When I first decided to embark on this Fellowship journey, I knew

very little about what would be in store. I first assumed that there
would be stress, among accomplishments, failures, and surprises. I was
correct in these assumptions, but was not prepared for the extent to
which each of these factors impacted my year. As I dove into my first
year of teaching, along with a year of working towards my Masters
degree, I began to understand just how important each success and
failure would be. I also quickly realized how crucial it was to have the
support of those around me. With the continuous guidance and
encouragement of my mentor, partner Fellow at Maple Elementary,
family, friends, and first-grade family, I was able to accomplish the
feats of one of the most rewarding years of my life.
When I found out that I would be teaching first grade at Maple
Elementary, I was ecstatic. I could not wait to meet the group of little
ones that would become my small school family for the remainder of
the year. I prepared for the upcoming school year with lesson plans,
classroom decorations, professional development, good advice, and an
open mind. On August 17, 2016, seventeen 6- and 7-year olds walked
into a room filled with colorful letters, an alphabet riddled with
accompanying jungle animals, and desks with each students name
written neatly across a nametag. I was filled with joy as soon as I saw
the excited, yet slightly nervous expressions on each new face that I

laid eyes on. I was ready to begin the exhilarating school year that lay
ahead.
As students trickled into the classroom after our school-wide
morning assembly, I became overwhelmed with the amount of energy
that students had. These tiny humans were ready to mingle with longmissed friends, gossip about their brand new teacher, and show off
fresh Nikes that were bought over the summer. Thankfully, this made
the transition into class introductions an exciting and willingly joined
activity. Students were thrilled to share summer stories and hopes for
the school year with one another as a stuffed crocodile was passed
around our circle as a talking stick.
I quickly learned vital information about my students from more
than just the short segment that they shared with classmates. I could
immediately tell that Kristine was a ball of energy, with her eagerness
to share about her life and her (somewhat incessant) encouragement
for others to participate. I quickly learned that Luke was used to being
alone, as he quietly backed away from his peers and spoke of summer
days in barely a whisper. It was apparent that TJ did not have his
parents at home, as he spoke of his auntie as if she were his mom. I
instantly felt a strong connection to these kids and wanted nothing
more than to build upon these relationships throughout the year. With
an open heart and the help of those around me, that is exactly what I
was able to do.

My mentor, Regina and partner Fellow at my building, Colleen,

became my lifeline throughout the entirety of this school year. They
provided me with support, ideas, advice, a shoulder to cry on, and a
family to celebrate with. Together, we uplifted each other and gave
each other the drive that we needed to continue persevering through a
tough, but worthwhile year. They were there for me when I needed all
of the encouragement that I could get. Regina constantly reminded me
that I was worthy of a great year and great accomplishments, and
continued pushing me so that I could succeed. Colleen walked
alongside me throughout this entire experience and gave me the words
of encouragement that I needed to give right back to her the next day.
We all helped one another be the best teachers that we could be
throughout this school year and helped our students to be fulfilled
young learners through it all.
My year also entailed eye-opening instruction that I received
alongside a group of talented and hard-working teachers. Thursday
nights consisted not only of learning more about how to become
greater teachers, but also of heart-to-hearts, words of wisdom, and
feelings of belonging. The group of Fellows and professors that were
involved throughout my year gave me an understanding of how to be a
successful first-year teacher. I learned extensively about what it takes
to be an engaging educator and, more importantly, that it takes time
to get there. I worked in collaboration with the other Fellows to gain

insight on varying classroom issues, to share helpful lesson and

assessment ideas, and further our knowledge on education. One class,
in particular, that was extremely beneficial to my research and
Fellowship experience was my literacy class. It was within this class
that I recognized the importance of a reading life in and outside of the
classroom and how to instill this passion in our students. This class was
also the base on which I built an interest for my research topic.
Before I began this year, I felt strongly about the importance of
being prepared with lesson plans, management skills, and an
unwavering schedule. However, as the year has progressed, I have
learned the utmost importance of a classroom that is student-led.
Allowing the interests and needs of students to drive the instruction in
the classroom is vital in helping young learners become successful. My
belief in implementing cooperative learning structures and a
constructivist view within my classroom has grown since the start of
this year and has proved to be an effective approach for the learning of
my students.
Throughout this school year, I grew into new relationships that
turned into families. I leaned on these families as I went through tough
times and celebrated with them in exciting times. The people that I
was surrounded with throughout the year have encouraged me to
become a better teacher and to continue growing as an educator. As a
whole, this experience has helped me to realize the passion that I have

for education and for each student in any classroom. Most importantly,
my first graders have taught me more than I could ever have planned
to learn as their teacher, and I am forever grateful to have received
that type of education.