Beginning the journey of full-time English teaching and becoming a Masters student, poses an array of challenges and opportunities. Navigating the complexities of this dual role, from adapting to the demands of a new teaching environment to the rekindling my acquaintance of the role as a university student, becomes a persistent element of my life.

This semester there’s a considerable workload, juggling the responsibilities of a new district, a new school, and the transition to teaching high school English is a change from the familiar middle school environment. The absence of prep time during my workday heightens the difficulty of maintaining lessons, units, and marking, all while managing the academic demands of my Master’s courses. The students in my classes, require considerable validation for their work, add a layer of mental stress, leaving me feeling mentally fatigued. In moments of weariness, thoughts of returning to middle school cross my mind, as I anticipate a less intense workload. Yet, the enthusiasm on my students’ faces in high school serves as a reminder of the reasons behind my desire of this change in my professional life.

Engaging at an academic level aligned with my passion for technology in education eases some of the challenges. Entering this program with worries coming from not having taken university classes for nearly two decades, I find myself contending with moments of mental fog, a remaining effect from years in a middle school classroom I believe. The sense of vocabulary loss becomes obvious, slowing my writing process as I strive to enhance my academic writing. My concerns about my assignments don’t stem from their complexity but rather the time they demand for my satisfaction. Perfectionism, dormant for a long time, comes to the forefront.

Therefore, striving for balance becomes a priority. Making lists and focusing on setting small goals emerge as valuable strategies. Confronting small tasks provides a sense of accomplishment and fuels my motivation to press on. It’s a realization that what I preach to my students about task initiation and breaking assignments into smaller steps holds true. Despite the challenges, uncovering new technologies, engaging with diverse perspectives from fellow educators, and delving into the analysis of scholarly literature enrich the learning experience.