I am struggling with who I am as a teacher . . . it's an identity crisis!!
Look, I am not the hardcore teacher who says "my way or the highway" and all students will learn this material this way and if you don't get it, oh well.
I understand that students learn in different ways and at different paces. I know some students enjoy repetition & worksheets, while others crave hands-on activities. And then there's technology - lovers, haters, and whatevers.
We are a 1:1 tablet school now so I feel the pressure to use the tablets consistently in class. But I struggle with the daily routine of creating quality online material with all the links and whistles. Then, I know I need to differentiate in my classroom . . . ahhhhhh! Oh yeah, and then there's COMMON CORE (echo echo) looming around the corner. And new teacher evaluations for the state of Ohio. And . . . IDENTITY CRISIS!?!?
Project Based Learning - love it! Is that the teacher I should be?
Technology = flipped class - love it! Is that the teacher I should be?
Standards Based Grading - love it! Is that the teacher I should be?
Follow the textbook one section at a time - dislike this with a passion. Is that the teacher I should be?
Lots of assessment and feedback - love it! Is that the teacher I should be?
Work more closely with my colleague next door - she's awesome and has great ideas and she's so stinking organized it's sickening (but she's not me and I'm not her) - Is that the teacher I should be?
With all these questions and more circulating in my head it leads to . . . bog down. I freeze, I end up tripping my way through lessons which are inconsistent & I'm sure frustrating for some students. IDENTITY CRISIS!
Don't get me wrong . . . I truly enjoy teaching and the students are learning and are showing maturity and all that great stuff (as much as 9th graders can!). But, I feel like I am short of my potential as a teacher. But, I don't want to put all my time and effort into a certain teaching identity and find that it was a waste. I want my identity to motivate me and my students. I want to be energized.
And I want my students to enjoy math and to feel some ownership over their learning and progress as a math student.