开始教学|他们没有教你的大学

It has been over ten years since I completed my teaching degree, and so making such a general statement about what is or isn’t taught in current university courses is a little bit cheeky, I know.

也就是说，当我反思自己完成大学和开始教学的经验时，我有点意识到。的确，我确实准备解决我作为老师新角色的大多数要求。您知道，诸如课程和课程计划，编写评估任务，课堂管理以及与我的学生，他们的经验和福利的联系的显而易见的人。

However, as a graduate teacher, what I had no real skill in was managing the sheer volume of work我能够为自己创造。

I Can Do That! And That, and That!

在大学，我们的工作量很大，但测量了。您可以在一个学期中可以接受多少学科（或课程，无论目前的术语狗万网站如何）是有限制的。讲座，课程甚至大学活动都被编号。考虑到学生在所需的时间范围内可以实现的问题，即使我们有时会认为时间压力是不合理的，也计划进行评估任务。

On the other hand, as a beginning teacher, it really does feel like the sky is the limit in terms of just how much we can do. No longer are the first level of planners and organisers above us. We are those planners and organisers ourselves.

And so, our inspired and capable brains can go into overdrive. Everything that we learned at university finally has the chance to come to fruition. The visions we had of the carefully differentiated and valuable lessons we would teach every day, of the amazing resources we would create, and of the engaging and likable teacher, we would be.

在大学里花了很多时间，创造了我们能够（并在上面进行评分）的最佳工作，因此可以为完美主义的渴望做出贡献。

不仅如此，我们的创造力和启发性的心和思想在这一切的中心都保持着与与孩子建立联系，帮助和教育孩子的热情。

The volume of work we take on in pursuit of this is, in some respects, self-created. And, it’s easy to see how all of this can become part of a recipe for teacher burnout. Perhaps it is also a small part of the reason why so many开始紧张achers leave the profession within their first five years。

When Ideals and Reality Collide

我必须指出，我并没有提请注意这些挑战，可以说我们毕业的理想是无法实现的。实际上，我认为它们对于保持动力至关重要。我们的激情，价值观和信念通常是使我们进入这一苛刻和极为有益的职业的原因。它们是我们是谁的基本组成部分，也是成为一名好老师的一部分。

What I believe is that some new teachers may benefit from being taught more explicitly how to balance expectations with what can realistically be achieved. And perhaps, even more importantly, receive consistent reminders that settling for “good” instead of “great!” is not a marker of failure（是的，我希望这篇文章可能会像您的提醒中的一个提醒一样行事！）。

“这是分辨dibly important to understand your own bandwidth.”
– Tammy Leigh Kahn,Huffington Post

When we think about technology and bandwidth, we know the term refers to a system’s finite capacity for transmission. It’s a helpful metaphor for thinking about our own capacity for work.

In teaching, therearemany demands on your work and time that are outside of your control. Which can make it hard to make a seemingly conscious choice to lessen the focus on “great” in order to meet the obligations of your role. Sometimes, we feel like settling for anything less than great is a direct contradiction of our values and reflects poorly on us as professionals (the ultimate fear of the beginning teacher!). However, it really is okay to do exactly that sometimes, and it doesn’t mean you’re a bad or lazy teacher.

Mastering this kind of ‘bandwidth perspective’canmake space in our lives to better realise those most beautiful inspirations and ideas. It gives us the mental space needed to recognise and take pride in the positive impact that wedohave on our students.

Taking this perspective out of our minds and turning it into our reality doesn’t have to be a stumbling point. With practice, making little shifts in how wemanage our prioritiesand使用我们的工作时间可以对我们对工作量的感觉有很大的影响，并有助于避免倦怠。这也是我如此兴奋地成为热情的教学入门团队的一员，这也是重要的一部分万博manbext手机官网下载teaching resourcesso you can save time without feeling like you are settling for less.

Kicking Guilt to the Kerb

In one of my most recent gigs, I have been able to draw a lot of parallels between beginning teaching and beginning parenthood (#staywithmehere). Holding in your heart the experiences, growth, and future of little people is both exciting and terrifying. We have a strong desire to do all that we can for our children and students. Often this means we feel a sense of guilt or failure if not meeting our own perceptions of what it means to be “doing what’s best for them”.

With that in mind, it’s time for me to throw a few quotes and clichés at you. Ones that I wholeheartedly believe exist for a reason.

“您担心成为一个好人的事实……”teacher“…means that you already are one.”
– aJodi Picoultquote, of sorts

Okay, I may have replaced a keyword in this one, but the sentiment rings true. What you can achieve in the hours, the days and the weeks that you have足够（是的，在报告时，这确实包括一些凌晨！）。

“没有人是完美的，这就是为什么铅笔有erasers.”
– Unknown

不要拖延, or doubt your decisions for fear of imperfection. You’d rather your students give something a go than be paralysed by a fear of failure, right? They will learnhowto see mistakes as an opportunity for growth（建筑弹性的关键部分）当他们看到您对此视角建模时。

“好老师是普通学生梦想做非凡事情的原因。”
– Unknown

Notice the quote doesn’t say anything about great teachers? That’s because足够好了! If you are a bit of a perfectionist (like me!), have a listen to this泰德谈话关于自我同情by Dr Kristin Neff. It might just be a game-changer.

A New Conversation

I know there will be aspects of this post that won’t sit quite right for some. It is, after all, a reflective piece, written from my individual perspective and based on my few, short years as a beginning teacher. Further to that, this post barely touches on the whole gamut of connected ideas and issues surrounding teaching and its many and varied social, cultural, and political contexts. These are issues that can be delicate and are, most often, very complex.

However, I think there is always room for more conversation about how we manage what is required of us each day, both physically and mentally, whatever our positions within the greater field of education may be. We bring our own knowledge, experiences, thoughts, and behaviours to our individual understanding of what it means to be an educator. Each of these elements of self, influences how we work and how we view our work.

Sharing our perspectives must become a part of关于教学的新对话。

A conversation that isopen and frequent。那是positive and supportive。

One that doesn’t only focus on the challenges facing educators, but empowers both new and experienced teachers to manage their workloads and wellbeing healthily by fostering three essential things.

1. 一种手段reframe their own experiencesby seeing their perceived “failures” as common, shared markers of personal and professional growth.
2. The ability to做出明智的决定about what they做，也不要添加到他们的待办事项清单中。
3. 创建剥夺内gui和自我怀疑的文化换取自信心和对其效果的信心。

我敢肯定，大多数人都可以同意的是每个踏入复杂而挑战性教育领域的人的价值。那些支持和指导我们的孩子成年的人都需要在公开对话和支持的社区中找到自己。因为我们现在和永远都是学习者！