The Struggle

Every teacher has a similar struggle each day. The struggle starts with a question. How can I reach a particular student, group of students, or even that entire class?  Some people would label those students as the tough ones. They are disenfranchised at best. Often they are just plain angry.How am I supposed to get through to them and make them care about my class?  I don't care if it is your first year or your twenty-ninth year. We've all been there.

Many days, to quote my students, "the struggle is real". Those struggling students misbehave, try to sleep, ask to go to the restroom multiple times, or simply refuse to do the work. Sometimes they sit at their desks and glare at you when you ask them to pick up a pencil or reply to a question. Other times, they are downright unruly and do their best to get tossed out of your class. And yet, you keep trying. Failing. And trying again. Most days you walk out of the building exhausted. Some days you are ready to apply as a greeter at Wal-Mart because, clearly, teaching isn't your gift. Yet, you walk back in to your classroom the next day ready to try again. Why? Well, it turns out, teaching IS your gift.

And then one day, something magical happens. During a conference, the mother of one of your struggling students says that her child loves your class. In fact, she says you are one of the few teachers that "get him" and that you make reading a book seem easy. You quickly pick your jaw up off the table. You had no idea you were getting through to this student. Actually, you were certain he wasn't even listening to you during class. 

As you float out of the conference feeling good about the mother's comment and your teaching skills, you begin your analysis. What was it that made him cue into your class?  Maybe it was the fact that you always speak to him in the hall even though he rarely responds in return. Or maybe it was because you don't let him get away with saying "I don't understand", shoving his paper aside, and pulling out his phone to escape from doing work. Maybe it is the fact that you give him challenging work and believe he can do it. Or it could be the fact that you invited him back to class like nothing happened after he was suspended. 

You know if you could just figure out the formula that worked with this student, you could reach the others. Then maybe you could write that book that becomes required reading at every teacher prep program across the nation.  If only it worked that way. 

The reality is that we work with human beings. That means our work is unpredictable. Just because this student thinks you "get him" today doesn't guarantee that he won't glare at you tomorrow or tell you that you "expect too much". And, even if you have won this student over permanently, there are still others you need to reach.  

That's when the struggle starts all over again.

Why I Became a NBCT

In 2011 I began my journey to become a National Board Certified Teacher (NBCT). The process was demanding, thought-provoking, and exciting. I achieved certification in November 2013 along with 258 other Kentucky teachers.  Words can’t express the excitement I felt when I logged into the National Board site and saw the words “Congratulations”. Lately, I have been reflecting on my journey to become a NBCT. A few friends have asked me why I wanted to become a NBCT and I have tried to figure out exactly how to explain my desire for the certification.  I had lots of reasons for becoming a NBCT, but they all seem to fit into a few categories: challenge, control, company, and compensation.

Challenge: As a teacher who is always looking to improve, it made sense to try to attain a certification that is both recognized and respected nationally.  I liked that the process was voluntary and the portfolio entries focused on both content knowledge and teaching practice. The standards were high and focused on what teachers should know and be able to do. I knew the process would stretch me professionally, and I wanted that challenge. In fact, I needed it.

Control: It’s no surprise that this type-A, detail-oriented teacher likes to have some say in her professional growth. As a result, I often have 40 or more hours of PD credit each year because I self-select PD experiences above the required ones my school or district offers. So, it was only natural that the National Board Certification process, focused on my teaching practices and classroom, was attractive to me. Throughout the entire process, I had control over what I would teach, how I would teach it, and when I would teach it.

Company: One of the reasons that convinced me to pursue National Board Certification was the amazing teachers in my building who were NBCTs. These teachers were the leaders in our building. They were problem-solvers, learners, and creative thinkers. Most of them would tell you that they are “just doing their jobs”, but the truth is many of those teachers go beyond the general parameters of their job description. They are teachers who are committed to their students, learn from their experiences, and strive to grow professionally. As I listened to my colleagues talk about their National Board Certification experience, I realized that I wanted to earn that title as well.

Compensation: Since I already had a Master’s degree it seemed logical for me to pursue my National Board Certification as a way to achieve a Rank 1 status. Not only would this give me a bump up in pay, but National Board Certification would give me an additional bonus paid by my state. Further, I didn’t have the time, patience, desire, or money to spend on a traditional Rank 1. I suppose, if I am honest, the title was a sort of compensation, too.  I like having NBCT next to my name. It is a physical sign that hard work and talent in teaching are recognized.

Even a year after achieving National Board Certification, I still find myself reflecting on those two years of work. My growth as a teacher during that time definitely impacts my classroom today.  The journey to become an NBCT is one that I am glad I decided to take.