Am I Ready?
By Maureen Tuohy

I think I'm ready to take them on. It's been a struggle, a challenge, an uphill battle, days speckled with self-doubt and minutes full of self-confidence. I've had many small victories as well as a few dismal failures. But I love it and I'm ready to face the crowds. Am I talking about preparing for a big game? No, I'm talking about preparing to teach in elementary school.

I'm finally graduating with a master's degree in elementary education. Many days have been a struggle, as anyone who has gone back to school knows. What amazes me when I look back, is that it didn't have to be this way. When I was in college 20 years ago and asked about my major, I thought teaching would be my chosen path, mainly because I loved school. I was dissuaded from this career because a professor thought I should stay away from "all-female" professions. Women were starting to make it big in corporate America, so I was persuaded to join in and move to the top of the corporate ladder. Having no master plan, I went along with that advice.

The wrong audience. I had spent the last 10 of my 14 years in corporate America in the training department of a large financial corporation. I was teaching adults how to use emerging technology, updating them on the hottest products and providing tips on reducing stress in their life. I was not at the top of the ladder or making it big. But I had an epiphany – I was doing what I originally thought I would do, just with the wrong audience. Even though I was working full time, had a house and two very small children, my husband and I decided it was time for me to go back to school and finally obtain my degree in elementary education.

Back to the books. Armed with my new backpack, new books and a sense of purpose, I went back to school. I was surprised to find that in quite a few classes I was the oldest student, the only one with children and the only one with a full time job. I was happy to discover, however, that many times I was able to draw upon my previous experiences in the corporate world where others didn't have this type of background.

As the semesters when I'd be student teaching drew nearer, I began to have unnerving thoughts – What if I hate it when I get into the classroom? What if I'm unable to relate to these children? Will I be able to use any of my previous classroom experiences in an elementary school? Can I be the teacher and disciplinarian but still have a fun classroom? My nights were filled with dreams where I was stuck in a classroom without any order, discipline or knowledge of what to teach. Did I belong back in the corporate world where I knew what to do, what political games to play, whose back to slap? What did I bring to the table that would benefit these children?

A matter of teaching. As I walked into school on my first day of student teaching the first thought that hit me was, "I belong here." While the day was a blur of meeting teachers and students, learning where things were, etc., I knew I had made the right decision. Now it was a matter of teaching!

As you know, taking baby steps isn't really an option when you walk into a classroom. A student teacher is immediately immersed in the day-to-day activities that are never covered in any educational program – taking attendance, taking lunch counts, helping students with personal problems, ensuring everyone has a pencil, emergency visits to the school nurse or bathroom. In my previous teaching life, when adults came into my classroom, they took care of themselves, whether it related to finding something to write with or completing their work.

Mothering instincts. I decided to use my own instincts to decide what to handle and how. Many times, my role as a mother was the experience I needed. Did I always prioritize correctly? No, but kids are quick to tell you that, which was similar to most adults. The surprise, though, was that kids move on and forgive mistakes, while adults have a tendency to remember and hold them against you on program evaluations. Kids can be in trouble one minute and the next minute they're giving you a picture they drew for you. These constant surprises and the unconditional acceptance inspired me daily.

My other fear of not knowing what or how to teach was eased somewhat with the guidance of my cooperating teacher and the curriculum in place at the school. I found I was able to develop fun hands-on lessons. What I needed though, was my mentor to guide me through setting up activities and keeping the children occupied with meaningful, age-appropriate activities.

Trial and error. I learned through trial and error that discipline is hard and only comes when the children respect you and know you will follow through with a consequence. It was easy with adults – they would just leave a program if they wanted to. The students are stuck with you – all day, every day. I also learned that no two children respond to a situation in the same way, so I have to adjust, modify, reflect and listen constantly, even minute by minute. I've learned that I can never have enough patience, but also that some children will test that patience at every turn. Similar to adults? You bet!

Joy in learning. At the end of those two semesters, there were a few things I learned that I never could have predicted at the beginning. First, I love teaching children. Children are fun, interesting and never the same before and after lunch, let alone two days in a row. They forgive and love unconditionally, which is something every parent and teacher realizes early on. Teaching is from the heart, every day and all day.

I know I'll be able to succeed because I've found that I have the will. Secondly, I found when a lesson works, there's nothing in the world like seeing a child's face light up with the realization that they've "got it." I never could've prepared for that experience, since adults don't usually display the same joy in learning as children do. Lastly, I know I made the right decision. It was worth the hard work, the sacrifices and the challenges.

I've learned that teaching children is the hardest job I've ever had (next to being a mother) and yet immensely satisfying and rewarding. Yes, I've been able to draw on my experiences with adults, but not to the degree I thought I could. But that's not a bad thing. On the contrary, I've learned to dig deep within myself to be the best I can be... so my students can be successful.

Day One & Beyond
by Rick Wormeli (Stenhouse, 2003)

Handbook for the Beginning Teacher
by Courtney W. Moffatt and Thomas L. Moffatt (Pearson Education, 2003)

Your First Year of Teaching and Beyond, Fourth Edition
by Ellen L. Kronowitz (Pearson Education, 2004)