Teacher Advice: Lessons in Building Community, Growth, and the Power of Showing Up

If there’s one thing I’m consistently praised for, it’s my classroom environment and how I approach social-emotional learning (SEL). As a first grade teacher, I’ve learned that creating a safe, structured, and emotionally supportive space is the foundation for everything else. 

We start each day with morning circle, where we talk about what’s on our minds and how we’re feeling. If there’s a conflict or a teachable moment—we pause—and discuss how to handle difficult situations while respecting each other’s feelings. In my class, SEL isn’t a block on the schedule. It’s woven into everything we do. And I try to weave it into my own life as well. 

Teaching Tips for Creating a Classroom Family

I have always worn my heart on my sleeve, and I’m not afraid to show my vulnerability to my students in age-appropriate ways. Many of them are dealing with really challenging situations at home. Some come from single-parent homes or are being raised by a relative. I can relate. As the only child of two alcoholic parents, I had to get myself to school and grow up really fast. School was my safe place where I could be a kid, and my teachers looked out for me. Still, I was bullied and even today, I remember the sting of those hurtful words. 

I want my students to know that they are safe with me, and that their feelings matter. I want them to know that families come in all shapes, but that they’re part of our classroom family. I even made friendship bracelets for each of them to remind them of that. Shannon Olsen’s book, Our Class is a Family, is a great read aloud for reminding students that everyone matters.

New Teacher Reality: Managing Expectations versus Experience

When I started teaching, I had a very specific vision of what my career would look like. I imagined a well-funded district, high-achieving students, and a picture-perfect classroom. But that’s not where I landed. My first job was in a Title I school with 29 second graders—many of them reading well below grade level. The school was completely underfunded. There wasn’t even enough paper. It was overwhelming. I had panic attacks. I questioned if I was cut out for this.

But I learned more in that year than I ever could have from a textbook. I learned how to adapt, connect with Multilingual Learners, draw out visuals to support understanding, and build trust with students who had experienced harsh realities that many adults never do. That tough start made me a stronger, more empathetic teacher. 

Advice for New Teachers (and the Ones Who Feel New Again)

When I work with new teachers, I always remind them that it’s okay to feel unsure. I still do myself sometimes. I didn’t take the traditional path. I didn’t get into UConn’s teaching program, I didn’t sub, and I didn’t start in the “perfect” district. I went back for my master’s, taught pre-K, and turned 30 feeling like I wasn’t where I wanted to be. But I didn’t give up.

Here’s what I tell other teachers:

1. Take the tougher job. You’ll grow in ways you can’t imagine.
2. Recognize your own value. Don’t compare your journey to someone else’s.
3. Speak up. Ask for help. Be honest with your admin and coaches. You don’t have to pretend everything’s perfect.
4. Give yourself time. You’ll always feel like there’s more to do. That’s okay. You’re doing enough.

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The Extraordinary Educators™ Summit: A Turning Point

When I was selected as an Extraordinary Educator, I didn’t want to tell anyone because I wasn’t sure how it would be perceived. I was worried that other teachers might be jealous. So, when it came time for the Extraordinary Educators Summit—where all the selected educators from across the country would meet—I almost didn’t go. The night before, I was struggling with the transportation voucher and thought, “Maybe this is a sign I shouldn’t go.” I was nervous—what if I didn’t belong? What if I said something stupid? But I went. And I’m so glad I did.

Being surrounded by educators who are passionate, driven, and committed to inclusiveness and growth reminded me why I do this work. It reminded me that I don’t need to dim my light. That I have something to offer. That I belong.

At my own school, I speak up in meetings with confidence. But at the summit, I had to push through my insecurities. And in doing so, I found a new level of confidence. I saw that my unconventional path, my tough beginnings, and my deep commitment to SEL and classroom culture are not just valid—they’re valuable. And I created bonds with teachers in other districts who I can rely on when I need an outside perspective. I made new friends who I can turn to when I need to safely vent or get inspiration.

Building Confidence: Believe in Yourself!

I continue to set goals for myself, but I’ve learned not to stress if I’m not there yet. I know I’ll get there. The Extraordinary Educators Summit reignited my belief in what’s possible—not just for me, but for my students and for the teachers I support.

I want to be the kind of teacher who inspires others. Who reminds new teachers that it’s okay to struggle. Who helps seasoned teachers see the beauty in starting fresh. And who never forgets that we’re all human—students and teachers alike.

Want to hear more from Shannon? Tune into her episode of the Extraordinary Educators™ Podcast.

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More Resources for Creating a Classroom Community
Beyond the Curriculum: Creating a Positive Classroom Where Hearts and Minds Thrive
Proven Strategies for Creating a Classroom That Supports All Learners
Advocating for Yourself at School