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During the past three years, I diligently and repeatedly practiced planning, drafting, editing, and redrafting extremely detailed lesson plans that I never taught. Although this process was exhausting and seemingly pointless, it forced me to consider all the factors that I need to consider when I student teach and, eventually, have my classroom. But let me be clear! I will not be writing ten-page lesson plans as a student teacher or as a fully licensed teacher in the future. This is an unnecessary waste of time. That being said, I am still required to submit lesson plans and reflections for each lesson I teach -- whether I am formally observed or not. Since student teaching began, my lesson planning process has evolved into much simpler steps that work for me, my schedule, and my mental health. Before I start planning, I ask myself: "What do I need to write and consider to feel comfortable teaching concepts and expectations the next day?". My answer to this question varies with each lesson. For example, I will write out questions and vocabulary prompts for read-alouds, but not for the morning meeting. If an activity requires a handout or small-group work, I'll prepare one for the next day (my favorite tool is Canva because of its wide assortment of personalized templates, images, and documents). Although my daily lesson planning is much more informal, I still approach each plan with an assessment of students' skills, required accommodations, and needs. I think carefully about behavioral objectives and use them to guide lessons and follow-up activities. This "informal" process guides my more formal lesson planning required for the observations from my supervising teacher. So, I wanted to create a resource with samples of previous lesson plans and templates to reference (if you are currently in the field). I'm continuously striving to authentically represent my experience, so I wanted to share some of the critical behind-the-scenes work and reflection that goes into teacher education programs. ***All these lesson plans and checklists are created with elementary and early childhood standards in mind. The lesson planning process will look different for future secondary educators.
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Dear Governor DeSantis and other anti-LGTBQ legislators, Let me be frank: your recently-passed legislation --the "Don't Say Gay" bill-- banning classroom instruction on LGTBQ+ people, history, or identity is harmful, discriminatory, and downright wrong. By eliminating this community of people from conversations in the classroom, you automatically silence educators' right to create safe classroom environments; apply equitable practices; and teach real, nuanced history. You silence students and their rights to freedom of expression, exploration of self and identity, and healthy growth and development. So, what are you trying to solve exactly? 
Nothing says “Happy New Year!” like professional development meetings, chaotic PA system checks, and teacher conferences. This first week of student teaching exposed me to the behind-the-scenes reality of starting a new school year. Instead of Pinterest-board classrooms, the start of the school year is founded on anxious sorting of old and new boxes, troubleshooting log in codes and student rosters, and deep breathing exercises before open house. I am incredibly grateful to join my new third-grade team on this hidden roller coaster. Teachers and school staff do so much before day one to create a safe, fun learning environment. There are endless questions –“How do we want to do things differently this year?” – and many do not yet get answered before students arrive. My new team of dedicated, kind, and strong third grade teachers led through example. Their devotion to their students shone through every question, meeting, and conference. To say that I have much to learn from them is an understatement. It is a privilege to be welcomed onto a top-notch team built on open-mindedness and self-reflection. 
A visit to Schöenbrunn Palace in Vienna, Austria on a 2019 high school orchestra trip.
Why do I have to choose between the things that I love? Teaching, traveling, connecting, exploring, and researching. I don't feel like I fall on the typical teaching track. I dream of expanding beyond the borders of Duluth, of Minnesota, to other countries. I dream of observing other education systems, teaching in a different language, and meeting students worldwide. The education field is rich and vast. There are many age levels, specialties, communities, demographics, languages, and platforms to work with. Teachers can work in a classroom, in the woods, in a van, in the city, in a small town, and in every space in between. So why can't I find my path? Why can't I seek out positions that don't make me choose? 
That's right folks! The school year is officially less than one month away. Usually, this time of summer signals me to start preparing for my next field experience and a semester of classes. However, this year is a little different because I am student teaching! I always feel nervous before the start of a new school year. Another year of college as an education major means putting up barriers to self-doubt, practicing mindfulness and self-compassion, and establishing a new schedule. "Am I good enough?" begins to creep back into my head. I've always found the first day in the field to be the scariest. Honestly, field experience can be kind of lonely too. I step into the classroom --representing myself as a future teacher and guest-- with vulnerability, humility, and anxiety. Each field experience taught me much about teaching, pedagogy, and the education system. Throughout the last three years, I have become an active observer of my growth, resilience, failures, mistakes, and accomplishments. So before student teaching begins, I would like to share some of my main takeaways from the past three years of volunteering in the early childhood education field. 
La Plaza España in Sevilla from one of my study abroad program's weekend excursions.
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I received this question on my Instagram page in May while preparing for my month-long study abroad program in Spain. I needed to pause and reflect on how Spanish influences my personal growth and professional development. Firstly, I want to recognize the privilege of learning a second language from a young age and traveling abroad to speak Spanish with native speakers. Although I am not fluent in Spanish, I am on the path to becoming bilingual. Throughout the past month, I gained independence in using Spanish in everyday contexts, from the market to the hospital. This post reflects my Spanish language experience, my trip to Spain, and my budding identity of being "bilingual." 
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What does being an “educator” look like? To me, being an educator extends beyond a classroom. It starts with building a community with other teachers, teacher candidates, students, professors, and professionals. This community, just like knowledge, continuously expands with more experience and time. Being an educator takes initiative, perseverance, and confidence. Placing myself in new, uncomfortable positions is a part of the learning process. Seeking out resources and listening to others' perspectives keep me grounded and alert. "Fake it until you make it" is my daily mantra. I recognize the spaces for growth within the education system, research, and my practice. I learned to question what "effective practice" looks like. Experience in a classroom confirms or denies what is taught in my textbooks and curriculum. I am an agent of change. I am creative, adaptable, and capable. I push the boundaries of what it means to be an "educator" through my everyday actions. However, being an “educator” looks different for each teacher and teacher candidate. There is no one right way to be or become an educator. Throughout the past year, I researched the changing perception of effective early childhood practice I understand that it takes an anti-racist, critical lens --constantly questioning myself and providing curricula-- to progress my field and classroom. I can contribute to systemic change through my everyday actions, decisions, conversations, and read-alouds. My research project --“Stories, Values and Children's Books: Portraits of Three White Preschool Teachers Committed to Anti-Racist Pedagogy”-- is just the beginning of a lifetime of learning, growing, and acting as an agent of change. Although my formal research is (almost) complete, I am just getting started. Come along with me as I take you through the tumultuous journey of my undergraduate capstone research project! 
Important Note
This post documents my personal experience volunteering in an early childhood special education (ECSE) setting. My words share one perspective on the field of ECSE education and should not draw comparisons to the field of ECSE or all teacher education programs. The fall semester was an emotional and mental roller coaster. I remember starting hopeful and nervous. I didn’t know what to expect. Coming out of that semester, I feel so much stronger, more confident, and more drained than ever. I pushed myself out of my comfort zone, placing myself within vulnerable, challenging situations. Some days, I needed to cry or take a mental health break to process the day before. Others, I celebrated an accomplishment or encouragement from professors. Either way, I began to recognize my emotional and mental health state and needs. Eventually, I took action on that recognition by advocating in my professional and personal lives. It is important for teachers and teacher candidates to talk about their experiences, to be honest with how they are feeling, to admit when they need a break, and advocate for the systemic support they deserve. This being said, constant discussion and protest can be burdensome and may not always be met with approval. However, I will continue to show up and fight for systemic support for teachers and teacher candidates that go beyond self-care professional development and limited vacation days. Teachers constantly fight for their students, their classrooms, their pay, and their respect. It's time we fight for them too. Through this post, I hope to give an authentic glimpse into the life of a teacher candidate during a pandemic. Are student teaching applications around the corner? Use this guide to help you get started.2/2/2022 Are you applying for student teaching? Do you feel nervous about the application? Use this guide to view a handful of researched tips and examples to help your application shine!
Although my application process may differ from other teacher education programs, the purpose of the student teaching application is the same: introduce yourself as a teacher candidate to a potential cooperating teacher. Trust yourself, your abilities, your knowledge, and your experiences as a teacher candidate. Look forward to this next step in your teaching journey and embrace the excitement, nerves, anticipation, and fear! This semester, I applied for my general education student teaching placement in the fall of 2022. My application required me to submit a teaching resume and two essays --one for my domestic placement and one for a potential international placement. These documents offer the opportunity to reflect on my emerging pedagogy and consider how I will apply my knowledge as a student teacher. I hope to student teach in Duluth for the first six weeks of the semester and student teach abroad in Croatia for the next six weeks. A few of my fellow classmates and I are taking advantage of this international teaching opportunity to potentially teach in a different education system. If am accepted, I will participate in an immersive cultural exchange and plant a new seed as an international educator! If you have any other tips on creating a successful, shining student teaching application, comment below! I have linked the resources from UMD Career Services below. |
AuthorMeghan Hesterman (she/her) is a child advocate and education blogger. While a student at the University of Minnesota Duluth (UMD), she created Journal of a Future Teacher to share her journey in becoming an early childhood teacher. Categories
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