SAN JOSE, CALIF.—Tiffany Brooks, an English teacher at Silver Creek High School shares the ups and downs of her first year teaching Advanced Placement Language and Composition (AP Lang) this school year.

AP Lang is an introductory college-level English course for 11th graders at Silver Creek. The course teaches students how to craft rhetorical analyses and develops their skills in building claims, evidence and reasoning. “Currently we are reading ‘The Crucible’ and learning about how to write rhetorical analysis from analyzing fiction,” Brooks said.

Brooks, who has previously taught English 1 and 3, is stepping into completely new territory this school year. “This is my first year teaching AP, and I’ve never taken an AP class before,” she said. Despite facing the challenge head-on, Brooks acknowledges that there have been and will definitely be setbacks along the way.

“Students have been more understanding than I expected,” Brooks said. Heading into her first AP experience, she had some initial doubts and concerns, but her students’ endless empathy and support eased her worries. “Even parents shared the same sentiments,” Brooks added. With everyone adjusting to this new experience, Brooks is encouraged to persevere through the setbacks!

Brooks also says, “Since it’s a self-selected class, students are more motivated.” AP Lang is an advanced class, so students who decide to take it are generally ready for the rigor, which has boosted Brooks’ morale. In comparison to her previous experiences with other course levels, she finds that her students this year are more inspired and confident in their abilities.

However, there have been challenges despite the encouragement. “My grading scale isn’t based on behavior but more on their mastery of the class. So, students tend to engage in more discreet activities such as working on assignments from other classes,” Brooks said. Although this upsets her, Brooks remains emphatic, as she doesn’t grade them off these behaviors. She is continuing to work through these issues with her students all while staying loyal to her commitment to not lower their grades based on distractions.

With her love for literature, whether it be plays, fiction, or nonfiction, and her students, Brooks is motivated to push through the challenges of her first year. Although she acknowledges the bumpy journey, Brooks remains positive and is willing to adapt to her students’ needs!