Q: As a teacher of resource, regulars, and advanced math classes, what is your biggest challenge teaching all different levels?

            Mrs. Howell stated that her biggest challenge teaching these groups is meeting the needs of all her students. Even within each class the learning needs vary greatly, so it is a challenge for her to find a balance to bring all the students up, even the highest achievers. To do this, Mrs. Howell first figures out the gaps in the students’ knowledge, fills in these gaps, and allows for growth in other areas. In her resource classroom, Mrs. Howell is challenged by a difference in vocabulary skills of her students. One student came in her class this year (sixth grade) with a second-grade vocabulary. Because of this, she first built upon the foundational skills of her students and frequently has the students define key vocabulary in their notes. From there, the students practice and are given opportunities to practice their vocabulary.

Q: What was the most surprising thing you learned your first year of teaching? How did you address it? Would you address it differently now that you have more experience?

            Mrs. Howell’s first year of teaching she was shocked at how many children were struggling emotionally from their home life. She expressed that there is no way to prepare yourself for this ahead of time, only to face the challenges head on. The best way to enter this scenario is to remind yourself to react calmly when speaking to the children about difficult topics. Now that she has more experience, Mrs. Howell learns to identify these students early on and gives them opportunities to tell their story. She asks questions strategically and invites students to visit her classroom for lunch some days, individually. Mrs. Howell stresses the importance of one-on-one interactions and appropriate physical contact, such as reassuring by touching the student on the shoulder. These small gestures help Mrs. Howell to break down the barriers and make her students feel accepted and acknowledged.

Q: What is some advice you would give to new teachers?

            Mrs. Howell responded that the entire year is a process, and that each unit will go differently but to not get discouraged. Although there will never be a unit that ends with the thought “that went well,” each unit should provide growth. At the end of the year it is most important to evaluate how well you prepared each student for the following school year and how well you, as a teacher, served your students.

Q: What is the most difficult part of your job? How do you manage getting through it?

            The most difficult part of being a teacher for Mrs. Howell is dealing with parents. She stated during the interview that there is almost always a mismatch of parents’ expectations and teacher expectations. Sometimes parents do not want to hear how bad their child’s behavior or performance is, they just want and expect the teacher to fix the problem of their own. Mrs. Howell said that some parents seem to see teachers as “babysitters” who should deal with any poor behavior the students exhibits without bothering the parents. However, Mrs. Howell suggested beginning the year with clearly expressing classroom expectations to the parents and letting them know that they will be notified any time their child is not meeting expectations. To have successful students, parents must be involved in their children’s education.

Q: What is the most frustrating policy in Texas Education or District Guidelines? How do you think it should change?

            Mrs. Howell immediately answered that she was frustrated with Wylie ISD’s policy on retention. Since Wylie ISD’s high schools have a 97% pass rate, the administration cut summer school programs due to the expense and to prevent lawsuits they no longer retain (hold back) students. Mrs. Howell dislikes this because she has been required by her principal and the district to pass all students, regardless of their performance or learning. She recalled one instance where she refused to pass a student and her principal asked her if she was willing to sign a paper stating she had done everything she could for this student and he or she still has not learned everything they needed to. Even though Mrs. Howell agreed to sign this, the principal still said that they were not prepared to face a lawsuit if a parent decided to sue the district for holding back their student so the principal still passed the student on. Mrs. Howell considers this a disservice to the students and thinks policy should change to allow teachers to hold back students when they have not met the grade level expectations.