still early in the year, so I'm hesitant to consider this the norm for the year, but it feels nice not having to be hyper vigilant. I genuinely love teaching, and I tried to be a supportive teacher even for my toughest kids in previous years, but I could always feel how anxious my body would get on certain days. Now, there's still stress, but its not the same kind of stress nor to the same degree.

I feel like this is what teaching should be, and possibly what it used to be like. Like no class or teacher is perfect, but our nervous system should not be constantly on edge because of behavior issues.

I work for a University chemistry department. I go to annual K-12 science teacher event, as a exibhitor.

Both years I’ve gone I hand out informational flyers to highschool teachers and then for other grades school supplies, university branded merch, periodic table posters, and other various items. I’m curious what things you look for at an event like this? should I find some coloring sheets on teachers pay teachers for entry level chemistry? is there something you would find intriguing as a feebie as a science teacher?

I want to cater better to a variety of age groups. I don’t feel like our impact is as good as it could be just catering to high school students interested in prepatory or general chemistry. let me know! I would love to help inspire young people and their potential interest in chemistry and the wonders of science! ♥️

As of today...

• Thou shall not use any entrance that you have used before, you must only now use the entrance that is still being constructed and unsafe for people.
• Thou shall not have a parking space, unless you arrive for work up to 90 minutes before your official time of starting... But we will not open the building at that time, that's only an hour before and you must spend 30 minutes or more in your car.
• Thou shall not have coffee, tea or any drink other than water in your classrooom.
• Thou shall not walk out of the temporary entrance/exit accross the gravel foot path, instead along the corridor, down the ramp, out of the firedoor, up the disabled ramp and in to the building.
• Thou shall not ride your bicycle on the designated road, thou must instead push it 600 or so hundred meters to the designated spot.Then return the same 600 meters on foot to enter the building.
• Thou shall not leave a cup or food in any space other than the staff canteen, and if found it will be binned, regardless of state (clean or in use).
• Thou shall have exactly 15 minutes for break, but the cafeteria to obtain said drink is 8 minutes walk from your classroom, and 8 back.
• Thou shall not enter reception, without an appointment. You wont know this until you enter reception, where you will be told to leave. To make an appointment you must phone ahead first.
• Posters, decorations, class work, student work etc., is not permitted to be put up on the walls. You will of course be told that it should be, and it is up to you to find a way of displaying it to adhere to requirements, but so long as it not tacked, taped, blutacked, or stuck in any way.

I'd like to say this is a joke, sadly these are not, and these are expectations of the admin and management, as of today.

I hate Curriculum Night. I teach HS. I had maybe 15 kids come to open house. Now we’re going to be 7 weeks in and I have to stay till 8 for Curriculum night. Where I say the same things that are in my syllabus and have some work samples on display. For maybe 10 kids/parents. I have a pretty rigid curriculum I have to follow. Our gradebook categories and even the number of assignments in each are set by the district. Late policies are set by the district. Every ELA teacher in the county will be saying the same things.

It seems like our punishment for not improving state testing scores is to force teachers to do more paperwork because we need to 'unpack' the standards, or write about 'process'. Last wee we had a meeting about the future meetings we will have.

I wish we could be more honest about the causes like the bell curve that intelligence sits on. At some point, we have reached the point of diminishing returns. There is no scenario in which we get to 100% grade level. People seem to think that consistent improvements will happen forever. While I can understand this, there comes a point at which our goal of 2% is not met, and might not ever really improve.

Even if our teaching practices became perfect, I'm not sure we could maintain 2% growth forever. Why do people think this way?

Why do I need to sit in a room for 3 hours listening to admin talk about their summer and other random things, while then also listening to the same hoorah speech that is given every years, just to then go and have team meetings led by the same people.

Let me go home and sleep.

It's my second year and I'm definitely "way to nice" and I'm clearly noticing that it negatively impacts the work and ambiance in my class. I've heard a lot that you have to "scare them" and "show them who's boss" but this is so far remote from my personality that i'm first looking for things that would "fit me" iykwim.
I'm mainly teaching IT to 14-15 yo kids but I have other ages also.

So yeah if you have any advice, experience or maybe a good book that talks about it I would be very grateful lol