By Brooke Garland – Kandos High School

From Naive Enthusiasm to Classroom Reality 

As I enter my fifth year of teaching and move into the final phase of being an early career teacher, it’s a fitting time to reflect on the challenges and growth I’ve experienced in my career so far. 

I began my teaching journey in Wellington as an eager, passionate, and slightly naive teacher. I had plans to inspire and make a lasting impact on my students. However, I was quickly overwhelmed by the administrative workload and the many responsibilities that university hadn’t fully prepared me for. I made mistakes, many of them, but each became a valuable learning experience. The students challenged me, and I had to develop a behaviour management strategy that aligned with my values as a teacher. This was difficult at first, especially when working with high-needs students, but it ultimately shaped my approach to classroom management.  

My students taught me patience and the importance of flexibility, lessons don’t always go as planned. I’ll never forget my senior students telling me I stressed too much. I explained that my stress came from me caring about their success. By the end of the year, most understood this, and I saw their appreciation.  

I was fortunate to have a strong support system in my early years, many of whom I keep in touch with today. Having people to vent to, share ideas with, and seek advice from was a key factor in my success as a new teacher. 

Leveraging Professional Networks 

I also worked alongside the Rural Learning Exchange, which provided invaluable guidance when teaching my first senior classes. Reaching out to professional networks such as ACHPER is something I’d recommend to any new teacher, especially those in small rural schools. Connecting with others not only provides fresh ideas and strategies but also reassures you that you’re not alone—chances are, if you’re struggling with something, someone else has been through it and is happy to share their insights. 

Transitioning between Schools 

After completing my first three years, I didn’t realise the impact a school could have on you until I left. I had gained confidence in expressing my thoughts and opinions, and I had to say goodbye to my first Year 12 PDHPE class, some of my closest friends and colleagues, and a town that had become home. Despite this, I was excited for a new chapter, another small school community, new students, and new challenges. 

Each school has its own unique values, expectations, and student dynamics. Moving between schools allowed me to draw on my previous experiences and adapt my teaching strategies to a new learning context. While starting fresh, building relationships, finding my voice in staff meetings, and establishing myself in a new classroom—was initially daunting, I learned that with time comes confidence. 

Finding Joy in Teaching 

I’m writing this reflection while on a school excursion, exploring Sydney with a group of country kids. Watching students see the Harbour for the first time, travel on a ferry, and experience the thrill of surfing has been incredible. Though these trips are exhausting, it’s moments like these that remind me why I love teaching and the experiences you can gain.  

Teaching is a journey filled with highs and lows. After four years, I’m still growing, learning, and being challenged by my students. I’ve learned to manage stress and workload better, allowing myself to enjoy my weekends. My goal is to continue finding joy in my teaching, in my interactions with students and colleagues, and in the little moments that make this profession so rewarding. I hope that both new and experienced teachers can also find and hold onto that joy throughout their careers. 

Read Brooke’s first blog to see how far she has come and check out our one day conference specifically designed to support PDHPE teachers in their first three years of teaching.