Summary

An English teacher reflects on the successes and challenges of the school year, sharing unedited reflections from students that highlight the effectiveness of their teaching methods and the impact on their students' academic performance and personal growth.

Abstract

As the school year concludes, an English teacher takes pride in the progress and achievements of their students, evidenced by improved test scores and positive feedback. Students appreciate the interactive and in-depth nature of the class, which has helped them develop skills beyond the curriculum, such as time management and public speaking. The teacher emphasizes the importance of immediate feedback and availability, which motivates students to improve their work. Despite the challenges of the pandemic and the misconception of teaching being an easy profession, the teacher remains dedicated and contemplates the difficulty of retiring after 33 years of nurturing students' growth and potential.

Opinions

The teacher is pleased with the students' performance, particularly those who excelled in English, which was not their primary focus.
Students value the teacher's quick feedback and fair grading, acknowledging that these practices have enhanced their learning experience.
The teacher believes in giving students multiple opportunities to improve their grades, reflecting a patient and forgiving approach to education.
There is a recognition of the dedication required in teaching, with the teacher often being available late into the evening to address student queries.
The teacher has a deep emotional connection with their students, making it challenging to consider retirement despite being eligible.
The teacher admires the resilience and commitment of a colleague who continues to teach despite health challenges, drawing inspiration from this example.

My Students’ Reflections

Perhaps I am doing something right

The school year is coming to an end, and my English students sometimes need a boost. I gave them a last opportunity to improve their grades by completing a reflection. These are some (unedited) examples from this year:

Student 1: “I am a math student mainly, and this year on my SAT and ISTEP I did better on the English portion than math. And that has never happened before. Personally, I thought you class was kinda an adventure. The different papers we wrote and especially the way you teach. I especially liked the speech that we wrote. I thought it was a good way to practice for speeches that could pop up when I’m older. On the first assignment in your class, I needed one point for a 20/20 and you helped me understand it. You always gave extra credit opportunities for the students to be better and to gain a better grade. Finally, this last project was also really fun. Oh, and the fact that we could work on papers with our partners, that was a bonus. Thank you for having me in your class this year, it truly was fun.”

I am glad that he had fun in my class. He is a really nice kid even though he sent me six different questions on his project on Memorial Day. He could have found the answers by looking at the notes I posted. He is a good athlete, too, and always pressed for time. I am pleased that he did so well in my class.

Student 2: “With the school year finally coming to a close, I just wanted to say I’m still happy with the work I have done with this class. It was a good year despite many ups and downs. This final project has made me realize as long as I try my best, I’ll end up somewhere good in life.”

What a great lesson to learn! He sometimes needed extra chances and often pleaded his case for extra time, but his final project was awesome!

Student 3: “I think if I would’ve taken more time for our final project, I could have earned a much better grade. I need to make sure I check for everything and that I get every single assignment completed so that I can have the best grade I can get.”

I just sent her a message. Even though she failed the class, I will see if she can improve the project enough to pass. It is up to her now to take that second (third) chance.

Student 4: “I had a better experience in your class than the previous English class in the first semester. Your class was a bit more interactive and actually improved my skills. Although it was less work, it was more in-depth and clear.”

He switched from Dual Credit to my regular Junior English class. I am glad that he still feels that he improved.

Student 5: “I feel like it has helped me learn how to manage my time better and work with people as well. Normally I don’t like my English classes, but I did enjoy this one this year.”

Yes, English is not most students’ favorite class, but I am pleased I got her to like the subject a little more.

Student 6: “I appreciate you as a teacher because you are quick to give feedback. If anything, other teachers could learn a thing from you. You grade fairly and honestly. Thank you for teaching me and have a great summer.”

Yes, I am quick to give feedback to my students. Students need to see that they can submit a project or essay, get it back the same day, make improvements, and then see their efforts immediately reflected in the grade book as a higher score. Nothing motivates students more than immediate feedback and availability of their teachers.

Whoever still thinks that teachers have an easy six-hour day is wrong about that. Our day is almost 24/7. The pandemic has certainly increased this trend.

I am not complaining, however. It is time for my own reflection.

I will be 60 years old in a few weeks, and I tell myself. You had a good year. Why not leave now and enjoy retirement?

But then I think of my students. I have taught so many wonderful kids these past 33 years. My German students stay with me, three or sometimes four years. It is so difficult to walk away from that.

Every year I am getting better at this work. I am more patient, more forgiving of the procrastination and inability to pay attention, the constant fiddling with phones and headphones. I am an empty nester and don’t mind if they message me at 10 p.m. with a question.

I tell myself, their acts are immature because they are. They will figure things out, eventually.

So, perhaps I will end up like our music teacher. He survived cancer and a tumor, needs a walking stick now and is quite frail; yet at age 66 he is still here and just decided to come back next year. Anyway, we will both still be teaching another year and love it.