Growing Pains #SOLC22

 

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It's only my second year (out of 21 years total) that I've taught middle school reading.  I don't really count last year ... we were virtual, then hybrid, and I pushed in to ELA classrooms to provide interventions.  

It's always been easier for me to connect with older vs. younger elementary students, so I wasn't too worried about moving to middle school to teach 6th graders and most 7th graders, but I definitely was reluctant when it came to 8th graders.

Last year, I spent the early months of 8th grade teaching time apologizing.  Apologizing for text and strategies that were probably too easy for them.  Most of the group were working at nearly grade level, and the other students who weren't didn't engage as much.

Thankfully, I had one student who loved to read.  I made sure to deliver books (with parent permission) that she ordered, and she always participated in all the reading, writing and discussions we did.  Eventually the 8th graders and I found our learning groove (one in person, one remote). I stopped apologizing and just taught.

This year, I have two groups at each grade level, all in person, and lots of different personalities.  I haven't done as much apologizing this year, but there's been lots of negotiating (work first, electronics later), listening to their rants ("The science/math/etc teacher is so mean!") and snack-supplying (middle schoolers are ALWAYS hungry). 

Many of my 8th graders challenge me in different ways.  I'm now realizing that they are struggling to figure out who they are outside of their family.  They need to push back on SO MANY things in order to figure out their independence.  I'm doing my best to balance reading instruction with social-emotional conversations.  Above all, I'm trying NOT to react to some of their antics (if everyone is safe, a little goofy behavior is ok... right??).

Whew.  They have growing pains, and so does my teacher brain!