If you’re a first-year middle school math teacher, you’re likely right there with me, riding the rollercoaster that is the start of the school year. I’m pretty sure I’ve gone through a dozen different emotions in the past week alone. One minute, I’m feeling like I’ve got this—my classroom looks great, my lesson plan is ready to go, and the students are engaged. The next, I’m staring at a blank wall, wondering if I’ll ever get through a lesson without a technology glitch or an impromptu fire drill.

The truth is, this first month has been all about learning—not just for my students, but for me. The biggest lesson I’ve learned so far? Pacing is a myth, and connection is everything.

The Reality of a Packed Schedule

Before the school year started, I had this naive idea that I would be able to fit everything in. I had a beautiful, color-coded calendar that was a masterpiece of efficiency.

But then the reality of a packed schedule hit. The unexpected assembly. The three-minute transition between classes that turns into a five-minute scramble to get everyone seated. My perfect calendar? It’s now covered in scribbles and crossed-out plans.

I’ve had to make peace with the fact that we won’t get through everything I had planned. Instead of feeling behind, I’m trying to focus on making sure the students truly grasp the key concepts. We’re going “slow and steady” on a few big ideas, and it’s paying off. The questions they ask are deeper, and the work they’re turning in shows they’re actually understanding the material, not just rushing to finish it. It’s better to have a firm foundation in the basics than to rush into higher order thinking and have them feel completely lost.

More Than Just a Teacher: Becoming a Learner, Too

The most valuable time I’ve spent has been getting to know the kids in my classroom. I’ve realized that my carefully planned lessons won’t land if I don’t know who I’m teaching. My class is full of fascinating personalities—and a love of fidgets.

So, I’ve started intentionally building in time for connection, even if it feels like I don’t have any to spare. It’s a simple thing, but it has completely changed the energy in the room. I’ve been making sure to say hi or good morning to all the students who enter my room. I’ve also found that just walking around the room during independent work and asking a few students about their weekend has made a huge difference.

These small conversations have been my most important lessons so far. I’m learning what motivates them, what makes them laugh, and what their day-to-day lives are like. When I know that, I can make my lessons more relatable. Maybe I can use the points from a video game to teach positive and negative integers, or a favorite recipe to explain ratios. When my students feel seen, they’re more willing to take a risk and ask a question or try a challenging problem.

If you’re a first-year teacher feeling the same way, just know you’re not alone. We’re all learning on the job, and it’s okay to let go of the perfect plan and focus on the messy, wonderful process of building a classroom community.

What’s one unexpected lesson you’ve learned so far this year?