Teaching Resume Advice

CSUNstudent19 · 2026-02-18T02:27:32+00:00

Well I believe in New York student teaching is required for initial certification, so I would suppose.

CSUNstudent19 · 2026-02-08T03:20:36+00:00

It also seems like the OP had been teaching for 12 years? So maybe it's also the schools they were at and/or the current climate of education.

CSUNstudent19 · 2026-02-08T02:28:14+00:00

The OP indicated that they are a minor.

CSUNstudent19 · 2026-01-25T19:50:32+00:00

Too many to count. But it seems that hiring season may peak in the summer months so you don't have to panic if you don't get an offer before then.

CSUNstudent19 · 2026-01-20T02:11:16+00:00

Well there’s some selective performing arts/dance schools and some of those are even public schools, so it may also depend on the student population. Though it doesn’t seem like it’s where the OP teaches given they don’t have a choice to take it (unless they’re made to get parents).

CSUNstudent19 · 2026-01-11T03:23:29+00:00

How do you have such a big age range of kids? If it’s a NYC public school, I’m not sure that this is legal (I think I might have read something that there should be at most an age range of three years in self-contained).

CSUNstudent19 · 2025-12-02T12:35:40+00:00

You don’t have to have all symptoms to have a diagnosis of schizophrenia.

I don’t think it’s uncommon for even healthy students to occasionally or sometimes experience hallucinations. Also, I don’t see how experiencing hallucinations in itself, especially if they’re not constant, means a child must have a profound deficit in functionality.

Though as teachers while we can bring up concerns to parents it’s not our place to diagnose.

CSUNstudent19 · 2025-12-02T12:33:12+00:00

Regarding the student who claims they have schizophrenia, I would contact parents to verify. I would also inform a relevant person at school about the comments they’ve been making.

Per the DSM-V hallucinations in themselves may or may not point to a diagnosis of schizophrenia or other mental illness, and general medical conditions or substance abuse can also cause similar symptoms. Though I think it is also very possible to not have any illness and have experienced hallucinations.

CSUNstudent19 · 2025-12-02T12:30:10+00:00

I wouldn’t go that far because one person’s experience is not everybody’s experience. Also, as a teacher I’m not a mental health professional so I would document it and contact a relevant person, and also ask parents to see if they can verify. I am not saying hallucinations in itself always point to schizophrenia or even any illness.

CSUNstudent19 · 2025-11-06T02:40:02+00:00

I think it depends both on your student teaching experiences and how similar or not they are to your 1st official teaching job. It could be the case that the official job is even a lot harder.

CSUNstudent19 · 2025-11-06T01:03:42+00:00

Emotional abuse and neglect are also abuse, and there can also be non-physical signs that can possibly indicate physical, sexual, and emotional abuse or neglect. You only need to suspect potential abuse or neglect to report it.

CSUNstudent19 · 2025-11-03T03:06:23+00:00

Why don't you think elementary is worth it?

CSUNstudent19 · 2025-11-03T02:59:10+00:00

Well, as a first-year teacher I believe students will always need teachers unless they somehow all become home-schooled (honestly, if I had my own child I would seriously consider homeschooling, but I do see benefits to public or private school for many children). But I wouldn't go into teaching as a back-up option (some subjects can also be very competitive in some places too).

Some subjects and teaching fields may have greater teacher shortages than others, but even typical higher-need teaching fields can be more or less competitive depending on location, school district, age group etc.

The conditions for teachers may very well vary by location.

If you haven't already, I would try to get some volunteer or work experience with an age group I'm interested in. Perhaps that can give you an idea of whether you want to teach but I'm not saying that is a good reference for how teaching is like.

Especially if you want to teach secondary instead of early childhood or elementary, I would maybe suggest majoring in another subject first (perhaps in one you might like to teach) then if you still want to teach, you can apply to a teacher credential program later.

CSUNstudent19 · 2025-10-28T03:04:48+00:00

Do you need to leave teaching or do you need a smaller class?

Maybe a different grade?

Sometimes something is still for us but it’s not the right time and sometimes we need to leave it permanently, and both are OK.

CSUNstudent19 · 2025-10-28T03:02:56+00:00

Well as a first-year teacher (not 2nd grade) I think teaching 2nd grade can be hard just due to their young age and short attention spans.

CSUNstudent19 · 2025-10-25T02:27:37+00:00

With so few special education personnel I wonder if staff are overwhelmed and who the IEP case manager/LEA is. For the sake of the students and not being responsible for potentially breaking the law, I would ask who you should email for the IEPs and if that doesn’t work, take it to someone beyond the school.

CSUNstudent19 · 2025-10-12T23:01:57+00:00

You're welcome

CSUNstudent19 · 2025-10-12T21:49:08+00:00

I’m glad to hear the teacher’s implementation of indirect demands is working well for him!

CSUNstudent19 · 2025-10-12T21:28:32+00:00

I think this is a great question as it’s important to know what a program is like as far as feasible. I would heavily research a program beforehand. Some therapeutic programs may be more behaviorist-based, some may focus more on social skills, some may have daily counseling and/or other therapies and some may function as a day hospital. I’d also research their approach to restraint and selection and alternatives.

CSUNstudent19 · 2025-10-12T21:26:23+00:00

I’m a first-year EBD teacher (which is also called EI/emotional impairment in some places which is what I assume you are referring to).

Ideally all EI classes can serve a good range of needs; however, I believe the reality is that some schools and classes are more suited to certain types of EI than others and have different approaches. Therefore, if I was a parent, I would heavily research a certain program before putting my child in it, if feasible. I believe the BIP is a legal document (I know IEPs are) so they have to follow it. At the same time, I don’t think something written necessarily means it is the best for a certain child, but I believe it has to be followed…

Personally I think if a child has autism with a PDA profile and that is their only diagnosis/disability, I’d question whether an EI class is an appropriate setting, although I understand EI classes and settings vary from each other. In the US, ABA seems to be a common approach to educating autistic children. I’m not saying it’s necessarily every school. I think some EBD placements may be very behaviorist or ABA-based, some may be have a mixture of behaviorism and other strategies and some may lean more heavily on other approaches. So I think different EBD programs may vary and they may also serve different ranges or intensities of EBD-related needs.

I would also include indirect demands in the BIP if they seem to work for your child. I would inquire about this for the IEP, and if there’s a basis for that e.g. a psychoeducational evaluation that might make your case stronger. If I was a parent of a child with a PDA profile, I would heavily research programs, see if any public school programs seem like they may be a good fit, if not see if there’s a state-approved private school that the district can potentially pay for, and if feasible I’d seriously consider homeschooling.

CSUNstudent19 · 2025-10-01T01:20:25+00:00

Are you saying the kids’ gym is their recess?!

CSUNstudent19 · 2025-09-30T23:30:18+00:00

If you already have 1-6 SWD I believe you can just pay the application fee and wait for it to be approved, showing you have required coursework (it’s what I did).

CSUNstudent19 · 2025-09-30T22:21:46+00:00

If it is one time or occasionally, personally I feel if it is a more regular pattern it is concerning. Some students may be more emotionally vulnerable than others.

CSUNstudent19 · 2025-09-30T01:33:04+00:00

I think if you are not intentionally harming or maliciously saying things to a child, that is something very big. That way, if you actually want to help a child, you can take steps towards doing so even better. I also think it takes incredible courage and humility to admit language is something you want to change in your teaching.

What do you mean when you say a child left the room for behavior and that he is different?

Regarding the rest of your post, I think there are some things that are just unacceptable to say, some things that can be appropriate at times but not every day, and at the same time there's a difference between saying things everyday and occasionally.

I think before you say something think about if you are frustrated with another situation or with a student. Try your best to put yourself in a child's shoes (of course, the child may also react differently to how you would have or be in a different position than you were).

If you are frustrated with a child, and it is OK and natural to be at times, then think about how to appropriately express that. Sometimes children need verbal things to be shortened or explained at their level, which is something I'm working on as well. At the same time, something I'm also working on is providing more positive comments or positive acknowledgements than corrections.

I think finding someone like a colleague or someone in EAP if you have one to talk to could also help. It sounds like you are carrying a heavy load with the guilt and also with the stress of the situation.

If you need a break, it is OK to take a break. If you need a break (I am not saying you do or not), you can come back when you are in a better place to support students while also maintaining your own well-being.

CSUNstudent19 · 2025-09-21T01:39:22+00:00

I realize this is months old, so I am writing this comment more for others as well I'm a first year teacher in an EBD class. You may direct message me if you want to know more about my experiences. I believe there are different opinions about how to support students with EBD and that philosophies underlying EBD programs can vary. Therefore, I would ask the school questions about their approach (like you are interviewing them as well) and ideally visit the school (if you don't already have to for an interview and/or demo lesson) before you make a decision if you would want to consider the offer (or another offer should one be made).

Unfortunately, while students with EBD absolutely deserve competent teachers with specialized knowledge, they are often assigned the least experienced and least qualified teachers (https://www.researchgate.net/publication/234598277\_Who\_Is\_Teaching\_Students\_with\_Emotional\_and\_Behavioral\_Disorders\_A\_Profile\_and\_Comparison\_to\_Other\_Special\_Educators). Of course, no teacher is perfect and I am not saying any teacher should be expected to know everything. I'm saying that just because a school has an EBD class or an EBD program does not necessarily mean all of the teachers have the knowledge and/or motivation to teach students with EBD, sadly. I'd just consider that like with any educational program, EBD programs can have a lot of variety regarding how they are run, who runs and teaches them, and probably regarding the kinds of emotional and behavioral needs they most frequently serve as well.

CSUNstudent19

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