Teacher

Tips for New Teachers: What I Wish I Knew

Angel BoucherLeave a comment

Starting a teaching career can be overwhelming, especially without the support of a comprehensive teacher preparation program. The transition into the classroom often brings anxiety and uncertainty.

My journey was unique. I was assigned two campuses while managing five-course preps. At first glance, this might seem daunting to most, and truthfully, it was a significant challenge. However, this experience provided invaluable lessons. The contrasting cultures and demographics of the two campuses broadened my perspective, and the strong support system at one of the schools was crucial to my growth.

Now, fifteen years later, here’s what I wish I had known as a new teacher:

Ask Questions: The Key to Growth as a New Teacher

As a new teacher, you don’t know what you don’t know. The best way to navigate the learning curve is by asking questions—whether to colleagues in your content area, teachers in your hallway, or those with similar teaching experiences. These conversations will provide some of the most valuable insights as you establish yourself in the classroom.

Asking questions is essential to success, from lesson planning and classroom management to scheduling and parent communication. Even after fifteen years in the profession, I continue to seek advice from my peers. Every school has its own culture, and what works in one environment may not be effective in another. If you transition to a new campus, district, or leadership team, take the time to understand the expectations and dynamics of your new setting.

Not Sure What to Ask? Start Here.

To help you navigate your first few months, consider asking:

  • Student Expectations: What are the arrival, dismissal, and transition procedures?
  • Student Demographics: What should I know about our student population?
  • Curriculum & Pacing: Is there a district-mandated curriculum or pacing guide?
  • Technology Resources: What tools are available for teachers and students?
  • Professional Development: What training opportunities are offered?
  • Observations: Am I allowed to observe other teachers on and off campus?
  • Administrator Feedback: How do administrators provide feedback?
  • Campus Routines: What are the key procedures (e.g., CHAMPS, lunch routines, hallway transitions)?
  • Parent Communication: What is the preferred method for contacting parents? Am I required to document interactions?
  • Student Accommodations: How do I track 504 and IEP accommodations, and where is this information recorded?

You’ll gain confidence and build a strong foundation for your teaching career by actively seeking guidance. Never hesitate to ask—every question brings you one step closer to success.

Beg, Borrow, Steal, Adapt, and Train: Learning from Others as a New Teacher

One of the most valuable things you can do as a new teacher is learn from those around you. This includes colleagues within your building, educators from other schools, professional networks, social media, and online teaching resources such as Teachers Pay Teachers. With so many tools and sources of inspiration available, it can feel overwhelming to know where to start.

Recommendations for Expanding Your Knowledge

  • Explore District and Regional Trainings – Contact your district about in-person or digital training opportunities. Many states also have regional education offices that offer professional development for teachers. They may provide additional training options if you’re part of a union. Before enrolling, confirm whether the training counts toward the required professional development hours.
  • Join Webinars for Educational Technology – Many platforms, such as Canva, Nearpod, and IXL, offer free webinars to help teachers maximize student engagement and learning through their tools.
  • Engage with Social Media Communities – Follow experienced educators on Twitter, Instagram, and TikTok. Many share valuable teaching strategies, classroom management tips, and creative lesson ideas, often with real-life implementation examples.
  • Curate and Adapt What Works for You – No single resource or lesson perfectly fits your teaching style, schedule, or classroom structure. Be selective—take what aligns with your needs, modify where necessary, and leave out what doesn’t work. Remember that different schools follow different schedules, such as block scheduling versus shorter class periods, so flexibility is key.

Leveraging the wealth of knowledge from your professional community can help you build a strong foundation and continue evolving as an educator. Teaching is a collaborative profession—embrace shared wisdom and don’t be afraid to adapt to your unique classroom environment.

Be Yourself: The Power of Authentic Teaching

Authenticity is key to long-term success and reduced stress in teaching. Stay true to your teaching style and preferences. If interactive notebooks aren’t your thing, don’t feel pressured to use them. Teaching should balance innovation and comfort—trying new strategies is valuable, but forcing yourself into methods that don’t align with your style can lead to unnecessary stress. I believe in experimenting with different approaches at least once, but if something doesn’t work for you, it’s okay to let it go. What works for one teacher may not work for another, and that’s perfectly fine.

Building Relationships: The Foundation of Effective Teaching

Strong student relationships are essential for a successful classroom. Dedicate at least the first few days to getting to know your students. These conversations may initially feel surface-level—discussing favorite sports, candy, TV shows, or music—but they serve as a starting point for deeper connections. When asking students about their interests, be sure to share your own—modeling this interaction fosters mutual trust and engagement.

As the year progresses, find ways to incorporate personal connections into your curriculum. This can be done through warm-ups, exit tickets, or content-related discussions. For an English teacher, personal reflections and discussions are naturally woven into lessons, but small moments for connection are possible even in subjects like math. A little effort goes a long way in building trust and rapport.

However, always maintain professional boundaries. Avoid oversharing personal details, and remember that as a teacher, you are a mandated reporter. Some students face challenges far beyond their years; you may hear complex stories. If a student shares something concerning, you must report it appropriately.

By remaining authentic and prioritizing relationships, you can create a supportive and engaging learning environment where you and your students can thrive.

You Are Your Best Advocate

Above all, remember that you are your strongest advocate. Stay true to your values and teaching philosophy, and never lose sight of what matters most. This ties back to authenticity—finding fulfillment in this profession requires staying aligned with your core beliefs and principles.

That said, being true to yourself does not mean imposing personal views or political opinions on students. In many states, doing so is against ethical guidelines. Instead, model the values you believe in through your actions. If family is important to you, foster a classroom environment that feels like a supportive community rather than expecting students to conform to a traditional family structure. If you believe in equality, empower all students to express their perspectives respectfully rather than promoting a singular viewpoint. Demonstrating fairness, inclusivity, and critical thinking allows students to develop their values in an unbiased environment.

Applying these foundational principles can make your first year as a teacher successful. While there are countless strategies to help you navigate this journey, too much advice at once can become overwhelming. Start small, implement changes gradually, and refine your approach over time. Teaching is a lifelong learning process—embrace it with confidence and authenticity.

How to Review the School Day at Home: A Guide for Parents

Angel BoucherLeave a comment

Reviewing the school day at home can be a valuable practice for reinforcing learning, fostering communication, and strengthening the parent-child relationship. Parents play a pivotal role in helping children process what they learn at school, fostering a deeper understanding of academic content and supporting emotional development. Research suggests that discussing the school day can enhance memory retention, boost motivation, and build stronger academic habits (Epstein, 2011). This blog explores strategies for parents to effectively review the school day at home, promoting both academic success and emotional well-being.

Open-Ended Questions Encourage Meaningful Conversations

One of the most effective ways to review the school day is through open-ended questions, which encourage children to reflect on their experiences. Instead of asking, “How was school?”—which often elicits a simple “good” or “fine”—parents can ask more specific questions that prompt deeper thought. Questions such as “What was the most interesting thing you learned today?” or “Can you tell me about a challenge you faced?” allow children to express themselves in more detail and engage in meaningful conversations.

Research by Fishel and Ramirez (2005) suggests that open-ended questions help children reflect on both academic content and their emotions, fostering emotional intelligence and self-awareness. Parents should listen actively and avoid interrupting, allowing the child to take the lead in sharing their thoughts. This process not only helps children articulate their learning but also fosters a sense of support and encouragement from the parent.

Incorporate a Routine

Creating a routine for reviewing the school day can benefit both parents and children. Just as students thrive on classroom routines, having a set time to discuss their day at home can provide structure and consistency (Epstein, 2011). Whether it’s during dinner, on the ride home from school, or before bedtime, establishing a regular time for reflection can help children prepare mentally and emotionally to share their thoughts.

Routines also ensure that reviewing the school day becomes a habit rather than a sporadic activity. According to Clear (2018), habits are more likely to stick when they are tied to specific cues—such as the end of the school day or a family meal. By setting aside a specific time for this conversation, parents can create a predictable space for children to share their day and process what they have learned.

Celebrate Small Wins

Acknowledging and celebrating small achievements during the school day can boost children’s motivation and confidence. When reviewing the day, parents should focus on both academic and social accomplishments to reinforce that all aspects of the school experience are important. Positive reinforcement, such as recognizing effort in completing a challenging assignment or highlighting acts of kindness, encourages children to take pride in their work and social interactions.

According to Carol Dweck’s (2006) research on the growth mindset, praising effort over inherent ability helps children understand that they can improve through hard work. By celebrating progress rather than perfection, parents can help their children develop resilience and a love of learning. Simple gestures, such as verbal praise or spending quality time together, can reinforce positive behaviors associated with schoolwork.

Focus on Emotions, Not Just Academics

School days are not just about learning math or reading; they are also filled with emotional and social experiences. It’s essential for parents to recognize the emotional dimension of their child’s school day when reviewing it at home. Asking about how a child felt during different parts of the day, how they navigated social interactions, or whether anything made them feel frustrated or proud can open up a broader conversation about emotional well-being.

Studies by Elias et al. (1997) highlight the importance of emotional intelligence in academic success. When parents provide a safe space for children to express their emotions, they help build emotional regulation skills, which are crucial for managing stress and maintaining focus in school. Additionally, validating a child’s feelings—whether they are excited, frustrated, or anxious—can create a supportive home environment where children feel understood and valued.

Encourage Problem-Solving and Reflection

Part of reviewing the school day should involve helping children reflect on any challenges they encountered. Whether it’s a difficult math problem, a disagreement with a friend, or anxiety about an upcoming test, parents can encourage their children to think critically about how to address these challenges. Asking questions like “What do you think you could do differently next time?” or “Is there anything you need help with?” can guide children toward problem-solving strategies.

According to Xu and Corno (2020), reflection and problem-solving are critical skills that contribute to academic resilience. By encouraging children to think about solutions rather than just problems, parents can foster a sense of independence and self-efficacy. This approach also reinforces the idea that challenges are a normal part of learning, helping children develop a healthy attitude toward overcoming obstacles.

Conclusion

Reviewing the school day at home offers numerous benefits, from reinforcing academic concepts to fostering emotional intelligence. By asking open-ended questions, establishing a routine, celebrating small achievements, and focusing on both academic and emotional experiences, parents can create a supportive environment that encourages their children’s growth. This daily review not only strengthens the parent-child bond but also instills lifelong learning habits that contribute to academic success and emotional well-being.

References

Clear, J. (2018). Atomic habits: An easy & proven way to build good habits & break bad ones. Avery.

Dweck, C. S. (2006). Mindset: The new psychology of success. Random House.

Elias, M. J., Gara, M. A., & Ubriaco, M. (1997). Emotional intelligence, social problem solving, and applied intelligence. In Social development: Relationships in infancy, childhood, and adolescence (pp. 167-193). Sage Publications.

Epstein, J. L. (2011). School, family, and community partnerships: Preparing educators and improving schools. Westview Press.

Fishel, M., & Ramirez, L. (2005). Parent involvement in children’s education: A review of research and policy. Family Involvement Research Digest, 1-6.

Xu, J., & Corno, L. (2020). Engaging homework: Perspectives from teachers, parents, and students. Theory Into Practice, 59(1), 45-55. https://doi.org/10.1080/00405841.2019.1682173

3 Methods of Modeling in the ELAR Classroom

Angel BoucherLeave a comment

Modeling in the classroom is vital for helping students do their best. As educators, we often strive for perfection in showing students how mechanics should be completed, whether it’s fluency, compression, writing, editing, or revising.

But the reality is that even teachers need to model mistakes in a classroom. It makes teachers human and allows kids to connect with their teachers and release the pressure of perfection.

1) Write Without Organization

One of the first things I model with my students is brainstorming and writing. I don’t worry about details, paragraphs, word choice, introduction, conclusion, setting, etc. I just write.

Whatever flows from your mind should be processed on paper. You should never try to make the first attempt perfect – not with grammar, spelling, content organization, etc. Students should see you struggle as they would struggle. They should note any mishaps you have so they don’t feel pressured to be perfect at the start.

If you teach middle or high school, you likely have multiple classes. It would help to have an imperfect draft as a model. If you have time, it’s suggested that you write in front of them for every class. One way to spice this up is to create a different prompt for every class so you have multiple stories to tell.

Why is this important?

Sometimes, students feel the pressure to be perfect in their writing, which can cause brain fog. They get so wrapped up in needing all the literary elements that they forget the story’s basics.

Allowing a student to write freely lets ideas flow and run through without stress about perfection or judgment. Students who “just write” often find it easier to adjust their writing and revisit their content to ensure greater success.

Allowing them to write will also enable students to choose what they want YOU, as a teacher, to focus on during revision. Once the student gets the basic story on paper, you can focus on differentiation through small-group instruction.

If you allow them to write before creating a graphic organizer to separate the organization into paragraphs, you allow them to gather their overall thoughts before trying to break them down into big ideas. They can take apart their own essays and place them into “categories,” which become the paragraphs of the paper.

This can also make grading more manageable for you by allowing the student to focus on one thing at a time.

How to implement a small group after “just writing”:

Some small groups could be the standards that push students to the next level, which automatically leads to revision:

  • Theme
  • Thesis/Claim
  • Character Development
  • Sensory Detail
  • Introduction/Conclusion
  • Supporting Evidence
  • Use of Text/Graphic Features
  • Organization
  • Setting
  • Word Choice
  • Grammar
  • Conflict-Resolution

2) Marking the Text

When introducing a new concept, it is important to mark the text. This is best done color-coded. I personally enjoy different colored highlighters or colored pencils. I have the students match my colors as much as possible to ensure they have the same notes I do.

How to implement:

For example, when we learn about CER (Claim, Evidence, Reasoning), we use three colors. I like to use blue, red/pink, and green, but any three colors will work. I often do Blue for Claim, Red/Pink for Evidence, and Green for Reasoning.

During the first read of the passage, we just read, think aloud, and process what’s being said. We may pause and discuss chunks, summarize chunks, or find methods to help us “remember” the paragraphs of each section.

On the second read, we often look for the colors, focusing on one at a time. We will discuss what the claim is and how we know it’s the claim. Once the claim is identified, we often discuss the various ways it can be stated. As we read, we highlight in blue any mention of the claim. We discuss why the author repeats the claim throughout the passage, not just at the beginning and end.

On the third read, we focus on the red/pink for evidence. When we discuss evidence, we look for statistics, references, citations, etc. We look for facts about the topic. We avoid opinions, thoughts, and unproven methods. Whenever we see evidence, we highlight it in red/pink. From there, we discuss how the evidence supports the claim and why it’s essential to include it. This deepens understanding of how authors are intentional in their work.

On the last read, I focused on the green for reasons. Reasons support the evidence, which supports the claim. Reasons are the explanations for why the evidence is important. We draw attention to this to help students see the author’s thought process for supporting their claim.

Why it’s important:

By color-coding and modeling this, students can see the paper’s organization and better understand the author’s craft.

This gives a visual representation of writing for students. This allows students to see whether their own writing mirrors the author’s and make adjustments as needed. Students can go back to their papers and color-code their papers. If they do not see all three colors, they can revise to help their claim.

This method works for any genre or standard. The important thing is that there is a color-coded key for students to follow and refer back to often, ensuring they have a reliable reference for their own use.

3) One-Pagers

One mistake educators often make is believing students are familiar with certain classroom strategies. Though students may have a concrete background in most strategies, treating each strategy as brand new is essential.

Modeling one-pagers is vital because everyone has a different idea of what a one-pager should look like. The expectations should be drawn out as you grade a student’s one-pager. Sometimes, having a good and a “bad” example will help the student understand the difference. Students don’t need to be artists, so it’s essential to show that they don’t by incorporating stick figures, too!

How to implement:

One of the first activities I do at the beginning of the year is a one-pager about myself. On this one-pager, I put information strictly about me there: my interest in reading, writing, cats, traveling, pens, favorite snacks (Skittles, Doritos), shopping (Amazon, Target, Ulta), drinks (water, Coca-Cola, Dr. Pepper), and general information about my family (like two brothers, two nieces, two nephews, etc.).

When I do this, I incorporate different lettering, page breakdowns (how the one-pager is organized), images, colors, and more.

Why it’s important:

This is a great way to build relationships with students and set expectations for one-pagers. I only make one for this, even if I teach multiple classes, because it takes so much time. Sometimes, I will create or add to them in each class so students can see my progress. Having it already created allows me to think aloud with the students on the one-pager and explain why I chose what I did and how it ties to the rubric.

Modeling Doesn’t Stop There

Modeling is incredibly important for students, whether in first grade or eleventh grade. It allows students to see the process in action and process their learning with it. There are millions of ways to model within the classroom. Starting small with one of the methods above is easy and not too time-consuming. It doesn’t require much adjustment.

One of the biggest benefits of modeling is that it allows you to identify and address any misconceptions students may have during the creation process. I always told my students, “I never give you anything I haven’t done.” I do this not only to determine misconceptions but also to determine their interest in the topic at hand. If I’m bored, they’re bored.

Journey to Boston: Day 2 – Salem, MA

Angel BoucherLeave a comment

Today was the day I discovered the term “Massholes.” I’ve heard it through peers, but I always thought they were overexaggerating. They definitely were not.

I’ve never heard so many horns in my life, nor seen as many law-breaking citizens driving. I was absolutely stunned. I was used to the “weird” roads of roundabouts, sharp turns, etc. That never stunned me, having lived in upstate New York. The number of people who cut others off, showed respect by giving the middle finger, ran red lights, and more was mind-blowing.

It was fine, though. I just had to get back into the habit of driving in a busy northeast city. I mean….I drove in NYC once before…I figured this was a piece of cake. I will say driving in Austin is not the same as driving in Boston. After a few near-death experiences (okay, that may be an exaggeration), I was able to figure out driving again in the city and quickly adjusted to become my own version of a Masshole – or Texasshole. Either one is a proper fit for the drive.

I made it to Salem, once again. This time, I was on my History and Haunting tour with Witch City Walking Tours (the company that rescheduled me because of the late flight). I was in the same location as the night before, which worked out great!

We met at Old Town Hall for the walking tour. Seeing it in the daytime had a different vibe. This tour was even better! We saw the Witch House, Ropes Mansion (Hocus Pocus), Hamilton Hall, Bewitched Statue, Salem Witch Memorial (in daylight), Old Burying Point/Charter Street Cemetery, and a few lesser-known places.

I decided to take the rest of the day to explore some of the other places on my own, such as Salem Witch Museum. I wasn’t impressed with the Salem Witch Museum presentation, but the gift shop was amazing! The presentation provided by the SWM was insanely boring and bland. It was like listening to an old history teacher in a lecture-style class. Luckily, the gift shop saved it. It’s about the only thing that was good about it.

I also ended up visiting Proctor’s Ledge, where most of the “witch” hangings actually occurred. It was a beautiful memorial to those who lost their life innocently over hysteria. Little did I know, it was in someone’s backyard. I want to approach their door and ask whether any hauntings have occurred, but that would be intrusive and rude.

I saw the House of Seven Gables, which, as an English teacher, was amazing. I fell in love with its beauty, especially the courtyard. The ironic thing is: I’ve never read Nathaniel Hawthorne’s book. I just heard about it!

I was hoping to visit Pioneer Village, but they closed on the exact day I went. Fortunately, I was able to take some photos of it from outside. Maybe on my next visit, it’ll be open. I’m sure it’s moving as well. Along with that came an amazing view of the waterfront next to Pioneer Village.

Today was a moment for me. Despite the crazy world we live in, I discovered that not everyone is bad. I met some amazing people who had open conversations about their journeys to Salem. I had several experiences I could only dream of. It all finally came true. I learned of burning churches, the power of money (much like today), and how an insane belief in religion likely killed several.

I was sad knowing it was my last day in Salem, but I also knew I’d likely come back to explore more. On my travels, I learned much of the history that happened outside of actual Salem, MA. It gives me another reason to visit and see the stunning views.

Educational Technology in the Classroom

Angel BoucherLeave a comment

With COVID-19, virtual/remote learning has become a standard within education. Whether the student is 100% virtual or face-to-face with virtual elements, it is important to find new, engaging ways to capture students’ attention. There are several educational technology apps that benefit teachers and students. The students’ engagement levels will quickly rise with these sites or apps: 

  1. GimKit is a newer site where students are highly involved in a competition of wits. GimKit allows educators to ask students questions, and students earn “money” to use for special upgrades or power-ups against other students. However, wrong answers cost them money! GimKit was created by a student for students, which is what makes this site so successful. Students know best what they want and how they are engaged. Although this team and site are continuously growing, no one can deny that this site has an amazing start!
  1. Kahoot is another competitive site and app in which students compete for a place on the podium. The faster your answer is correct, the more points you receive. If you have an answer streak, you also gain additional points. If the student chooses the wrong answer, they neither gain nor lose points. This site and app allow students to answer questions about shapes or colors. One positive aspect of this site is the pre-made quizzes educators can choose from, or they can create their own. Kahoot has made many developments over the years, focusing on areas beyond education as well. 
  1. Nearpod is a popular site and app that educators enjoy. Nearpod offers a variety of activities for educators to use, including matching cards, virtual field trips, race games, interactive drawing, interactive response boards, interactive polls, and more. Over the years, Nearpod has developed its system to include additional features and engaging activities for educators to use in their classrooms. The great benefit of Nearpod is that the site or app can be teacher-led and controlled or student-led and controlled. Teacher-led presentations allow results to be seen in real time, whereas student-led presentations can be set for students to complete on their own time. 
  1. Flipgrid is a great tool for virtual and remote learning, especially for connecting a classroom locally or from a distance. Teachers present a prompt for students to answer, and students can record their responses. This is great for students who may be shy, used for practicing speeches, or presenting information in general. Another benefit of Flipgrid is that students can connect with people around the world, which is great for learning about cultures, education in other countries, and more. 
  1. Socrative is a great resource for quick quizzes and tests, exit tickets, and reflections. Educators can keep students engaged while limiting paper use. With options such as multiple-choice, short-answer, or true/false, students can race each other in a competition of wits. 
  1. Quizlet: a tool where students can create or use flashcards. This is great for implementing new vocabulary within the classroom. Educators may search for already created sets of vocabulary. Educators can have students compete in groups using the Quizlet Live feature. In this feature, students compete to be the first to get the correct answers. Other options include a game and a matching set for vocabulary terms. 

With so many tools available to educators, it can be overwhelming to know where to start or what to use. The best way to determine what works in the classroom is to try some of the sites and apps. Many of these sites and apps you can share with coworkers and collaborate together on the project.