While so much of my time was spent stressing about the complexities of unit and lesson planning and execution, the underlying task of building classroom community and discovering and creating my teacher persona was ongoing. At the beginning of the year, I was struck with an insecurity I had never considered before- do I have the personality to be a teacher? I was suddenly comparing myself classmates and other teachers, wondering if the excessively warm and enthusiastic personality was a requirement for creating a classroom where students felt safe and cared for. Balancing my authentic self and creating warmth through not just my words but my actions was a skill I honed over the course of the year.
I know without a doubt that all of my students understand how much I care about them. I make a point to get to know my students, to ask them how their projects in other classes are going, if they won their soccer game, if I can see photos of their pets, and what their weekend plans are. I plan bellringers that ease students into class and are either humor or gratitude centered. I try to be as transparent as possible about my life, and tell them stories about myself that help them get to know me. When it comes to content and learning, I focus on areas where mistakes are common, and explain not only why they occur, but emphasize that they are an important part of the learning process. The walls are covered in student work that gives them a sense of belonging in the classroom, and I commit as much time outside of class- such as lunch time, prep periods, after school projects and help- to helping and spending time with students as I can within my boundaries. My instruction is usually straightforward and explanatory, and I bring as much of my authentic personality and sense of humor into the classroom as I can.