“Welcome to the jungle. We take it day by day.” ~ Guns N' Roses
I think there are days when every special education teacher feels like a rockstar. Everything falls into perfect harmony, just like a concert. The curriculum programs are in sync, the staff is all on the same page, the students are ready and willing to listen, and every intervention hits that perfect pitch. The “audience” leaves learning something new. You walk out of the room knowing you made a difference, feeling . . . well, like a rockstar!
And as every rockstar knows, there are slumps. I am in one of those slumps right now. If you had asked me six weeks ago what is the most essential characteristic of a special education teacher, I would have said flexibility. Now, I’m learning just how flexible I can be.
Recently, my classroom underwent some major changes. I basically received a brand-new class in October: I got a few new younger students, which meant some older ones moved up. There is no veteran student role model for my new students to take their cue from. Teaching went back to Day 1 and we had to learn expectations and routines all over again.
I don’t know many other teachers like myself who work in rooms with really young students with emotional disorders. My students all have very tumultuous lives outside of school; their behavior is why they are placed in my room and their home lives can directly affect how their day will go. Right now, rather than having a cohesive classroom, I have five little universes that collide daily—and hard. One wrong “note” and the day is up for grabs.
So the “show” I put on before is no longer engaging my new audience. They are getting restless and I am pelted with tomatoes (in the form of pencils) on a daily basis.
Therefore I’m changing the line-up. I’m pulling out some “golden oldie” lessons from my bag of tricks. Every day, I’m going to Plan B. And Plan C. Some days it even feels like Plan Z.
As rough as the school day can be, I’m still constantly amazed at how well each one handles what is going on at home. I want to protect my students and to show them that they can trust me; my classroom is the one constant and my team and I want to do what is best for them.
Building trust takes time, however, and it’s only been a few weeks. That being said, I’m seeing moments of hope. The other day, one of my students decided to go to the “Quiet Corner” to de-stress without prompting. Four little voices piped up, “Good choice! Nice job!” My little ones were becoming rockstars all on their own.
This reminds me of an inspiring session at a conference on social and emotional learning standards I recently attended. The presenter asked at what grade level we teach students to start sentences with a capital letter; most of us agreed it started in kindergarten. She then asked how many of us knew third graders and beyond who often forgot to do this. She pointed out that while most kids can tell you when to use the skills they’ve been taught, sometimes they still forget.
Students with emotional disorders are no different. I’m laying the foundation now; I’m teaching the skills. Picking appropriate coping skills is not instinctual for my students yet, but one day it will be.
Until then, I will just keep striving to keep my classroom in harmony.
Hey Megan!
Your blogs are really entertaining! I can relate to your feelings of ‘putting on a show’, it seems like that’s just one of the many perks of the job 🙂 Your students are lucky to have a teacher they can trust who goes to such lengths for them. Keep up the good work!
I agree with Jennifer, Megan, your students are lucky to have you. It can take much energy to do what you do, so hang in there and keep yourself healthy. You are a role model for them in many, many ways. Blessings.
Megan,
Your post couldn’t have come at a better time for me. I do not currently have a sped class, but I have a few students in my class who have special needs that I am hoping will qualify for services very soon. I am also reading Eric Jensen’s Teaching with Poverty in Mind and I am finding that coming from a point of empathy from what my students are dealing with at home and modeling the behavior I want in the classroom is working – [very] slowly but surely. He put into perspective for me that genetics and environmental factors have created these students to act as such. Teaching and modeling compassion, patience, cooperation, and gratitude are behaviors that are not hard-wired, but socially desirable and it is up to me to see that it is attainable in my classroom.
I am happy for you that you are finally having one of those rockstar moments, even for your students.
Megan:
Your blog made me laugh. I am a general education teacher who is in the process of becoming a special education teacher. Most persons think that I have gone off the deep end. I am so tired of teaching the ‘bright’ students who look at me and decide when they want to do work. I totally can relate to that rockstar feeling when one of my slower students makes an advance. I just feel like what I did mattered more to that student. Rock on!!
Andrea.
Megan, I too teach younger students with emotional/behavioral disabilities. It definitely is a challenging job, but one I love. It is difficult however being the only one around with this type of class. It feels as if you have no one to consult with who truly understands. I look forward to reading more of your posts.
Hi Megan! I love your comparison of special education teachers to rockstars! We are definitely performers and our audience is one that we constantly need to catch and hold the attention of. I can really relate to your “striving to keep the classroom in harmony”. Effective classroom management is so vital to one’s success as a teacher. Without it, knowledge and experience are somewhat useless.