I don’t know if it was a theme that resonated or the allure of potentially winning an amazing portable fan (congrats to our winners: Jim Foley, Kim Sewell, and Linda Rodriguez), but TEAM asked and you delivered with 23(!) robust responses that cover every corner of our teaching/learning school community. Whether you shared a one sentence, one word, or one lengthy paragraph about things you’ve let go and things you’ve held onto . . . THANK YOU. The diversity and thoughtfulness of the responses most certainly have delivered a power-one-two punch of wisdom that will help me get through this last busy month of school.
Letting Go: Ruminating on the mistakes I make in front of the class.
Clinging Tight: Following their curiosity, even when I feel the pressure of the looming AP exam!
Letting Go: I cannot be everything to everyone.
Clinging Tight: Giving my best to students
Letting Go: Not always sticking to my exact lesson plan. Changing or pivoting to meet the needs of students.
Clinging Tight: Student input/reflection and enthusiasm on both my end and my students about reading and discovering new books, etc. Cultivating a love for reading!
Letting Go: Paper – all my classes are entirely on the net. All assignments and links to class activities are included in the weekly class syllabus which is posted on mySA. Students always know where to go to find out what is happening. This means no more “you lost my paper.” “I really did turn it in,” “I didn’t know we had anything due,” and “what did I miss?”
Clinging Tight: Collaborative learning – I will never go back to lecture! Getting students out of their seats, participating as knowledge creators, has been a game changer! I love the lively conversations and active learning that happens EVERY DAY!
Letting Go: Being on schedule.
Clinging Tight: Giving my best to students.
Letting Go: For things to be done a specific way for a technique to be successful for all students. However, I’ve learned you have to modify depending on the learning style to build confidence per student.
Clinging Tight: To let students struggle at first with something new. The goal is for them to then show themselves what they’re capable of when trying independently with me supportive and guiding them along the way!
Letting Go: Perfection.
Clinging Tight: Grace.
Letting Go: Perfection! Although some may argue I am still striving for that goal, I’ve learned over the years that making mistakes on tricky grammar skills (damn you, IXL) allows students to see an adult handle difficulty. No, we don’t punch our screen – we laugh and smile and allow students to see adults are just like us. Then we unpack why that particular grammar skill is tricky, and I take another long gulp of coffee to wake up a bit.
Clinging Tight: Written feedback for written work. When students write for me, they deserve to see me write about their work. It puts me in a tricky spot as I attempt to keep a work-life balance, but the dialogue between a teacher and her student can be quick, informal, and meaningful. And, it can build students’ confidence in their writing abilities.
Letting Go: I’ve let go of any activity that has run its course. If it’s dated, is a messy copy from ten years ago, requires too much explaining to 2025 children, etc., it’s gone. SA has so many resources and planning time to manage newer, up-to-date activities. I think aesthetic matters, and if we’re sending home crooked copies with a 1985 date stamp at the bottom, it needs a facelift. Even if the content stays the same, I’m committed to the optics of copies from 10+ years ago. Sometimes it’s an activity that needs deletion all together because our current curricula are all encompassing.
Clinging Tight: If you can manage a classroom, you can teach anything. Behavior management will always supercede academics in my classroom (not that the two are always mutually exclusive). I take the full 6 weeks of RC to prioritize routines, expectations, etc. so that we can do activities that require student attention, collaboration, and cooperation. Every single year, I watch my class fall into a rhythm that allows us to do deeper curriculum dives, more hands-on activities, and more art-integrated activities because of the way I’ve lined up behavioral expectations. My students know what to do, they have an idea of what to expect, and this preventative practice removes a plethora of thorny behaviors that end up disappearing, or are avoided all together.
Letting Go: Fear of student misbehavior.
Clinging Tight: Classroom discourse that does not privilege speed, but creates space for students to think and/or admit a lack of knowledge or understanding in safety.
Letting Go: Getting all academic activities done. In fact with all the extra activities that are added to the year of a PK4 child. it is impossible to get every academic lesson done.
Clinging Tight: Non directed play! Children need time at school to have total autonomy over what and how they are playing. They are working out issues that are more important than any academic goal. They are working on how to be a human in this world and I feel privileged to be able to witness this work…and yes it is work:)
Letting Go: Knowing everything.
Clinging Tight: Caring for the students.
Letting Go: Working after hours- There is always a TO-DO list I could be doing. Most if not all of it can always wait. I also have work email on my phone but notifications for it are turned off. That way it is my choice if I answer an email at night. I usually choose to wait.
Clinging Tight: Being completely ready for the next week on Friday when I leave. I plan out when I get weekly tasks done. For example, my weekly agenda for the following week is done by Tuesday. Assignments are put in MySA by Wednesday. Copies and materials are gathered during my planning time on Thursday. That way when Monday morning rolls around, I am ready for that week and anything that might come up!
Letting Go: Embarrassment. If I really believe mistakes are necessary for learning, I will model that. I will read with the silly voice or do the bad impression. I will volunteer for things that make me nervous.
Holding Tight: Children are good. I will always give them the benefit of the doubt and speak positively.
Letting Go: 1) The desire to be involved in administrative functions of the school. 2) The belief that I need to attend social events that I find personally painful.
Holding Tight: The belief that perhaps we as teachers can on occasion have a positive meaningful impact in the lives of our students.
Letting Go: Exclusive control. Teaching (especially in the arts) is a collaborative endeavor. The more control I assert – read strict rules and procedures – the less I am listening to the needs of my students. This doesn’t mean a lack of structure or classroom management – it does mean that student voice and choice is what I gain in loosening the metaphoric reins.
Clinging Tight: Respect–Self, space, others. It was one of the first teaching values I implemented and I still operate with it today. I try to create safe spaces for students to be who they want to be.
Letting Go: Tight control over the lesson plan. It has always been a battle for me with a felt need to control all aspects of the classroom, but I am feeling more comfortable letting students have more control over the class activities.
Clinging Tight: Rigor remains extremely important in my classes. I want to make sure I give students and parents their money’s worth with regard to my students’ education. I want my students to be able to excel and be leaders in the college classroom and beyond
Letting Go: Nothing – I have too much guilt to give myself permission to let go of anything! That doesn’t mean that I do any of it well, though!
Holding Tight: Community building activities that make our classroom feel like everyone has a place and can share their thoughts.
Letting Go: Completion—-Not all students have to complete all tasks….whether it’s academics or artwork, exceptions can and should be made when needed.
Holding Tight: Always be open to teach objectives in new and different ways.
Letting Go: Lessons are never going to be the exact way that you plan them and no class is going to be exactly the same. I have learned over the years that it is okay to use your first block as a guinea pig. What doesn’t work for them, change it for the next class.
Clinging Tight: Treat every day like a new day. While a student may regularly drive you wild in class, always address them with a bright attitude at the start of the day. One day your arch-nemesis might become your favorite student (speaking from experience).
Letting Go: I’ve learned to let go of things I cannot control/change.
Clinging Tight: I am committed to creating a safe learning environment so the fear of failure does not impede a student’s ability to learn. I also make a point to start anew with students immediately after issues/disputes/behaviors are addressed. These are things I want for my children from their teachers.
Clinging To: Don’t lose the passion of wanting them to get better, even though they show no signs of wanting to improve to be a better athlete or care to.
Letting Go: Once I had kids I let go of the need to stay at work super late, and go “overboard” on lots of things (I used to recreate the wheel constantly, haha!) The thing I continuously am working on letting go of is worrying about other’s opinion of me. In leadership roles, you have to get comfortable with the fact that people will constantly be judging your decisions, and basically, people will be talking about you (both good and bad). Over time, you have to become comfortable with your decision making and know that what you’re doing is for a reason, even if the full picture isn’t always clear to everyone else.
Clinging Tightly: I believe in owning my mistakes with students and families. If you can apologize to students for making a mistake, they see you as a human. I believe in developing relationships with students. They should know you care. Ask them about their thoughts and plans, etc. Greet them, treat them as if they are your customers, because they are! But, be realistic and authentic. If you’re disappointed, say it (but not in front of the other students, of course!) and if you are proud, DEFINITELY say it! Don’t be patronizing or fake. People can see through that- even kids!
