May 02, 2022: Series 04
"Seeing the students for sure. Because I don't have kids, and even when I'm having like my own issues, as soon as the students step in the room, it just resets me."
How has the transition back to in-person affected you? Has it been mostly positive or negative?
Um, in the beginning, I'm very introverted, even though I know I have a pretty larger than life personality. But on the inside, I'm introverted. And I'll be honest, the first couple of months of lockdown, it was a shock. And it was, the most difficult part, was really just transitioning to how we're going to teach, and using videos, and then getting everyone to, you know, be on the same page with how this is going to look. But I would say after about six months of online teaching, or like, you know, about halfway through. Yeah, I just started. I don't know, it just started to get to me and I think like not leaving the house and stuff like that just kind of slowed me down. I would say coming out of COVID, I'm very, very happy to get back to normal. But I will say that this year is much of a learning curve. There's not much we could do, I would say in terms of anticipation. But you know, one of the biggest things is that students have lost a whole year of being in school. And what I realized this year is that, dang all the freshmen that are here, hadn't seen a classroom since middle school. And I think that's the same for the sophomores this year, because they did their freshman year. And so in hindsight, you know, there's definitely, it was really hard to get them to engage and be social. But now I feel as we're towards the end of the year, that I just see most of the students are up, and kind of I will call it semi back to normal with behavior and stuff like that. And they've also adjusted to high school expectations. But that's something that was new this year I would say, I don't want to sound like too negative, but a lot of middle school behaviors that I hadn't seen years prior. But all in all, like I said, I think the situation I did okay, but this year has just been a big surprise and it's been just remaining flexible and you know, giving students what they need, a little extra time. And that's been working pretty well.
How has COVID affected your teaching style? Have you needed to make any accommodations or changes?
Oh, absolutely. Um, you know, during the COVID teaching process, it was kind of a logistical nightmare with taking, you know, I was trying to be empathetic with the students and not taking 10,000 pictures, uploading them. But at the same time, it was all we really had. So, I would say I am much more aware of when students need more practice now. And I think I check for understanding more. So during COVID, we were limited to the video screen. And so it was like, I really needed to see how each student was doing their work. And what I learned was that through a lot of students that would regularly attend, like, after class tutoring and stuff like that, I learned the value of that one on one. Just sometimes, you know, I can give the student 15 minutes, and just get them over that hump, and I saw a lot of success. So this year, I've tried to spend a lot more time in checking their individual work, and also providing flexibility with homework. So, you know, I tell my students all the time, AP and CP that you know what, if you can get your homework in a couple of days past the due date, I'll look and I'll turn a blind eye to being late. Just be flexible and reasonable. So that's the good part. I think I've learned to become more flexible and comfortable with it. And also the importance of really checking for understanding. So I've been trying to get out in front of the classroom a little bit more out from the front, and into the room and roaming a lot more just so I can see, and get to know my students better and see how they're doing.
Why did you become a teacher and why did you choose Sage?
The dead truth is that my sixth grade teacher Mr. Ken. He kind of liked me and this other kid, and we were very quiet and introverted. I was super, super shy in sixth grade. And Mr. Ken would always tell cheesy jokes, like corny jokes. He made class fun and he's the one that really, I don't know, I kind of looked up to as kind of a father figure because at that age, I was going through it. My mom and dad were going through a divorce. And so you know, it was also kind of a timing issue where you know, this gentleman, this teacher really kind of took an interest in me and that meant a lot to me. Honestly after I got out of high school I did not have a plan. And I didn't know what I wanted to do and I think that right there, I'm just gonna leave it at that. Not knowing what to do after high school was my biggest hang up. So I went to community college, tried doing art, and I ended up dropping out with a GPA of 0.73. So it was a tough one, but I got into electrical, worked in the trades for about 10 years and really took off with that. But the entire time I had this yearning to go back to school. And so the electrical, I started in New Jersey, and then I moved out to California, and was a full time electrician. And I started going back to community college in about 2004-ish, switched to Home Depot so that my hours weren't so bad. And then from there just, I found at Mesa College community college. I fell in love with chemistry and geology. And I remember I was like, “well, I'm 32, you know, I'm going to night classes and stuff, but it's like, this is what I needed.” I needed to find my passion. I don't think I was ready as a high schooler. So all that to say is that the one reason my most important reason to be a high school teacher is really to help students, at least number one, recognize that you don't have to choose what you need to do for the rest of your life at this point. And number two, just if I can't help you find your exact passion, at least let's narrow it down and see if we can find a good projectile for you, towards your passion. I know that grades and getting into schools and everything is kind of a race, but I keep my head out of that game. And I say “listen, I just want you to be scientifically literate.” And I'm also very passionate about that, especially with all the —I don't want to call it like fake news— all these conspiracy theories and stuff going around. It's just, I feel like the facts of science, and understanding it it's just that much more important. So all those things kind of drive me, but really it was my mess up of not really knowing what to do in high school. And I'm like, You know what, this is like the perfect age to interject in high school if I can catch students at sophomores, and get them thinking about it, and I feel like it'd be a good thing. And then the sage Creek question. I like that one too, because I started at San Marcos High, and unfortunately, I got my physics credential. I'm not gonna say unfortunate, but it wasn't an intention. I wanted geology and chemistry or science and chemistry. But at the position I took at San Marcos, it was a long term sub position. And the teacher taught physics. So I thought I needed to get my physics credential. So I did, and I passed, and I got it. Well, my first year teaching, they threw me into AP physics. And I knew nothing. I mean, I got through physics in college, but that's all I've had. I've never spent much time with physics. So it was a grueling first two years. Because the first year I taught AP Physics, it was one curriculum. Then my second year teaching, AP Physics revamped their whole course. I had to go to the summer, learn it again. And my passion is with earth science and chem. So I did leave San Marcos, and what was cool is I was a substitute before becoming a teacher, and I met Fieberg at CHS. And so when I met Fieberg, I subbed for him, and he and I just kind of hit it off. He realized like, I was cool with the kids just, you know, friendly. And, and he and I just kind of hit it off. And I remember when I saw this position open, I jumped on it. And I showed up to the interview room and there's James I'm like “no way dude.” So I was so happy to see him. Because he had seen me in the classroom before. And also Julie Bachman was there. And I think she's really cool. So when I came here, it was almost like a pleasant surprise during the interview to see a couple people I knew. But I just think that the school is a little smaller. I love that. And, you know, I think that we have a little bit more flexibility. We go a little faster here. That's the one thing about Sage I'm still adjusting to is this trimester thing, especially with AP. But honestly, I think it's a smaller school. And I think the teachers here are highest quality, they really are. I'm not saying everyone is perfect, but by and large, this is kind of the friendliest entire team I've worked for. And you know, I've seen some bad teams. And when people don't click, they don't click. But over here, there's just this spirit. I feel like the students, and the teachers, and administration are all kind of, we take a lot of pride in the school, and I like that. And I would say I was blessed to get the job here. I feel very grateful for that. But I also, you know, I try not to take it for granted. There’s days, I want to just do a different job. But I think you know what, “this is a great school and I have a steady job.” And so I also remember that, you know, no matter where you go, you're going to have some sort of headache or trouble. And I've adapted to kind of what to expect with this town, and the students just year after year. So getting to know the community I just feel very comfortable. And you know again Sage being a little bit smaller than CHS, I prefer that way I want to get to know you, not just be part of 2000 people.
How do you manage a balance between your personal and work life?
Ooh, okay, and this one with the big bat. No, that's actually, this year has been the challenge. I will not lie to you. I have brought work home and worked all weekend, no joke eight hour days on Saturday and Sunday. It's also been a little bit interesting because I'm transitioning from a lot of paper copies, so I'm about nine years deep into teaching, and I've collected a lot of stuff from different schools and stuff like that. But I realized that I have to learn to trust digital more right now. So one of the things I learned is that, you know, my wife and I were just, we were just home working, and we were just kind of like, I mean, we just felt like roommates. We were both working well into 9-10 o'clock at night. And we did a lot of that during COVID. And so now what I did is, number one, I sought out a coach, a professional coach, because I really need help with time management, and one of the things I learned was, I need to commit to like okay I'll do two hours of work and then drop it and leave it alone. But I will say this, thank you for asking because if you do not maintain that balance, you will burn out. I have been this close to kind of thinking about leaving due to that burnout. But luckily I feel that you know, some of these interventions, and some of these techniques I've been doing to keep work at school, and not bring so much at home, has been good. So I'm in the process of doing that: delegating work to more TAs, and then really just reducing the number of assignments I assign. I figured that's also one of my bad habits, if I don't have anything, I'll throw a worksheet and then remember, it has to boomerang back after. So you know, so I'm a lot more mindful. And I think I'm really looking forward to next year, because this summer I plan on kind of revamping a lot of my material. And I feel like I know AP Chem much, much better. And CP Chem we've had enough repetitive teaching of it, where I feel I think I have it dialed in. So I'm looking forward to next year. And that is literally my goal next year: better work life balance.
What are your favorite parts about being a teacher?
Seeing the students for sure. Because I don't have kids, and even when I'm having like my own issues, as soon as the students step in the room, it just resets me. You know, sometimes I have good days and bad days, but definitely just being with the students. Number two, I'm an experimentalist by nature, so I love trying new ideas, new approaches to learning/calculating moles, new activities in labs. I would say the best part about this job, the one reason I don't want to leave teaching, is creative freedom. And that also ties in with Sage Creek. My department head, James Fieberg, and also the administration, have been really great with supporting us and giving us that creative freedom, and you know I can at any time switch a lab. Or if I find something cooler, do that. That has allowed me to grow and become the teacher I have, and next year is really a pivotal year, I want to kind of bring some of this new stuff, and and come out this a lot more polished.
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