Blog Post by PTAC Member, Melissa-Ann Pero
In elementary, middle, and high school, I always felt like I was a little on the outside: not quite part of any particular group, but allowed to hang around on the outskirts of all of them. I wasn’t particularly outstanding in any way. I did well in school and didn’t get in trouble. I participated in activities from marching band to musicals to manager on the baseball team, so I had friends and things to do, but I never had any idea what put me on the outskirts. To be honest, I was always afraid that what put me there made me...weird.
In college, I became much more opinionated and was involved in a lot of activities including theater and marching band. I made some of my closest friends in college, and although I am positive my social filter needed honing, I still found myself among many different groups of people, but even among some of my closest friends, I felt weird.
Then I got a job as a teacher. Now all of a sudden here I am in the front of the room. No longer could I be sitting on the outside because for 40 minutes, six times a day, I was the main attraction. But I still had those same old feelings. What was it about me that made me feel weird? My willingness to try crazy things in my classroom? My all-in attempts at participating in spirit days? My over-the-top excitement when it came to talking about my passion for learning? I just didn’t know.
After twenty years in a classroom, if I’m being completely honest, I still don’t know. But my ten-year-old daughter left this note on my classroom whiteboard at the beginning of the school year, and it when I saw it, it inspired me.
So, after a long time trying to figure out how not to feel like I’m on the outside, I’ve decided to embrace my weird. It’s who I am. Over the last few years, I feel like it really is a part of me that puts me at my best in my classroom. Whether it’s dressing as Salvador Dali for National Art Week or as Kermit the Frog drinking tea on Meme Day, I figure I’m going all in.
And why not? Now, I find myself getting approached by kids from all walks of the high school social spectrum. Students who do not have me for class pull me aside to say hello, to high five, to talk. They know that I’ve embraced all my oddities - for better or for worse - and they know I won’t judge any of them for theirs. It has made a difference in the way I teach, and it has made a difference in the way they learn.
As educators, we spend our days reminding students how important it is for them to embrace who they want to be, so I figure a great way for it to begin is to start with ourselves. Find your quirks, find your idiosyncrasies, find yourself, and make sure your students know that you embrace your weird and encourage them to do the same!
Melissa-Ann Pero is a high school English teacher and yearbook advisor currently working on her Doctorate in Curriculum and Instruction. She has been a presenter at various district, area, and state conferences in Pennsylvania, is a Keystone Technology Innovator, and thrives on being a education junkie. She’s always looking grow her PLC so please follow her on Twitter @bshsmspero.
Pennsylvania Teachers Advisory Committee