Hit a home run.
Or at least make contact, get on base, and rely on your teammates and experience to get you across home plate.
This new year, the new decade, reminds me that teachers often face new challenges and situations. Think about that student who transfers into your school nine days before the semester ends or the joy and then horror that flashes through your mind when you see that new copiers have been installed.
Sometimes though, we face new adventures that even vast swaths of experience cannot prepare us to handle the way we parry and deflect most of what’s throw at us. For me, a move away from athletics pushed me toward new classes that revealed just how comfortable I had become in my almost decade working with seniors. Last year freshman English and freshman Pre-AP English classes taught me about patience and pacing. This year sophomores and AP juniors force me to flex muscles I never knew I had and push me to explore the boundaries of my workshop pedagogy.
For those of us who face the anxiety of teaching a totally new class, a new unit of study, or even a new lesson, consider this advice:
- Lean on the pillars of experience around you.
- Trust the reading and writing workshop process.
- Build a team.
- Explore your literacy.
I’ve been blessed to leap into these last two years, and the change they promised, with groups of teachers who had been there before and knew what to expect. Their knowledge and willingness to support me allowed for less time learning new content and more time planning effective lesson delivery. While I have many questions, they seem to always have an answer that guides me back on the pathway to success.
Lean into the workshop that supports reading and writing because it invites literacy learners to feel safe within the routines and community that literacy learners need. New learning happens much easier then the teacher and the students feel comfortable and safe with each other.
Growing your support system beyond your teaching team is important. Living on front street with your students about your inexperience can be a scary proposition, but it can also invite them into the type of relationship where they understand that you will all grow together and that they are not the only ones being asked to shoulder a growth mindset. As for the adults in the building, instructional coaches are there to help you and support you, looking for clues to the type of help you need, listening when you struggle, celebrating your successes because they own a piece of your potential. Lastly, but no less importantly, build relationships with your administration. Extend the invitation for them to be in your room and learn about the students that pass through your life on a daily basis. Admin isn’t there solely to handle disruptions or crisis. Rather, they, like every other educator in the building, have a vested interest in the success of your students and deserve the opportunity to experience your greatness.
Never forget the value of reading and writing beside your students. When you aren’t sure how to fairly and authentically assess the writing tasks you ask your students to perform, write your own response. When you ask them to revise their writing, invite them into your process to help you explore your ideas. They will jump at the chance to support your writing the way you support theirs. Share your reading life too. Your reading life will engage them just as deeply, and as they learn more about what you like to read, they will learn more about you and, perhaps, about their own compassion.
Most importantly, trust the process. Believe in yourself in the face of new experiences. You owe it to the students and to yourself.
Charles Moore recently returned from a 2025 mile road trip vacation where he learned about new people and places and loved every minute of it. He encourages everyone to try to visit the Martin Luther King Jr. Historical Park and The King Center. Bring some tissues just in case a high school band spontaneously shows up to play for Dr. King.
What are you thinking?