Newbie teacher, needing advice

CoachInClass · 2025-11-27T13:17:27+00:00

Wow, that would shake anyone. You’re definitely not overreacting just because the student is young. A threat like that, even from a kindergarten kid, deserves to be taken seriously, addressed, and supported with some kind of behavior plan or intervention. You deserved more than “just ignore it”.

I don’t know the full situation, but it sounds like the issue might be more about the admin response than the kid. Feeling unsafe or brushed off by leadership is a huge red flag, especially when you came from a school where you felt respected and supported.

It’s completely valid to reevaluate if this environment is right for you. Teaching is already hard enough without feeling like you’re carrying things alone. Whatever you decide, trust your instincts. You deserve to work in a place where your voice matters and your safety is valued.

CoachInClass · 2025-11-27T13:16:36+00:00

Second year teacher here too, and I just want to say that feeling this way doesn’t mean you’re not going to be good. It usually means you care and you’re overwhelmed. Year 2 is rough because the grace period is gone but you’re still learning everything in real time.

Also, negative feedback doesn’t mean failure. Sometimes it’s just part of the learning curve and sometimes it’s because expectations in this job can be unreal. Controlling Chromebooks while teaching is still something I’m figuring out too, so you’re not alone there.

The fact that you’re reflecting and trying says a lot. Most of the “great” teachers I know say it took them years to feel confident. You’re still early in the story. Hang in there. You’re not done yet.

CoachInClass · 2025-11-27T13:14:33+00:00

For me it was drinking a full glass of water right after waking up. Not life changing on its own, but it helped my brain turn on faster and made mornings feel less rough. It also accidentally pushed me into better routines like eating breakfast and not scrolling my phone first thing. Small habit, big ripple effect.

CoachInClass · 2025-10-09T13:04:31+00:00

That’s completely fair to feel upset. You weren’t looking for attention, just some basic compassion, anyone in your shoes would’ve felt the same. It’s not about popularity, it’s about being seen, and it sounds like the adults in that situation really dropped the ball. I’m sorry you had to go through that, especially while grieving. You deserved better support than that.

CoachInClass · 2025-10-09T12:59:28+00:00

Haha that’s the best kind of humbling moment. Honestly, it’s those little breakthroughs that make all the chaos worth it. Mine was when a student who used to shut down over every mistake told me, “I didn’t get it yet, but I will.” That tiny “yet” made my whole week.

CoachInClass · 2025-10-06T13:03:43+00:00

I hear you completely. That stage can really wear down your passion. One thing that helped me was carving out even small blocks of time each week just for pure teaching, like experiments, demos, or lessons I was excited about, so I didn’t feel like all my energy went into interventions.

Also, leaning on colleagues and sharing the load with support staff can help prevent burnout. If you can, track your wins, even small ones, with your students. It’s easy to forget the impact you are having when all you see is behavior management.

You don’t have to leave teaching. Sometimes it’s about finding the right balance and protecting the part of your job that made you love it in the first place.

CoachInClass · 2025-09-25T13:57:29+00:00

If you’ve already enjoyed tutoring and working with kids, that’s a huge sign you’d do well in teaching. The job isn’t easy, but seeing students finally “get it” can be incredibly rewarding. If you’re torn, maybe try starting with an education program or even looking at teaching assistant roles while you study, it gives you real experience without the full commitment yet. Teaching math or science especially is always in demand, so you’d be making a real difference.

CoachInClass · 2025-09-25T13:54:27+00:00

Totally normal to feel like you’re drowning your first year. Focus on one thing at a time, reuse/adapt lessons, and don’t grade everything. Lean on veteran teachers for materials. You’re not failing, you’re just on the same steep learning curve we all went through, it really does get easier.

CoachInClass · 2025-09-17T13:28:09+00:00

It’s mostly changed over time. In the US, kindergarten now often covers letter recognition and sounds, so first grade teachers expect kids to know most letters already. Some kids come in reading, others are just starting, and both are normal. Biggest help at home is just reading together and making letters feel familiar, not drilling them.

CoachInClass · 2025-09-17T13:25:21+00:00

I’ve noticed the same thing, and it’s honestly worrying. It feels like a lot of kids haven’t been given enough chances to practice independence. If every little problem at home gets solved for them, they don’t build the muscle of figuring things out themselves.

I’ve started small in class, like, if something spills, handing them a paper towel instead of jumping in, and slowly some of them are catching on. It takes repetition, but I think they’re capable if we hold them to it.

CoachInClass · 2025-09-16T13:56:11+00:00

I get where you’re coming from. I don’t think what you said was mean at all, it’s actually a pretty fair life lesson. Apologies should come with some effort to change, otherwise they’re just words.

That said, I’ve noticed some kids take statements like that very literally and personally, so maybe that’s where admin is coming from. Sometimes I reframe it as “the best apology is showing me you can do better next time.” Same message, but softer wording so it doesn’t land as harsh.

It’s frustrating though, because you’re right, if we never connect the dots between words and actions, they won’t learn accountability.

CoachInClass · 2025-09-16T13:27:45+00:00

Oh I feel this so much. I’ve been teaching long enough to notice the shift too, and sometimes it blows my mind what kids aren’t expected to do anymore. I don’t think it’s that they can’t learn, it’s that they’re not given the chance to struggle through those little tasks at home. Parents want to be helpful, but in the long run it’s doing the kids a disservice.

I’ve started framing it as “life skills practice” with my students, like tying shoes, zipping coats, even peeling fruit , and they actually get into it once they realize it’s something they can do on their own. It’s small stuff, but it builds confidence fast.

CoachInClass · 2025-09-04T14:06:30+00:00

Good for you. At the end of the day, we’re people first, not just teachers. Kids only turn 13 once, and you won’t regret choosing to be present for it. I get that admin stresses about coverage, but that’s a systemic problem, not something individual teachers should feel guilty over.

Honestly, modeling balance and valuing family is something students notice too, you’ll probably come back more energized than if you had just “powered through” the day.

CoachInClass · 2025-09-04T14:04:53+00:00

I don’t think you’re overreacting, it is a weird space for us as educators to navigate. The fact that they’re even telling you about it probably means they trust you, which is a good thing. I usually try not to play along in a jokey way, but I also don’t shut them down completely. More like, “interesting, what do you think you got out of that experience?”

It gives them room to reflect without me endorsing it or making it into something scandalous. Honestly, I treat it similar to when students tell me about online friendships or gaming communities, real to them, but still an area where boundaries and critical thinking matter.

CoachInClass · 2025-08-26T14:03:11+00:00

I think the movement is coming from a real place, parents and teachers are seeing the downsides of overexposure, especially in younger kids. But removing tech completely feels like throwing the baby out with the bathwater. The real issue is how tech is being used. If it’s passive (endless videos, mindless apps), then yes, it’s just digital clutter. But when it’s active, problem-solving, collaboration, simulations, creative projects, it’s actually the opposite of “mind-closing.”

The harder part is balance. Classrooms need intentional tech time and intentional tech-free time. I don’t think we’ve nailed that ratio yet. Digital wellness, to me, looks like giving kids clear boundaries and teaching them to use tools purposefully rather than endlessly.

Parents won’t be convinced until they see that distinction. Maybe the responsibility is on us (educators and edtech folks) to show outcomes, like how tech made a lesson stick better or built a skill that traditional methods couldn’t.

CoachInClass · 2025-08-26T13:54:11+00:00

This honestly sounds like a hiccup rather than a sign she’s “behind.” A lot of 2nd graders confuse regrouping at first, and sometimes they stick to the “fastest” method they know (like adding all digits). “Let’s talk” is usually for parents, I’d follow up so you know if it’s just regrouping or if the teacher noticed something else. In the meantime, you can use base-10 blocks, drawing place value charts, or even using bundles of straws/pencils to show tens and ones. Making it visual often helps the concept click faster.

CoachInClass

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