Navigating the Challenges of New Teaching Roles: Insights from a Former Trainer

When embarking on a teaching career, you might have heard the cliché advice, “Don’t let them take you for a ride… The moment you loosen the hold on them, they will sit on your head.” This advice, while well-intentioned, can be incredibly impractical. As someone who has had to train many people in various jobs, I can attest to the fact that this advice is not always effective, especially in a professional setting where safety and guidance are paramount.

For example, when training individuals in rip-apart operations for machinery in my line of work, it was vital to provide clear instructions and oversight. Simply telling the person to go ahead without constant check-ins could be dangerous. Instead of leaving them to their own devices, I would go to the other side of the machine for a quick check, or ensure that I was nearby to offer help when needed.

Subject Matter Differences and Curriculum Challenges

Each subject area is unique, which brings about different challenges when it comes to curriculum preparation. For instance, core subjects like Math, English, and Science often have standardized textbooks and lesson plans. However, non-core or elective classes can be significantly different, requiring more flexibility and preparation.

In my experience, many schools assume that having up to two weeks of prep time is sufficient, even for on-the-job training. This expectation can be far from accurate. In my case, my initial teaching job involved preparing classes in subjects ranging from woodworking and metalwork to home maintenance and even computer science. The preparation process was extensive and included setting up classrooms, finding appropriate textbooks, and preparing lesson plans.

The Importance of Detailed Preparation

Moving from my Associates degree in Industrial Arts to a Bachelors degree in Technology Education, my first teaching role was at a suburban public school. I taught 7th and 8th grade in the morning and high school classes in the evening. When I was first shown my classrooms in May, I took the opportunity to familiarize myself with the available resources and tools. At the middle school, the classroom was equipped with multiple "modules" for learning various technologies, such as aerospace, lasers, simple machines, electronics design, and more. The high school had a comprehensive setup, including a full wood shop and a drafting classroom.

However, no one mentioned that initial preparation would require extensive research, planning, and resource gathering. At the middle school, each module had its own lessons and resources, but I needed to find additional supplies and review the provided documentation. At the high school, two experienced teachers helped me piece together the curriculum, but the process still required significant effort. It involved finding the appropriate books, exploring the supply rooms, and going through old binders with lessons to put together each class' curriculum.

Conclusion

While the initial advice of not letting students take you for a ride holds some merit, it is not a one-size-fits-all approach to teaching. The truth is that effective teaching requires careful planning, detailed preparation, and constant attention to the specific needs of each class and module. By understanding these challenges and preparing adequately, you can ensure a smoother start in your teaching career.