It is a truth universally acknowledged that a teacher approaching the end of the school year must be in dire need of summer break.
– Not Jane Austen, but close
This spring, the end of the school year crept up on me. I spent months being in denial that we had blown past spring break and were approaching the end of the year. At the start of May, a piece of me still imagined I’d get to continue for weeks more with my students, exploring this or that topic.
(I’m confident none of them envisioned spending their summers that way.)
At the end of May, I completed my sixth year as a high school teacher. I’ve now spent as many years teaching as I spent working on my PhD. There is something really cool about that, and also totally impossible to think that it’s been a dozen years since I began grad school.
In these six years, I’ve approached summer a variety of ways. I’ve chaperoned trips, done PD weeks at various programs, drafted a book, presented at a conference, and spent a little downtime with family.
Every single year has also involved a lot of lesson planning, at least in the last two weeks. It’s just what I do: I get my head away from school a bit, breathe, and come back to planning courses when everything is a little fresher in my mind.
Last year, I was exhausted when June hit. This year was different. A lot of my colleagues were exhausted, physically and emotionally. I should have been exhausted, too: it’s certainly where I was in January and in February and even before spring break in March. But when the students left this past May, I was ready to look ahead to next year. I usually don’t do a lot of prep in June, but this year, I wanted to work on things while they were fresh in my mind and I was energized.
In the month of June, I was on campus almost every single weekday, keeping pretty close to usual school hours (plus some). In part, I went to campus each day because my son’s preschool is only a couple of miles from there (our house is much further away, and I do afternoon pickup). I get a quiet place to work, surrounded by books and space, and I maximize my work time since it takes only 5-10 minutes to get to the preschool (instead of leaving 30 minutes in advance from home).
Campus is quiet in the summer, but not totally silent. In addition to the summer camp kids running through the halls periodically, you eventually discover that you’re not the only one sneaking in a little work. A few other teachers snuck on to campus to get some work done, and some of the staff are still around (and happy to enjoy a good lunch elsewhere, like a local German-American restaurant, or all-you-can-eat sushi).
I love planning courses and classes in the summer because you get these uninterrupted stretches of thinking space: no assignments to grade, no classes to cover for someone else. No meetings with faculty or students, no daily obligations in between your classes. If you’re really good at getting stuff done without someone making you do it, well, summer is a magical time to imagine what the next year could be and start to build that reality.
I love what I do. Spending my time on campus this month – and a lot of spare time reading and thinking about courses – hasn’t felt like work. It’s just felt natural, and fun. Thinking about courses and how they’re organized, articulating the course standards, rethinking assessments, and setting goals and class plans? These are some of the fun puzzles that make me happy in my career.
So far, this summer is incredible. I haven’t yet accomplished the big goals I set for myself, but I’m discovering some good things that I think will help me be a better teacher next year.
No matter how we spend the summer, I hope that’s the goal all teachers have in mind.
Note: Tanya pre-wrote this entry because she’s chaperoning a school trip for two weeks. She looks forward to telling you more about it when she gets back in mid-July. This gives her plenty of time to fine-tune her courses for the fall, which she’s already itching to get back to.