A Day in the Life of an Atlanta Teacher

Kerry Morris

The thump of backpacks on desks. Slamming lockers. Sneakers scuffing newly polished floors. Students calling out to old friends and introducing themselves to new teachers. You know what these sounds mean – we’re headed back to school!

Just like their students, teachers feel a mix of excitement and nerves before the first day of school. Atlanta Parent talked to two local teachers to get their perspective on the start of a new year.

Kerry Morris

Science Teacher for Grades 1-4, The Walker School

Kerry Morris’ day typically begins around 7 a.m. Each morning, she spends about two hours preparing. As a science teacher, Morris performs every experiment herself before introducing it to her students to identify any potential challenges. She may complete the experiment in her morning planning time, which is from 7:30-9:45 a.m. During planning, she designs science lessons and labs for each grade level, prepares materials, checks equipment and supplies, communicates with parents and colleagues and plans upcoming lessons and future units. “Teaching science requires a great deal of preparation, and I enjoy creating experiences that make learning exciting and memorable for my students. I always like to have hands-on learning in every class.”

The walls of Morris’ Marietta classroom are painted with large murals that reflect topics studied throughout the year. “I want my classroom to feel more like a science lab than a traditional classroom. My goal is to create an environment where curiosity is celebrated, learning is active, and every student feels like a scientist.”

After organizing for the day, Morris likes to greet her students at the door. “Getting everything ready before students arrive allows me to focus on what matters most: greeting them at the door, checking in with them and helping them start their day on a positive note. Those few moments of connection each morning help build relationships, set the tone for a successful day of learning and put me in a positive state of mind.”

Morris – known as Mrs. Mo to her students – teaches classes from 10 a.m.-2:55 p.m. “Because I teach multiple grade levels, I continually adapt my instruction to meet students’ developmental needs while keeping lessons engaging, interactive and aligned with the curriculum. My classroom is highly hands-on, and I strive to help students develop curiosity, critical thinking and a genuine love of science.”

At 3 p.m., Morris helps with carpool. She also participates in several afterschool programs. The end of the day is the busiest part of the day for her, as she juggles wrapping up the last lesson, making sure students are ready for dismissal and transitions to carpool duty. “As I’m cleaning up and organizing, I’m thinking, ‘What went really well? What didn’t work as I expected? Did my students truly understand the concept? What can I change to make tomorrow’s lesson even better?’ That reflection has become an important part of my teaching practice. Although it’s a busy time, I value those moments because they allow me to reflect, make improvements and ensure I’m giving my students the best learning experience possible.”

The yearly return to the classroom is a reminder of her passion, as Morris has taught for 20 years. “I love the hands-on learning, the curiosity, the questions and the excitement students have when they discover something new. Watching children grow and develop a love of learning is my favorite part of the job.”

Throughout her teaching career, Morris has learned the value of flexibility. In the past, she believed she needed to have every detail planned out, so she would map out an entire month’s worth of lessons, activities and labs. “It didn’t take long for me to realize teaching doesn’t always follow a perfectly written plan. Every class has its own personality, pace and learning needs. That experience taught me one of the most valuable lessons of my career: great teaching requires flexibility. Today, I still have a clear roadmap for what I want to accomplish each week and each month, but I focus my planning one day at a time. I always know my learning goals and have engaging lessons prepared, but I’m also ready to adjust my instruction based on student understanding, classroom dynamics and individual needs.”

Her flexibility leads to the most rewarding moments of teaching. “There’s nothing better than seeing the excitement on my students’ faces when they’ve learned something new.”

Erin Baugh

Social Studies Teacher for Seventh Grade, Jean Childs Young Middle School

Erin Baugh gets to her Southwest Atlanta classroom at least 15 minutes early to ensure she and the environment are ready. Copies have been made, the e-board displays the day’s instructions, and the bulletin board holds empty pouches ready to showcase students’ upcoming achievements. Natural lighting brightens the room, her classroom smells like eucalyptus, and the ceiling is covered with sticky notes decorated by students.

As students trickle into the classroom, Baugh greets them at the door. The first portion of the day is spent in Advisory, where Baugh is usually completing reading enrichment and using the setting to check in and set goals with students.

She teaches four classes throughout the day, each of which are an hour long. “Each class is very different. I’m meeting them where their needs are. I usually start the class with a discussion, so they have a better understanding of their role. Each class has a different plethora of knowledge, so I’m adjusting to students’ needs by the hour.”

This upcoming school year will be Baugh’s ninth year teaching. At this point, adjusting on the fly is almost subconscious. “No class is the same, as it depends on their knowledge and what they bring. I am matching their energy and getting them what they need. I’m checking my energy, so that I’m being the best that I can be. Other factors may be outside of my control, but checking myself is the one thing I can control. If I remember I’m here for a reason, I can multitask and not get burnout.”

During the lunch period, Baugh holds an optional lunch-and-learn in her classroom to work with students who need help or want space away from the cafeteria.

In fourth period, students go to Connections, which allows Baugh to spend the time planning. “I am revamping to my students’ needs. I save resources from each year and adjust them based on the current students’ needs. It also gives me time to self-reflect.”

In the sixth period, Baugh has to have a different amount of energy than she has had for the rest of the day. “We’re an hour away from dismissal, and I’m the only thing stopping them from going home. I have to be a little bit more upbeat.”

Before dismissal, students have classroom jobs to help set the space up for the next day, which helps them demonstrate responsibility. After dismissal, Baugh spends about 30 minutes reflecting on the day and creating to-do lists for the next day.

With the overwhelming amount of emotions the first week of school, the return can feel draining. “The energy is high and nonstop. The first week is always the most tiring, as you’re setting the routine and expectations.”

Because of their emotional and social development stages, middle school can be a difficult time for students. “They cling to their peers’ opinions but still want guidance. They want to make a lasting impression, whether that’s with their teachers or peers. They’re trying to put their best foot forward, and that gives them a lot of anxiousness. They want to know their teachers are going to treat them fairly when they’re not being the precious sweethearts they can be.”

A new school year offers everyone the chance to refresh. New relationships can be built between students, parents and teachers. “Leverage the communication early on with the child’s teacher. Developing relationships with the teacher will help give the child a better experience. When it comes to the heartwork of helping children realize their potential, it has to be a team effort.”

Baugh remembers setting up her baby dolls and pretending to teach them, and each day, she feels fulfilled in her career. “Seeing my students learn in a way that best fits them is the best time of the day. I love seeing my babies be themselves and learn at the same time, and I love being a part of that every day for them.”