Each calendar year, I carve time out to write a teaching manifesto. This serves not only as good midyear reflection but also provides an anchor for me to return to time and time again when my circumstances seem out of control or exhaustion sets in leaving me second guessing myself. I encourage you to do the same: set aside some time and space to think about what you’re committed to and what you want to be true of you in 2022. 

2022 Teaching Manifesto 

I will be intentional about building an academic community of learners who lean into questions, consideration, and exploration of ideas and concepts. I will choose to be an active member of this learning community and look forward to learning alongside my students throughout the year. 

I will keep the focus on learning, not grades. The assignments in class that have a numerical grade attached will be meaningful and not busy work. All conversations about grades will be balanced with what is learned and not just numbers. 

I will provide opportunities for my students to read for pleasure where they can get lost in words and stories without having to slow down to analyze as they read. When we are reading as a class, I will teach reading skills and strategies to help students become better readers then provide opportunities to apply these to texts. 

I will be thoughtful in my lesson planning using backward design to craft engaging lessons that are a part of larger units which build on each other. And while I will always have the big picture of where we’re going in mind, I will also be open to the organic and unplanned moments of inspiration and/or learning that occurs when students are engaged.

I will teach writing and not just assign writing. Teaching writing includes being involved in the process, providing quality feedback on content, style, and craft, conferring with students about their choices as a writer, and allowing room for experimentation as students find their voice. I will not be a copyeditor. 

I will embrace the messy, the loud, uncomfortableness, and sometimes frustration that comes with learning. (Shout out to my principal for putting me at the end of the hall). My students and I will lean into hard thinking, vibrant discussions, and the acceptance that there’s not one right answer. I will also embrace the joy, magic, and delightful chaos of the classroom. 

I will view students as individuals who have more in their life than English (or even school) and will make myself available to help them on their journey. I will advocate for students encourage students, and enjoy students. 

I will be a leader at my school by listening, serving, sharing resources, and encouraging my colleagues. I will remain positive and solution-oriented without ignoring the problems that plague the system. I will speak up and out for fair treatment of teachers at the school and district level. 

I will have a life outside of work. This doesn’t mean that I won’t ever take work home, but if and when I do, it will be the exception not the rule. I am choosing to be present for my family and friends when I am not at work. 

I will not let negative voices or the trap of comparison rob me of the joy in doing the work I love. I will put my head on my pillow each night and rest well knowing that I have done my best on any given day with regard to my personal resources, abilities, and limits. 

Susan Barber is a caffeinated educator influencing the next generation to live worthwhile lives and love literature. In addition to teaching at Midtown High School in Atlanta, she is the College Board Advisor for AP Lit and an avid Bama fan.