This spring will mark 10 years since I stepped foot in the classroom as a student teacher. It’s always difficult for me to wrap my head around that length of time. By the 10-year mark, it would seem reasonable that a teacher could feel established and start making her way toward mastery…and yet, I still feel like a first year teacher. Due simply to life changes I have worked in five different buildings spanning 3 districts, on 2 sides of the state and have never once had the same set of preps. Only in the last two years have I felt I had the opportunity to truly build and grow a program and the students along with it.
The past two years have also been what can only be described as a special and unique experience. I had a phenominal group of students genuinely interested in the subject matter. So much so I managed to convince three of them that majoring in physics would be a great idea. All three are female.
My breadth of experiences has made me take a very critical look at what encourages student choices and what discourages them. I think too often we attribute outcomes to interest and drive, rather than inspiration and grit. I also firmly believe that while interest and drive are outside of my control, inspiration and grit are within it.
When I ran across a book review discussing a woman’s in a man’s world, specifically a “boy’s club” it immediately inspired me to write and share my experiences to expound on the question, “what do teachers do?” The answer to that question is far more multifaceted than one concluding sentence can contain.
My thoughts were accepted for publication in The Physics Teacher for the February edition, and I’m so thrilled!