As a classroom teacher, I always told my students, "It's okay to not know. It's not okay to not try." The past two years have definitely been an example of me leading that life. I have been pushed farther in my professional knowledge than I ever have before and have enjoyed every minute of it.
Eight years ago, when I began my eMINTS journey, I was looking for something to get my interest back in my classroom. I had reached a burnout stage after only three years in my career. Becoming an eMINTS teacher helped give me a shot of adrenaline and I was again excited about working with my students. After getting my certification, I knew that I wanted to help other teachers get as excited as I was. However, after speaking to the person in charge of the county's eMINTS program, I knew that as a classroom teacher, the only thing I could do to promote the program was talk about it and show my students' work off.
Three years ago, my new boss was talking about expanding the number of eMINTS teachers to be trained but he'd have to get new facilitators trained. I think I almost fell out of my chair trying to make sure he knew I was interested. In my mind, this would be an easy process: teach the class, turn in a couple of assignments, and get certified. Since I liked being a student in the class, I knew that I'd like being a facilitator. I knew all of this stuff, anyway!
The first several sessions for me and my participants were eye-opening, for sure. I didn't know nearly what I thought I did. So began the next two years of me learning just as much as my participants did. My biggest takeaway was me learning to be more versatile in my teaching style. (My personality is to typically be the person making the decisions because my way is better.) I've learned that my co-facilitators and my participants are just as good, and in most cases, better, than I am. I've learned to back off, listen to others' opinions, and take advice.
I'm looking forward to moving forward because of all of the possibilities I have available to me. I am allowed to be a part of a program that changes the learning experience for teachers and more importantly, their students! #emintsforever
Eight years ago, when I began my eMINTS journey, I was looking for something to get my interest back in my classroom. I had reached a burnout stage after only three years in my career. Becoming an eMINTS teacher helped give me a shot of adrenaline and I was again excited about working with my students. After getting my certification, I knew that I wanted to help other teachers get as excited as I was. However, after speaking to the person in charge of the county's eMINTS program, I knew that as a classroom teacher, the only thing I could do to promote the program was talk about it and show my students' work off.
Three years ago, my new boss was talking about expanding the number of eMINTS teachers to be trained but he'd have to get new facilitators trained. I think I almost fell out of my chair trying to make sure he knew I was interested. In my mind, this would be an easy process: teach the class, turn in a couple of assignments, and get certified. Since I liked being a student in the class, I knew that I'd like being a facilitator. I knew all of this stuff, anyway!
The first several sessions for me and my participants were eye-opening, for sure. I didn't know nearly what I thought I did. So began the next two years of me learning just as much as my participants did. My biggest takeaway was me learning to be more versatile in my teaching style. (My personality is to typically be the person making the decisions because my way is better.) I've learned that my co-facilitators and my participants are just as good, and in most cases, better, than I am. I've learned to back off, listen to others' opinions, and take advice.
I'm looking forward to moving forward because of all of the possibilities I have available to me. I am allowed to be a part of a program that changes the learning experience for teachers and more importantly, their students! #emintsforever