Pedagogue Blog

Faculty meetings are an essential part of a teacher’s life, serving as a platform for discussion, planning, and collaboration. However, these gatherings can also spark a range of thoughts and emotions in the minds of the educators. Here are eight thoughts every teacher has at faculty meetings.

1. “When will this meeting end?”

This is probably the most common thought that goes through a teacher’s mind during a faculty meeting. No matter how engaged or enthusiastic they are about their work, there’s always the underlying anticipation of when the meeting will finally wrap up.

2. “Could this have been an email instead?”

Teachers often find themselves wondering if all the information being relayed during a meeting could have instead been shared via an email. It’s a natural response when the discussion feels overly drawn out or doesn’t require much face-to-face interaction.

3. “I hope I’m not asked to share my opinion.”

Although teachers are experts in their fields, they may sometimes feel hesitant or unprepared to speak up during a meeting – fearing that they’ll be put on the spot or misunderstood. The anxiety surrounding this thought is something nearly every educator has experienced.

4. “Is anyone else as confused as I am?”

Complex topics or convoluted proposals can leave teachers feeling lost during a meeting. The need for clarification drives this common thought – and many may look around the room, trying to gauge if others share their confusion.

5. “I could have used this time to catch up on grading.”

With never-ending piles of grading and lesson planning to do, teachers often think about how they could better utilize their time during lengthy meetings. The idea that unplanned moments for catching up on work slip away can be frustrating.

6. “I’ll definitely bring snacks next time.”

Long hours seated in a conference room can lead to snack cravings. It’s not uncommon for teachers to make mental notes to pack a snack or treat for the next meeting, knowing that it can improve their overall experience and energy levels.

7. “I wish I had more time to collaborate with my colleagues.”

Some teachers may appreciate the opportunity to work with their peers at faculty meetings but feel limited by the meeting’s structure. The desire for more meaningful collaboration often comes to mind during these gatherings.

8. “I must remember these fresh ideas and strategies.”

Faculty meetings can be a catalyst for innovative solutions, teaching techniques, and educational strategies. Many teachers leave these events with valuable insights and feel inspired to implement them in their classrooms.

In conclusion, faculty meetings can provoke a wide range of thoughts – from anxiety about speaking up to creative inspiration – in the minds of teachers. When brought together, these thoughts paint a vivid picture of the various experiences educators have during these essential gatherings.

In recent years, the term “lawnmower parent” has gained popularity as a way to describe parents who attempt to clear away every obstacle their child might encounter, whether it be in school or social situations. However, just as we’re starting to understand this phenomenon among parents, it’s important to acknowledge that, at times, educators can also adopt behaviors that are eerily similar.

As a teacher myself, I must admit to being guilty of overprotecting students from challenges in order to make their academic experiences smoother and less frustrating. After careful reflection, I have realized that I was a lawnmower teacher.

The Turning Point

The revelation came after the following incident: Like many educators, I found myself planning every minute of my students’ days with incredible precision. One day, I had organized a timed activity for each group in the class. While the students were immersed in the tasks at hand, it was clear that something wasn’t quite right.

Instead of focusing on their work, students were frequently calling me over for help and guidance. But instead of encouraging them to figure out solutions on their own, or even ask their peers for assistance, I found myself offering too much support—providing answers and easing every small struggle they encountered. It finally dawned on me that my excessive care was stunting their growth.

Easing Off the Gas

Recognizing this problem was just the first step—I knew it was time for a change in my approach to teaching. While I couldn’t simply abandon my students and let them flounder entirely, there had to be a middle ground where they could become more independent and self-reliant learners.

Firstly, I decided to incorporate more inquiry-led activities requiring critical thinking and collaboration amongst peers. This meant stepping back from offering constant assistance and instead providing “guiding questions” when needed. It was fascinating to see the students’ creativity come to life, as they engaged in real problem-solving situations without me hovering over them.

Secondly, I aimed to foster an environment where students could embrace their unique strengths and learn from failure. By celebrating growth rather than just success, children became more open and resilient when faced with obstacles or setbacks. And instead of those perfectly polished days filled with easy victories, our classroom became a lively hub of active learning and experimentation.

The Impact on Students

As a lawnmower teacher turned guide on the side, I’ve noticed a profound change in my students. They’re more autonomous and confident in navigating challenges they encounter. They’ve learned that setbacks are opportunities for growth and innovation, and are more willing to seek help from their peers than solely relying on me.

Most importantly, this shift has taught them essential life skills that extend beyond the classroom walls. Learning to be self-sufficient, embracing failure as part of the learning process, and relying on collaboration are crucial tools for personal growth and success in today’s world.

In Conclusion

As educators, the temptation to be lawnmower teachers can be strong; we want nothing but the best for our students. But true growth comes from facing challenges head-on and embracing the messy learning process that follows. Fostering independence and resilience in our students is far more rewarding than handing them a neatly manicured path to follow.

Being a teacher is a rewarding and fulfilling career, but it also means that certain aspects of your life become somewhat public. While many professions face similar situations, teachers have a unique set of challenges when it comes to maintaining privacy. Here are 8 private things that totally aren’t private when you’re a teacher.

1. Personal Life: As a teacher, your students, their parents, and sometimes even fellow teachers may show interest in your personal life. Whether it’s questions about your marital status, children, or social life, teachers often find themselves in conversations where they must navigate sharing personal information carefully.

2. Social Media: Teachers need to be careful about their social media presence and what they share online. Students, parents or colleagues might come across their profiles or posts, leading to unintended consequences. For this reason, many teachers keep their social media profiles private or create separate professional accounts.

3. Emotional Reactions: Teachers are expected to be calm and composed in front of their students at all times. However, dealing with challenging classroom situations can sometimes evoke strong emotions. Unfortunately for teachers, their emotional reactions are often on display for everyone else in the room.

4. Work Schedule: A teacher’s work schedule is known by the entire school community – from the hours spent at school to after-school activities and tutoring sessions they host. Thus, finding time for personal errands or appointments during school hours is almost impossible without getting questions from colleagues or students.

5. Classroom Decorations: Even something as simple as decorating the classroom can become a public expression for teachers. Every poster or piece of artwork displayed may be seen as an extension of one’s personality or beliefs by the students and other staff members.

6. Political Beliefs: While most teachers strive to remain neutral when discussing politics in class, they might inadvertently reveal their political inclinations through lessons or class discussions. This disclosure can create a perception among students and parents about the teacher’s political beliefs.

7. Physical Appearance: Teachers must be thoughtful in their choice of attire or hair styling, as these can become talking points among students and their parents. Something as simple as changing a hairstyle or wearing an unusual accessory can unintentionally become public knowledge due to the nature of the teacher-student relationship.

8. Health Issues: Teachers who suffer from chronic health issues or have ongoing medical treatments often face challenges in maintaining privacy. From needing to take time off for appointments to discussing accommodations with colleagues, it’s difficult for teachers to keep their health issues private.

In conclusion, being a teacher means that certain aspects of one’s personal life may not be as private as one would wish. While this can be challenging, it is essential for teachers to navigate these situations with professionalism and thoughtfulness, all while continuing to provide the best education for their students.