Introductions

Every year a surprise!

Do you remember being in elementary school, and spending the days up until the first day of school wondering about your teacher? In Kindergarten and 1st grade you don’t really know anything, so you’re going in blind — just hoping your teacher is nice. By the time you roll around to 3rd and 4th, however, you’ve been in the school long enough to have heard things. That teacher is strict, this teacher will let you get away with almost anything, so-and-so shows hockey videos during Reading class (true story). This is all to say that my students’ first impression of me on the first day of school comes with prejudice.

After the 2nd bell rings on the first day, when everyone has eaten breakfast and used the bathroom and squealed with their friends and found their seats, I have to introduce myself. The start of my speech has been similar for the past 11 years — you see, I was a Guest (substitute) Teacher at this school before I was hired, and being a sub is a WAY different kind of job. You don’t have time or space to form relationships, your job is to get through the day, keeping everyone alive and safe while attempting to follow the lesson plans left for you. There are moments of levity and joy and teaching, but often it is a rough day and I was not always at my best. I had a reputation — with teachers, for getting the job done, and with students, for being mean.

“How many of you have seen me before?”

Hands all rise

“How many of you have heard things about me?”

Most hands rise, slowly.

“How many of you heard that I am… scary?”

Sidelong looks, ducked heads, a few hands creep into the air.

“It’s ok, it won’t hurt my feelings. Be honest!”

More hands rise.

Then I tell them the secret: I’m hilarious. I love teaching and I love kids. I have high expectations and don’t like screwing around, because it takes away from learning, and learning is supposed to be fun and interesting. I follow this up by asking them not to tell my secret, because I have to keep my reputation. They usually think this is a riot and are eager to be in on it.

Of course, first impressions are not a one-way street. All 29 of my students are trying to get to know me at the same time as I am getting to know them. Some of them I recognize, as 3rd grade shares a hallway with 4th. There’s an idea out there that if a teacher has heard of you before you are in their class, it’s probably for a bad reason — that’s not true. Sure, I knew the kid who I kept finding in his locker that one year. But I also know a couple of kids through having their siblings, or because their parent works in the district, or because we started saying “hi!” to each other in the hall last year.

My first goal is to get names right. This year I was doing really well with all except one. She reminds me of the year that I had a kid named “Evelyn” whom I called “Eleanor.” Close, but not correct. As with Evelyn/Eleanor, this kid is a good sport. She happily accepted the prize I gave her after getting her name wrong for the 3rd time.

After names, I’m looking for a deeper connection — to establish trust. My goal is to be able to gain trust before I have to manage behaviors. Luckily, one student managed to help me and make me laugh on the first day, so when I had to remind him twice (one nicely, the next not-so-nicely) to put his toys away in his locker and take them home permanently, he could tell that I wasn’t mad at him, just correcting the behavior. (He was mad at me, but he got over it.) Then on day 3, he gifted me with this stellar quote: I CAN PUT TWO FINGERS IN MY THUMBHOLE!. (Scissors, in case you are wondering.)

I am learning that this particular group has to have empty hands, still bodies, and eyes on me when I give directions, or they will want to hear the directions again. They are learning that, if I give directions under the above conditions, then I will refuse to repeat myself and they will have to ask a friend and hope to all that is holy that the friend was listening.

I am known for being a bit of a hard ass in the hallway with my line walking — but my students always end up beaming from the compliments they receive from admiring adults (thank you, vocal admiring adults!). I love seeing last year’s class — now 5th graders — as we pass them and they hear me spout such gems as, “Cross [the hall] before you turn!” (to avoid head-on collisions with classes coming the other way) and “Don’t touch the wall! It was last touched by someone who didn’t wash their hands after going to the bathroom!” My former students grin knowingly at the newbies, and give me a nod that says, “I remember.”

The first week of school is so hard on all of us. We can’t just jump into academics as there is too much business (sorting school supplies, figuring out classroom rules, getting to know each other) and too much confusion (special education teachers, interventionists, speech therapists, and mental health workers all have to figure out when they can pull students out without too much disruption). We are sorely lacking in structure and schedules, and many of us — children and adults — struggle under those conditions. When I pulled out a multiplication activity yesterday, I could almost feel a sigh of relief ripple through the room.

If you asked one of my students now, after their 3rd day with me, they would tell you that I like turtles. Technology doesn’t always work for me, but I keep my cool. I need to set an alarm or I don’t remember to take attendance. I like reading to them. My cat’s name is Jane the Cat. I apologize when I’m wrong, and I thank them when they are terrific helpers.

That will do for now.

Thanks for reading.

Love, Susie