Joining a class halfway through the school year is challenging, especially for a first-year teacher. Garet Needham, long-term substitute at Newbury Park High School [NPHS], began teaching multiple social studies classes on campus in mid-January.
Needham teaches two government classes, two world history classes and one ethnic studies class, working with students across three different grade levels. Before taking on this position, Needham subbed for other classes at NPHS. He thinks the experience helped prepare him for the unpredictability of joining a class midyear. “Jumping right into content in the middle of the year versus the start of the year, […] you got to just hop into what they’ve already been doing,” Needham said.
Despite the challenge, Needham’s first impression from students was positive. Many recognized him from previous assignments on campus, which helped make the transition smoother. “Everyone was really happy to see me and made me feel pretty good,” he said.
One of his biggest obstacles has been figuring out where each class is academically while also setting his own classroom expectations. Learning the names of about 160 students across five classes has also been a challenge. Still, he has been surprised by how motivated students are. “I didn’t have to really push them to get through; they just did their work,” Neeham said. “It’s a good feeling when I don’t have to motivate and beg people to […] get [their work] done.”
To build relationships with students who were used to a different teacher, Needham focuses on personal connections. He makes an effort to talk with students about their interests, whether that means commenting on a shirt, a hat or even a game they are playing on their Chromebook. “I take the chance to strike up a conversation with them, and then that maybe leads to a bigger conversation,” Needham said.
As a history teacher, Needham hopes students leave his class with a new perspective on the subject. He believes history often gets dismissed as boring or unimportant, even though it plays a major role in understanding current events.
“Those who don’t learn from the past […] are bound to repeat it, so I hope that even if students find what we’re doing […] boring, it’s still very important to know,” Neeham said. “Because past events can, if they get forgotten, lead to events in the future that have similar consequences.”
Because this is his first year teaching after earning his credential in May, Needham is also adjusting to the profession itself while stepping into an already established classroom environment. Instead of having the usual first-week introductions and gradual start to the curriculum, he had to quickly introduce himself and move straight into content. “I really haven’t taught at the start of the year because this is the first year that I’ve actually been teaching, […] but jumping in mid year is tough,” Needham said.
Though he is still adjusting to his new role, Needham is excited to continue working with students for the rest of the year and hopes to make a lasting impact.
“To me, teaching is all about trying to build connections with students,” Needham said.