The start of the school year meant a fresh start for students and staff. This year, Lawrence High welcomed eight new teachers to the building.
Some Lawrence High teachers new to the district had connections with the Lawrence community, seeing it as a good opportunity to strengthen that bond.
Lawrence High choir teacher Rachel Naughtin spent five years teaching in the Baldwin school district, but has lived in Lawrence for the past 12 years. When Naughtin saw the open position, she was ecstatic to interview for it.
“I was commuting to Baldwin, and I still lived in Lawrence the whole time, so it [getting the job] felt like coming home rather than being totally thrown into the deep end.” Naughtin said.
Math teacher Emma Sage was already familiar with Lawrence due to her local college experience.
“I went to KU so I love the Lawrence community, and when I saw that there was an opening for math, I was really excited to jump on that,” Sage said.
For those like English teacher Hannah Williams, who had spent time interviewing for various positions in the USD497 district, being at Lawrence High seemed like the perfect spot.
“It just seemed like this is where the door was open, where I was supposed to be,” Williams said.
While teaching in an unfamiliar setting meant new opportunities and experiences, it brought challenges as well. Many teachers found that the thing that differs the most from teaching at other schools than Lawrence High are the class sizes.
“I would say the biggest difference is size, my class sizes in both of those [previous schools] were anywhere from seven to 10 students in the class at once, whereas here there’s like 30,” Williams said.
While large class sizes can bring benefits, crowded classrooms are often problematic because they can increase distractions and noise, weaken one-on-one time between teachers and students and reduce overall learning.
“I think that’s been more of a challenge for me to try to figure out how to plan a lesson for all of the students to be able to do well,’” Williams said.
Other than class sizes, one of the biggest challenges Naughtin reported facing this school year was the organization of her beginning choirs.
Due to a scheduling error, students enrolled in beginning Tenor/Bass and Treble choirs were mixed and put in two different hours, not relating to which of those choirs they should be in.
“My schedule just wasn’t exactly what I was expecting it to be, so that has been an adjustment,” Naughtin said.
Aside from scheduling, teachers for core classes like Sage expressed that switching from teaching honors classes to grade level classes is a considerable adjustment.
“Here, I’m definitely doing more to help students see the value in what they’re doing,” Sage said.
Throughout the adjustments, new teachers continue to work hard to build relationships with students and coworkers in a new environment.
“I try to ask questions, not about school work, but what kids are involved in,” Williams said. “I just try to build relationships.”
Above all, Williams hopes that she can strengthen her teaching philosophy while adjusting to the district.
“I think that people in general, but specifically young people, need adults in their life who love and care for them,” Williams said.
