5 Mistakes to Avoid as a New Teacher

Happy New Year PE Nation!!!
I appreciate all of you. I made this episode to go along the article I wrote recently. This episode dives into five critical mistakes many new teachers often make, sharing personal stories and insights to help others avoid similar pitfalls. Through reflection and honest discussion, the episode offers valuable advice on establishing boundaries, being authentic, maintaining consistency, embracing risks, and the importance of perseverance in teaching.
• Emphasizing boundaries between being a teacher and a friend
• Navigating authenticity instead of imitating others
• Importance of consistency in discipline for fair treatment
• Taking risks to enhance learning experiences
• The impact and significance of perseverance in education
Keep going, keep making mistakes, and keep learning from them!

Dave
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Link to the original article.

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Chapters

• 0:11 Top 5 Mistakes New Teachers Make
• 9:44 Authenticity and Consistency in Teaching
• 13:54 The Power of Taking Chances
• 23:25 The Impact of Teaching
• 30:25 Building Community Through Sub Stack

Transcript

Speaker 1: 0:11

Hello and welcome to the Super Size Biz Ed podcast. My name is Dave and today I want to talk about five mistakes many new teachers make. And these are all mistakes I've made and I want to make sure you don't follow in my footsteps, and it's also things I do differently if I started over as a new teacher. So, without further ado, here we go. Welcome in PE Nation. So again, I am recording outside. So again, if you hear birds chirping or my dog barking or my cat scratching the post, they're a little scratch post that I'm propping my microphone up on. I do appreciate your patience and understanding. I just want to get more podcasts done and out during this break. So I'm on break right now. I know a lot of you are on Christmas and New Year's break kind of thing, and I just want to record and make new things. So I put an article out and I'll link it to the sub stack. I'll link it in the show notes. It's my sub stack that I'd love for you to join, because it's kind of like Facebook or Twitter. It's really kind of like Facebook for creators and it doesn't have to be creators necessarily but I have lots of articles in there and my podcasts are actually also housed in there, along with Buzzsprout, where I've been doing that for years. But in the sub stack there's also they're called threads, where we can start up some conversations, some PE conversations, and I'd love for you to be a part of that. It's more personable, I think, than Twitter and, like I said, it's my new Facebook. I go on it all the time, so I'd love for you to be a part of it and just join some conversations. So I will link that in the episode notes, the show notes. So let's get going with the top five mistakes I've made as a new teacher and I want to expand on my article. So if you haven't read it yet again, it'll be in the show notes, but I want to expand on it anyway today. So I appreciate it if you listen into this and read the article and even compare.

Speaker 1: 2:39

So, for starters, I was not a very good first year teacher, or even second or third not at all, and that's. I was not a very good first-year teacher, or even second or third, not at all, and that's when I was in the classroom I taught. Let's see, fifth grade, my first year of teaching ever in Florida, where I'm at now, but not exactly. It's in a different county and it's very different from what I was used to growing up in Buffalo. It still is a very migrant town as far as workers. There's a big sugar cane business there and I think it's one of the biggest sugar producers definitely in the country, and it was just a culture shock to me, basically and it didn't mean I treated people differently or anything like that was just I didn't grow up in that kind of environment and it was just. It was very different for me, you know, as a 21 year old just out of college moving down from the only place I ever knew in Buffalo, and I just wasn't ready for it. Not at all. I wasn't not at all and student teaching was fine, but to me it was more academic.

Speaker 1: 3:45

And then when I was in the classroom with the you know uh supporting teachers, I did okay Actually my first one. I did terrible and I almost got kicked out. Um, I feel like, looking back, I didn't do a very good job. However, I also feel like the uh supporting teacher didn't really help me and he kind of expected a lot of things that I just wasn't ready for. So they gave me another chance and I went into. That was sixth grade and this actually goes on to number one, kind of what things I messed up with. Then I went to a first grade classroom, which I think saved me. The teacher there was just amazing and I love the first graders and it just worked out really well. I actually had a third one in a fifth grade, I believe, and that went really well also, but I still wasn't ready for the real world.

Speaker 1: 4:41

I want to make sure that I pass these along because I don't want other people to make these mistakes, which you know, I'm sure some people have and some people will, but it wasn't good. So here's number one. So number one is being a buddy or being a friend, and I know students need friends. They need people who are going to support them and get their jokes and, you know, kind of go down to their level with certain things. However, I was too much of a buddy and one of my big examples and it was fun was during my student teaching. I think it was my last student teaching assignment. I went to two of my students' houses and played hockey with them and, looking back, that was cool. It was a fun experience. Their parents were fine with it, but it wasn't the right thing I should have done, I don't think, especially at that age.

Speaker 1: 5:46

So at that age again, I was 21, and these students were like 11. And I know that's a big difference, but to me I was still a kid and I've met a lot of really good student teachers that are very mature for their age, guys and girls, and have done a great job. But that wasn't me. I was still, like I don't know, a kid at heart. I think I still am. I'm always going to be a kid at heart, and I didn't. I guess I didn't see the age difference. I mean, I saw it but I didn't realize that, hey, I'm an adult and I need to act like an adult. It doesn't mean I can't be friendly, it doesn't mean I can't be entertaining or, you know, obviously, connect with the students, that's what we do, that's the biggest part of teaching. But you know I did things that were a little too. You know buddy's the best word.

Speaker 1: 6:39

I'm going to share a story that I kind of shared in the article. I'm going to share a story that I kind of shared in the article. Um, this happened like two, like twice to me, and just different variations of it where, um, I was teaching, uh, let's see fourth grade, and this is actually later on. This is um. So I would have been uh, it's like my third or fourth year teaching, but I took a little break and subbed in where my parents lived. So it would have been, I don't know, it would have been like 25, 26. And some of the girls were making up stories about me.

Speaker 1: 7:17

As far as I won't even get into some stuff, but I had to go to the administration and obviously it wasn't true and I don't feel like I did anything wrong. Necessarily, as far as well, I know I didn't do anything wrong, but as far as just the way I was, I was just too friendly, I guess, and even with students that weren't even my own, but just being kind, but joking around too much that kind of thing, and it could have potentially got me in a lot of trouble, and obviously it wasn't true, like none of this was true, but just the fact that I had to defend myself about these, you know, allegations was it could have ruined my whole career. So ever since then I've been very, I've been a lot more cautious. As far as you know, I won't ever be in a room alone with a student in my office or anything, for like two seconds, I'll always have another person in there with me, or I'll have them bring in a couple, like, if I'm just giving an example, if a student needs permission form for something or wants to go get equipment in our office, in our storage unit, I'll have them come in with another student with me, or I'll go in by myself and then bring it out, just things like that. I'm a lot more cautious because I want to make sure I'm perceived as a teacher, not a buddy, not a friend and not somebody that's on their level, like that. But, of course, love them, care for them, treat them kindly, but just don't be a buddy, just act professionally I guess is what I'm trying to say and understand your role as an educator. So, that being said, that's number one. Number two is trying to be somebody you're not. I've done this way too many times early in my career when I would jump from school to school or starting a new year with a new class, and I'm just embarrassed by this, embarrassed by a lot of these. So I appreciate you listening and you know my goal is to help other uh, fellow teachers, especially PE teachers, and so a lot of this is looking back and being embarrassed by just how I acted back then. And you know, I know we all learn from our mistakes and I'm going to keep making them. But let's so, let's dive into this one Around.

Speaker 1: 9:44

The time I was student teaching, I was reading a lot of biographies and just kind of self-help books, I guess, and I'd say the main. It's funny because I'm not even a big, a huge basketball fan, but Bobby Knight was always my favorite, I just love his leadership and Rick Pitino and Pat Riley. I was reading a lot of their books because I thought it would help me as a teacher, as a coach which eventually I did coach and it did, by the way, help. But I tried to be them, I really did, and that just wasn't my personality. It's still not my personality.

Speaker 1: 10:24

I thought I could rule with an iron fist. I thought I could go in there and just be the tough disciplinarian. That wouldn't take anything and I would just shut people down if they disobeyed me. I tried that a little bit and I also tried the old don't smile till Christmas thing, which I hate, but you know that didn't last very long. I tried, I tried to be tough and not smile and it just wasn't me, it was. It was terrible too, it was. It was just I would get you know. Uh, I'd have that. Have those thoughts of, well, I've got to be like this because this is what Bobby Knight would do or this is what this coach would do, and it just didn't work out at all. And I think the kids can see that. They can see when you're not being authentic, you're not being your true self and you're being just a phony. That's kind of what it was.

Speaker 1: 11:17

But I tried and it doesn't mean you can't be structured and firm, but fair. But you know, don't be somebody. You're not. That's just bottom line, that's. I know some of the name of number two and that's what I called it. But just be yourself and continue to grow and learn and and do things differently than you did when you were younger. Or if you made a mistake, change it, learn from it. But don't be someone. You're not. Be yourself. It's just not my personality and it never has been and I can't teach like that. So be yourself, and that is number two.

Speaker 1: 11:58

Number three is inconsistency. It's a tough word to say, inconsistency. How about this? Be consistent? That's not much better, but anyways, I was not very consistent with my discipline, with anything really, as far as I might over, kind of like a parent, I guess I would over-punish or under-punish or not punish at all one student but over-punish somebody else that did the exact same thing, and I was just all over the board. And really I would let my quote-unquote good students maybe get away with a little more. Um, you know, let my quote-unquote good students maybe get away with a little more. And then my students that might, uh, be in trouble a little more. They would, you know, I'd lay the hammer down on them and that just wasn't fair. And again, kids can see that, kids can sense that. And the bottom line is you need to be well consistent. You need to have clear, a clear set of rules, procedures and even a system of well reward, definitely, and then a system of here's how the discipline goes. It's a warning and this is PE I'm talking about, not just the classroom Warning then like five minutes out of a game, then maybe sitting out 10 minutes a game, or if you have to call the office or send a note home or call home, there needs to be a set procedure. And you know, for something major, like, let's just say, fighting or something like that, obviously there's. You don't just go hey, you get a warning for that, but having clear consequences, having a clear reward system and just being being and just being firm with that stick with that and being consistent. So again, that is just being consistent and that is number three.

Speaker 1: 13:54

Number four is not taking chances or not taking risks. I think risks is another word. It sounds kind of hard to say I'm saying I'm at risks. Let's just say not taking chances. So I? There is a story that a lot of you who've been following me which, by the way, I appreciate it have heard. So I'm going to delve into that story in just a moment. But first I just want to say, like I was, like I'm not a person to rock the boat, I'm just, I'm a person. I've never been like that. I've been like you know, keep your head down, don't say much, don't offer much, don't ask for help. Also, it just you don't want to show weakness and I've learned that that's not the way to go. You need to take chances, you need to take risks. I'll say it again, you need to. If you don't take these chances, you're not going to get what you ultimately want.

Speaker 1: 14:47

And I just had a conversation I've recorded a couple of podcasts, a couple interviews and one of the conversations was about, you know, getting archery. I think it was with Jake and it was with Jake. Thank you, jake, by the way, for the archery stuff. So we were talking about you know that. I mean getting archery in my school and his school would be amazing and that's taking a chance. I mean, like I've gone to my principal um, many different principals now with just some crazy ideas with and then create. I don't mean I don't mean with and then create. I mean I don't mean archery is crazy, but I mean it's pushing the boundaries, it's pushing the limits, and some of the grants I've written are definitely a piece of equipment, like the rail yard obstacle course, which is amazing, but it's, you know, it can be a liability as far as you know.

Speaker 1: 15:37

Just worry about it. You know kids falling off and hurting themselves, which they have and bringing um. We had a bike trailer. I was just talking to Jake about that. We had a, and it wasn't just me, it was a whole the district, that, uh, of the teachers that took the course. You know we had to worry about kids falling off bikes and getting hurt. But if you don't take these chances, you're never going to get the program you want. But if you don't take these chances, you're never going to get the program you want. So I'm going to go back to my.

Speaker 1: 16:03

For me it's my famous story about taking a chance, because I think after that things turned around. It was my second year teaching PE and my principal he previously had sorry, the wind's picking up, so if you hear that I apologize. My principal had previously had his cancer, was in remission, but it came back, and it was a tough second year teaching PE because first of all, he was like my mentor. He was the one who hired me and then gave me the PE job because I was supposed to teach third grade there and the PE teacher quit over the summer. So he offered me the job and that's a whole nother you know story, but I'm trying to give you the condensed version.

Speaker 1: 16:47

And in that second year, though, everybody like was, there was kind of rumblings of well, where is he? His name was Joe I'm not gonna say his last name, but his name was Joe. And you know where's Joe? And we just haven't seen him and we didn't know what was going on. And you know the APs were around but he wasn't. So there were, you know, whisperings of you know, is he okay, is he sick? And we found out that he was going to have well again. We didn't hear from him for a long time and it's getting closer to the end of the school year, maybe a couple months at near the end, and it was getting near like testing season and things like that, and nobody really heard. I'm sure his inner circle knew, but we didn't know what was going on with him.

Speaker 1: 17:31

And one day we were told okay, we have a meeting. I think it was, it must have been during a teacher work day, cause I know we had a lot of time for this and there was like an emergency meeting in the media center and he said his cancer returned and he had to, he'd have to resign, effective immediately. And again, that was with a couple of months left of school and we were devastated and it was just, it was awful, it was just tears and hugs and all sorts of stuff, and it was just, it was terrible, I mean, and he, I remember what he said to me um, as we, we kind of made a line and he was very, he was getting very weak. So we weren't supposed to even really hug on him or just kind of like very soft handshakes. And when he shook my hand he said um, cause. I said you know, I'm, I'm gonna be praying for you. Um, I I don't know what else to say I just, I, you know, we're going to miss you. Um, thank you so much for everything. And you know, I remember him saying prayers are good, prayers are good. And then he said you've, you've turned this PE program around in two years. And I was like blown away. I was like this is about you, this isn't about me, but I'm going to forever cherish that. And then see, now I'm making this a longer story and I get kind of teared up every time I tell this story.

Speaker 1: 18:54

Anyways, fast forward, I don't know like a month, right near the end of the school year or real close. I was just walking through the office on my break. Back then I think I had a decent break. I had a long break, like an hour break between my lunch and planning together, and I was just walking through the office and his office was you'd kind of. You didn't have to, but if you won't go through kind of the back, you can cut through and then go to the back hallway. And I did that and for a while I'd walk by and nobody would be in there, like our new principal. I'm trying to think if she already started. No, she didn't start until the next year. I think we had an interim and so nobody would be in his office. It was just kind of empty.

Speaker 1: 19:41

And I went by and he was in there with his wife and, um, the, both the APs and like the secretary, and like it seemed like everybody was in there, um, just kind of talking and, you know, laughing and just things like that, and his doors open a tight like a crack. But I walked by going well, I'm not going to intro like I, who am I to interrupt this group? This is this group of elite people in my school. But I really wanted to talk to him and so I literally walked out into the main hallway and I froze and I said basically F it. I don't think I said it out loud, there's no students around and I just like, what do I have to lose? So I went back in, I knocked on the door and I was very polite. I was like I'm so sorry, I just don't want to interrupt everybody here Because I could feel all eyes were on me, of course, and I said I just want to say hi. And he welcomed me in, we talked for a moment, introduced me to his wife, who I don't think I've ever met before, and that was it. It was just. It was just a really nice, um short conversation, but you know, that was the last time I ever talked to him and, um, he, he passed away over the summer. Um, also, unfortunately, I we had already had tickets to go to my parents house in new york, um, so I didn't, I couldn't make his service, we just couldn't change the plane tickets and things like that. So that was the last time I ever saw him.

Speaker 1: 21:06

And again, I'm sorry, it was kind of a long story, but I think it's an important one. If I never took that chance, I would have regretted that the rest of my life. I'm not kidding you, I'd still be thinking about that today. As far as man, I wish I would have done that, I should have done that and I took that chance and I want you to maybe learn from that and I guess, if I could pass that along, just take chances, because if you don't ask, you can't get, and you don't want to go through life regretting what you didn't do. So that's a long one, but that was number four. Take chances. That was number four, take chances. All right, number five and the final one today is giving up too soon.

Speaker 1: 21:46

So I had quit teaching a few times. Actually, the first I lasted quote unquote two years and my first job in that other county that I mentioned earlier, and then I quit. I hate using that word, but I quit to go to work for my parents' store, my parents' own grocery stores, a few of them for over 20, like 22 years, and I went to work for my dad and subbed close to where my parents were and where I lived, where I went back to live in Florida. But I went to another district and that's when one of those things happened with the girls and I quit there, and so I took seven years off of teaching, which kind of stinks looking back now, because I'm like man, I could be retiring soon, oh wow. No, I don't plan on retiring anytime soon, but I took seven years off to go work for my father in a store and I missed teaching and I got back into it. Luckily, I had a good, really good support staff, great principal. This is when I went to North Carolina for four years, when my wife and I were newlyweds and my dad sold the store I was at we were both at, actually so I just had a great team of people around me, great friends, great mentor teachers. It was amazing and that was in the classroom. And then I came back to Florida after our son was born and taught one year at a school that I really didn't like and taught one year at a school that I really didn't like, and then after that, I got the job where my principal, joe, hired me.

Speaker 1: 23:25

All this being said is don't give up. I've seen a lot of teachers recently leave the teaching profession and I'm not saying it's not a bad thing as far as if it's good for your family, it's good for you and it's good for your mental well-being, that's fine. But I've seen a lot of really really good teachers quit and it's heartbreaking because they're really good. I mean, I'm being serious. I've met a lot of teachers that really connect with the students, that the students really love, and they don't feel appreciated or they don't feel backed by administration or they feel like they should be paid more, which, again, these are all valid reasons. I'm not saying that these are not, but I just want you to understand that sometimes you don't see the big picture, and that's another story that I've told a few times and I shared in the article. I shared the actual screenshot in the article, if you want to take a look at it, but it goes something like this so that one year that one year, I spent at that school in Florida.

Speaker 1: 24:25

When I came back from North Carolina, I taught fifth grade math and science and I team taught with the teacher across the hall from me and I was an open house, I was greeting the students, greeting the parents and everything was going fine, and this one kid just walked right in and he kind of stormed right in. I'll never forget this. He stormed right in and I'm like hey, how are you? I'm a Mr Carney. Again, I wasn't coach Carney there, I was Mr Carney and he just almost refused to talk to me. I said his name is Brian. I'm not gonna say the last name, but he's. I'm like what's your name? I think I found out from.

Speaker 1: 25:09

I think he didn't come with his mom, he came with almost like by himself, and he, I think, well, he knew some teachers nearby, so I think he walked in with one of the teachers and she told me his name is Brian, like hey, brian, how are you? And I kind of extended my hand and he didn't take it and he's like, call me Mr. I'm not going to say his last name, yeah, I'm looking forward to you know, getting to know you and, uh, teaching you this year math and science and he just didn't have you want anything to do with me. And I think it was because he was really connected to his um teacher, this again, this I was teaching fifth grade, so his fourth grade teacher and other teachers and I was just this new guy and he did not want anything to do with me. And the whole year was um up and down with me and him, like, I mean, it wasn't all bad, we got to know each other and he, you know it was, it was back and forth. There were times he had his moments and of not wanting to talk to me and not, I guess, liking me and not want to listen, and but he had some really good moments as well and you know, I thought that was it. I only taught one year at that school One year and, by the way, I definitely remember him.

Speaker 1: 26:20

You know how there's some students you always remember and I remember him. So that was in 2000,. Let's see 2010 to 2011. So in 2000, I think it's on the screenshot I took. I think it's 2018. He wrote to me on Facebook Messenger privately and again there's a screenshot in the sub stack, which is funny because I didn't think I had it Just recently. I'm like I wonder if that's still in there, because it was from again. We're almost in 2025 now when I'm recording this and I'm like does Facebook keep those? So I looked up his name in Facebook messenger and I saw our conversation. I'm like, oh my gosh, that's awesome. So I took a screenshot of it and it basically says you know, I was thinking about the teachers that made an impact in my life and you're one of them and you know I just want to thank you and as I'm talking, I'm going to try to read some of this.

Speaker 1: 27:16

He said I graduated. He says thank you, I hope you're doing good. I graduated 2018. I'm moving on to be a firefighter. If you're wondering, you know, have a blessed day. Thank you.

Speaker 1: 27:27

It was just, it was amazing and I was blown away by it and it's funny because I just I thought he hated me or didn't like me, let's just put it that way, if nothing else, and I just the fact that I had an impact on him really amazed me and the fact that he remembered me again. I was only there for one year at that school and you know, I just again I use the word blown away or the words blown away. That's how I felt and I still feel. So I just want you not to give up, like I'm not saying if you go to another profession, that's, you know, a bad thing and it's terrible or whatever. But just understand that we plant these seeds and we don't always see the fruits of our labor. We don't always see what happens 10 years down the road.

Speaker 1: 28:18

Because there's, I'm sure, a lot of Bryans in your life as a teacher, especially if you've been teaching a long time that you know you never know what happens to them. And there are some that you do Like. There's some I do know that I taught a long time ago and they're doing amazing. They're in college or beyond and my one student that I know really well has. You know, he became a police officer. I mean, he was playing, you know, games in PE and like his mom would tells me, like he had Legos and you know his Legos in his or had Legos in his room and now he's got a gun. Like I'm just like, oh gosh. But you know, we don't always see what happens. And you know, just just keep going, understand, this is not a profession that's. You're going to get probably paid a ton of money, but the legacy you leave behind of students that you've impacted will continue on and on, and on, and that's what I'm hoping for you and I hope for me as well. So, with that, that is number uh, what is that? That's number five. So with that, that is number five.

Speaker 1: 29:20

And now it is time for your cowbell tip of the day. All right, everybody. So tip of the day is to continue to make mistakes and learn from them. Try not to make the ones I made and hopefully learn from this podcast. My goal is that you don't make the same mistakes that I've made, or at least be aware of these mistakes, especially as a new teacher. You don't have to be a young teacher when I say new teacher. I was a new PE teacher at age like 38. So new teachers especially, but even seasoned teachers, make mistakes. We all make mistakes. So just learn from them, grow from them. That's part of the process and just you know. But just keep keep going, keep going. Your students need you, just keep going and that is your cowbell tip of the day.

Speaker 1: 30:25

Thank you everybody for tuning in today. I really do appreciate it, and this went a little longer than I thought it was going to go. So, thank you for listening to my stories and things, but I'm hoping it resonates with some of you and could be, you know, hopefully inspirational or at least a warning. If nothing else, please join my sub stack. That's where I want to really grow a community. If nothing else, the sub stack is, I think, is the way to go. I really do and, yeah, I'd love for you to read articles that I put on there, comment on them. Let's have discussions. Um, you know, I have all sorts of things on there and, uh, again, we could just separate threads of conversations that, um, you know, we can just keep them rolling and I'd love for you know, to get more people on there. So, with that being said, yeah, join it, click the link and love to see you on there and have a great day, weekend, week, whenever you listen to this, and let's keep pushing our profession forward, thank you.