Why I love teaching
When I started teaching in 1993, I couldn't imagine doing anything else. I knew I was fortunate to find a career doing something I actually love doing. In 2004, I was offered the opportunity to be a full-time mentor to beginning teachers. Accepting this opportunity meant that I would have to leave the classroom for three years. I almost declined because I love teaching so much. Fortunately, I accepted the assignment.

I spent three years working with teachers all over the district, in every grade level and subject area imaginable. I helped with lesson planning and classroom management. I observed my mentees while they taught. We analyzed student work together so that we could see what their products could tell us about the successes and challenges of our teaching. We went out to observe successful veteran teachers together. We spent hours discussing teaching, parent communication, classroom management, helping all students succeed, technology integration, and any other topic related to education today. Some of us attended workshops and trainings together. I learned at least as much as any of my mentees did!

Now that I am back in the classroom, I have a remarkable opportunity to put to use everything I have learned as a mentor and I can't wait. It was a privelege to be selected as a mentor, but for me, the greatest honor is still being a teacher. This year, I hope that my students will find that lessons are crafted to meet their needs. I hope that students will believe that material has been taught and practiced, rather than "covered". I hope that my teaching methods and the practice, application and extension activities I plan will provide all students with opportunities to learn and apply the material, but also to make personal, relevant connections to the material. I hope that students will see assessments as a reflection of what they know and can do in the language rather than as an effort to "catch" them not knowing something. I hope that all students will feel that my classroom is a safe-haven: a place where all students are welcome and respected and where they can come to talk, to learn, to practice, and to take risks as they develop their skill in communicating in French.

The first week of school was invigorating, exciting, and incredible. And it was proof of why I love teaching. I loved meeting the French 1 students, who all arrived with such enthusiasm and so willing to try out these new sounds that don't exist in English.

French 2, my biggest class, arrived with a bang--almost literally. Virtually all of the students know each other, and they are a very gregarious group. Of course, this means it takes longer to progress from one activity to another, and any jokes I (or other students) make require some time to regroup and refocus the class, but we're working on that together. Soon, even this more gregarious class will progress smoothly from one activity to another (and we won't have to abandon all jokes and humor to do it!). Their energy and willingness to speak will actually be an asset in the long run. I won't have any trouble at all getting this class to try speaking French!

French 3, 4, and AP came in a little more subdued, but that was to be expected; they are older, they are preoccupied with heavier course loads and beginning to prepare for SATs or for college applications, and...they have had the most experience with the previous French teacher, Mme Jenkins, who is a very good friend of mine (I've known her since 2002). I had selected Mme Jenkins to replace me in 2004 while I was mentoring because I knew she would be perfect for the position. And she was.

Since there tends to only be one French teacher in a school, French teachers have the opportunity to get to know their students over several years. Both the students and the teacher benefit from this unique setting in the hectic high school world of changing six or seven teachers every year, and possibly even at the semester. This shared student-teacher knowledge of each other can enhance lesson planning because it is easier to plan lessons that clearly meet the students' needs and interests, and it can lead to a better classroom environment because the students know each other and the teacher very well (and vice versa). As a result, I could sense that it was a little difficult for the more advanced students to be as thrilled with my return as I was.

Fortunately, I knew that this would be the case, and I know that it will take time for these classes to learn as much about me and my teaching and expectations as they knew about Mme Jenkins. That said, I was thrilled to see how willing they have all been to try everything I have sent their way. They have been speaking and writing in French since the first day of school and patiently listening while I conduct class almost entirely in French for them.

While some may have dreaded the end of summer vacation, I have been anticipating my return to teaching. Now that the first week is over, I remember what I love most about teaching: the students--their learning, their visible progress, their enthusiasm, their interests outside of class (that may be the focus of lessons inside of class), their creativity, their imagination, their willingness to try the language, their willingness to help eachother. In what other career would I have the opportunity to work so closely with so many unique individuals?