Learning, Support, and Gratitude: A First-Year Teaching Story

The first year in the classroom is filled with growth, challenge, and discovery—and for these first-year teachers, it has been marked by deep appreciation for the people who helped guide them along the way and the students who remind them why they chose this profession.

For Katie Marks, a social studies teacher at Charles J. Colgan Sr. High School, returning to the school where she once sat as a student made this year especially meaningful.

“I think encouragement from my colleagues has been very important for me this year,” Marks said. “Going from having my teachers guide me as a student to now working alongside them as a colleague—and having their support both in creating assignments and hearing that those assignments are being well received and used by others—has been really great for me.”

One mentor, in particular, holds a special place in Marks’ journey. Ms. Holzgang, her former world history teacher, inspired her years ago to pursue teaching. Being mentored by the very person who sparked that dream has made the experience even more impactful.

That sense of belonging was echoed through appreciation from her students. Recently, students at Colgan High participated in a school-wide nomination recognizing those who exemplify what it means to be a “Colgan Shark.” Being nominated by her students, and reading their words of appreciation, was a moment Marks said meant a great deal. It affirmed her hope that students will remember her as someone who made history engaging, fun, and worth exploring beyond the classroom.

At Marumsco Hills Elementary School, Larissa Vieira De Melo, an English learner teacher, reflects on how much she has grown since the start of the year. Early on, she admits she felt lost—but with consistent encouragement and feedback from colleagues, she found her footing. Hearing words like “keep going” and “you’re doing amazing” gave her the confidence to keep pushing herself and her students.

One moment stands out to her: working with a student who doubted his own ability to succeed. By taking the time to sit with him and offer reassurance, she saw his confidence grow—and his effort pay off with a strong assignment score.

“I think my students are going to remember me as someone who never let them down and also believed in them,” Vieira De Melo said.

That same sense of support defined the first year for Jarius Alexander, a language arts teacher at Brentsville District High School. Returning to teach at the school he once attended, Alexander was met with encouragement almost immediately. During his first few weeks, colleagues stopped by to check in, offer help, and make sure he was settling in—a gesture that set the tone for the rest of the year.

Every colleague, in big ways and small, has supported him, and he is deeply appreciative of that community. In his classroom, he strives to be the same kind of presence for his students.

“I hope my students can remember me as someone they can rely on. Someone that they can talk to when they are feeling down or being that safe space in the building who can help them learn but also support them as they are developing in their life like the teachers who helped me,” Alexander shared.

For Alexander, Teacher Appreciation Week is a time to reflect on that support and to give back to the educators who invest so much of themselves in others. And across all three stories, a common theme emerges: while the first year of teaching is full of learning, it is also full of gratitude—gratitude for mentors who guide, colleagues who uplift, and students who remind teachers every day why their work matters.