I’ve never had a second year at the same school before. I used to think that moving on to new pastures as soon as possible was the best way to develop, both culturally and professionally, and in almost four years’ of teaching I’ve somehow managed to work at five different schools. But now, for the first time, I’m experiencing all the rewards that come with staying, rather than running away.
1. You know what you’re doing
The single biggest cause of work-related stress for me last year was the constant feeling that I didn’t know what I was doing. I didn’t know if my teaching was up to the expected standard, which resulted in constant over-planning and over-preparation. I didn’t know how the endlessly confusing IT system worked, which meant I wasn’t letting myself access useful student data. I also didn’t know how much freedom I was allowed in terms of syllabus and content, which led to me completely abandoning the textbook in my more daring moments and then suddenly scurrying back to it two lessons later, panic-stricken.
This year, after 12 months of experimentation and failure and success, I finally know what I’m doing. I know exactly which boundaries to push, and which ones to leave alone. I know where to invest my time so that my students get the greatest benefit and I’m not up all night worrying about the next day’s lessons.
2. You can make improvements
I’m not talking about making complaints or suggestions. Anyone can do that, any time, anywhere. I’m talking about something more powerful – the kind of targeted, meaningful, effective improvement that can only happen as a result of long-term observation and experience. In other words, you have to learn the rules before you break them.
I’ll give you an example: when I first got to the school, I was horrified by how much importance was placed on formal assessment of our young learners. Every course seemed to be geared towards Cambridge exams; the ability of every learner was described in terms of main suite can-do statements. It flew directly in the face of my fundamental beliefs about what teaching and learning should look like, and I found it incredibly hard to deal with initially.
Now, I understand that it’s a direct response to the overarching educational culture of Italy. It helps stakeholders to measure progress and understand exactly what they’re paying for. It’s the reason students keep coming back for more and ultimately, that’s what maintains motivation and progression. As much as I yearn for a world where exams are not both the question and the answer, I have come to accept that my school is designed to cater to a very different reality.
This long-term understanding has led me to realise that getting rid of exams is not the way to move the school forward; the answer is in training teachers to understand the local exam culture as soon as they arrive, so they can hit the ground running. This means giving training in the different types of exams offered, as well as help in how to design and teach balanced, multi-faceted courses that serve the students both for their exams and their long-term holistic learning.
3. You get to see your students grow
This is the single best thing about staying in your post long-term, and it’s also one of the reasons I love teaching teenagers so much.
This year, I’ve been lucky enough to stay with several of the classes I worked with last year, meaning I’ve had the privilege of watching those students grow both in their learning, and as people. Our teacher-student relationships are also richer for having endured and understood each other’s idiosyncrasies, mistakes and moments of weakness. I see these teenagers learning more about who they are, and it helps me understand myself better too.
4. You get to see yourself grow
Think of it as a professional experiment: all other things being equal, what kind of teacher do you want to be? I’m not saying you can’t develop when your circumstances and surroundings are new to you; I’m just saying it’s much harder, because so much of your time is spent just surviving. Learning a new language or even adjusting to a new work culture are things that EFL teachers start to take for granted after a while, and in turn we start to forget what a toll that takes. Sometimes you need stability around you, so you can start to change the things you actually want to change.
I’ve spent the last eight months working through the Cambridge Delta, and in three months’ time, I’ll be finished! The only reason I’m actually pulling this off while also holding down a full-time teaching job is because of the security gained from returning to a familiar post in a familiar context. But even on days when I’m not working on a formal qualification, the value of returning to a post is that you start to question yourself: How have I improved since I taught this exact course last year? How am I going to improve so that it’s even better next year? That’s the drive that pushes us to stay sharp and keep on learning. It’s the starkest, bleakest measure of professional development, and there’s no shying away from it.