Find Your Marigold: The One Essential Rule for New Teachers


Welcome to your first year of teaching. This year will test you more intensely than just about anything you’ve done up to now. It will deplete all your energy, bring you to tears, and make you question every talent or skill you thought you had. But all these tests, if you approach them the right way, will leave you better and stronger than you are today.

Advice is available everywhere you look, and some of it is very good. Still, with everything you have to do right now, it’s easy to get overwhelmed by the sheer volume of it all. And the fact is, a lot of those tips won’t work very well if you fail to follow this one essential rule:

Surround yourself with good people.

By finding the positive, supportive, energetic teachers in your school and sticking close to them, you can improve your job satisfaction more than with any other strategy. And your chances of excelling in this field will skyrocket. Just like a young seedling growing in a garden, thriving in your first year depends largely on who you plant yourself next to.

The Marigold Effect

Many experienced gardeners follow a concept called companion planting: placing certain vegetables and plants near each other to improve growth for one or both plants. For example, rose growers plant garlic near their roses because it repels bugs and prevents fungal diseases. Among companion plants, the marigold is one of the best: It protects a wide variety of plants from pests and harmful weeds. If you plant a marigold beside most any garden vegetable, that vegetable will grow big and strong and healthy, protected and encouraged by its marigold.

Marigolds exist in our schools as well – encouraging, supporting and nurturing growing teachers on their way to maturity. If you can find at least one marigold in your school and stay close to them, you will grow. Find more than one and you will positively thrive.

Few teachers will be lucky enough to be planted close to a marigold – being assigned to one as a mentor, co-teacher, or team leader will be rare. You will have to seek them out. You can identify them by the way they congratulate you on arrival, rather than asking why anyone would want this godforsaken job. Or by the way their offers to help sound sincere. Or just by how you feel when you’re with them: Are you calmer, more hopeful? Excited to get started on a teaching task? Comfortable asking questions, even the stupid ones? If you feel good around this person, chances are they have some marigold qualities.


Find Your Marigold


Once you’ve identified your marigolds, make an effort to spend time with them. Having a hard day? Go to your marigolds. Not understanding how to operate the grade reporting system? Go to your marigolds. Confused by something the principal said at the faculty meeting? Marigolds. They may be on the other side of the building, out of your grade or subject area, or otherwise less convenient to reach than others. If your school is especially toxic, you might have to find your marigolds in another school, or even online. Make the effort. It’s worth the trouble.

Beware the Walnut Trees

While seeking out your marigolds, you’ll need to take note of the walnut trees. Successful gardeners avoid planting vegetables anywhere near walnut trees, which give off a toxic substance that can inhibit growth, wilt, and ultimately kill nearby vegetable plants. And sadly, if your school is like most, walnut trees will be abundant. They may not seem dangerous at first. In fact, some may appear to be good teachers – happy, social, well-organized. But here are some signs that you should keep your distance: Their take on the kids is negative. Their take on the administration is negative. Being around them makes you feel insecure, discouraged, overwhelmed, or embarrassed.

WALNUT TREES ARE POISON. Avoid them whenever you can. If you don’t, they will start to infect you, and soon you’ll hate teaching as much as they do.

Doing this may be a challenge: Your supervisor might be a walnut tree. You may be co-teaching with one. You might work on a whole team of walnut trees, spending hours with them every week. Touching base with your marigolds will help flush out the toxins that build up from contact with the walnut trees. On top of that, simply identifying certain co-workers as walnut trees can help dilute their power over you. If I’d had a label I could mentally place on certain people in the schools where I worked, they would have had far less of an impact on me.

So in the spirit of identification, here are some common walnut tree varieties to look out for:

Kid-Hatin’ Kate, who will snort every time you share a positive anecdote about your students. Spend enough time with her and you’ll believe every single one of them is a lying, cheating little sneak and you’re a fool if you think otherwise.

Retirement Dan, who regularly reports on how many years he has left before he’s “outta here.” He then adds with a chuckle that you have about thirty, right? Dan will find your enthusiasm about school “cute,” but will then tell you to “just wait…it’ll wear off.”

Twenty-Page Tina, who sets impossibly high standards for her students and brags when kids fail. You had your kids write a five-page paper? Tina assigned twenty. Your mid-term had fifty questions? Tina’s had a hundred and fifty, and only a dozen kids passed it. The students say her exams are the only ones they ever have to study for. After talking to Tina, you’ll feel the urge to triple your kids’ workload and add at least ten trick questions to your assessments, just to get your average down.

Badass Bobby, who overhears you talking about your students acting up in class and says, “They would never try that crap in my room.” Whenever you leave a conversation with him, you go and scream at your kids.

Hattie-Who-Hates-the-Principal. Self-explanatory.

Lawsuit Steve, who sees you touch a student’s forearm and says you better watch out. He “had to give up hugs years ago” and is always reminding you to “be careful.”

My-Time Margaret, who counts the number of minutes she got for lunch, complains about serving one more day of car-rider duty than anyone else, and knows precisely what time she’s legally required to be in the building each day (not a minute earlier).

And Good-Old-Days Judy, who hates anything new and never fails to mention how much better things used to be.

Be especially vigilant during PDs, when you’ll find yourself in a veritable forest of walnut trees. It will be the worst when the presenter asks you perform some task – read student work, for example – in groups. The trees will slowly turn toward the center, leaves rustling, snarky comments dropping off their branches like walnuts whacking the table. It won’t matter how potentially interesting the activity might be, as soon as they huddle up it will be snark, snark, ugly, ugly, hate, hate. When this happens, recognize that you are surrounded, hold tight to your roots, and remember your marigolds.

Get What You Can, Where You Can

Your search for marigolds will yield imperfect results: Not everyone is all-marigold or all-walnut tree. There will be some in the building who just make you happy – go to them for a mood boost. Some who aren’t terribly good at the teaching part, but love the kids to death – seek them out when you need to be reminded of how much you love them, too. Others will take care of you – encourage you to rest, slack off a little, not beat yourself up. And some who are intensely into the craft, who always have a great strategy on hand and keep up on current research – they can really help you stretch your abilities. Learn who has what marigold qualities and get what you can from each of them.

Finally, try to find some compassion for the walnut trees. Their toxicity comes from a place of real pain, and they themselves probably fell under the influence of the walnut trees who came before them. Plus, it’s not like their complaints have no basis in reality. Teaching is a ridiculously hard job, some say almost impossible – like climbing Mount Everest (if you’ll allow for one last metaphor). Still, you’re aware of the difficulty, and though many before you have failed, you have accepted the challenge.

Before you climb that peak, you’ll need to choose a sherpa to escort you through the trek. The first option is Walter Nutt, who starts by asking why in the world you’d want to do something like this. He describes the many others who have died trying to do this climb, how sick you’ll get, how people have polluted the trail, all but destroying what was once a pristine and beautiful mountain. The second option, Mary Gold, congratulates you on your courage, sits down with you to map out some important strategies, and finishes off by saying It’s a crazy-hard, mammoth task, but you know what? We’re going to kick that mountain’s ass.

Who do you want leading you up that peak?

Find your marigolds and stick close to them. Grow big and strong. Kick that mountain’s ass. ♦


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You may want a copy for yourself or to give to your Marigold as a way of saying thanks (something from the Marigold Collection in our shop would make a great gift!). To download your own copy, click here to sign up for weekly tips, tools, and inspiration in quick, bite-sized e-mails, all geared toward making your teaching more effective and joyful.


Jennifer Gonzalez

Editor-in-Chief at Cult of Pedagogy
Former middle-school language arts teacher and college-level teacher of teachers. NBCT. Mother of 3. All of these experiences have brought me to where I am now: Devoted full-time to helping teachers do their work better.

Jennifer Gonzalez

Former middle-school language arts teacher and college-level teacher of teachers. NBCT. Mother of 3. All of these experiences have brought me to where I am now: Devoted full-time to helping teachers do their work better.


  1. This was EXACTLY what it was like when I first started. I really had to look to find the right people to help me navigate through the toxic jungle! I still remember the day in early November when I seriously thought I would walk out the door and never return. That was the day my mentor knocked on my door and said, “I’m here to help you.” And she did!

  2. This is spot on! I love the “walnut trees” idea–especially during PD. I think there are times when you finally have to call “uncle” and go plant yourself in another school and try again. It helps to be okay with that.

  3. I was very luck to be paired with a mentor during my student teaching and first year of teaching (at the same school) who as a marigold. She was always positive herself, but, more importantly, she taught me about being a team player. One morning, a teacher on our team had a sick child and called my marigold mentor. My marigold got of the phone with our team team teacher, turned to me, and said “This is what you do for your co-workers. We drop everything and help each other.” So went over to her classroom and got her sub plans together forsaking our plans we had that morning before the bell.

    Now, a few years into my teaching and a team leader in another grade, I follow her example. I have a first year teacher on my team. “Oh, you need to print something and aren’t hooked up to the printer? Let’s go to my room right now and you can use my number.” “Oh, you’re not sure what to write in your sub plans? Here’s a copy of mine you can use as a jump-off point. After all, I copied another teacher’s when I needed sup plans!” She has taught me to be a team player, and it makes teaching a lot more bearable when you know someone has your back.

    Just this week, I’ve been home sick and my same, marigold mentor, who is not on my team nor is she in the same grade as me, dropped everything to help me get my sub plans together and communicated those plans with my sub. It took such a burden off of me. I know without my marigold mentor, my school experience would’ve been much different. I’m very thankful.

    And I can definitely relate to Kim’s post about the walnut trees coming out during PD! Teachers, I know you don’t deserve to be treated like students during PD, so don’t act like them. Put your phones up and stop posting how bored you are on Facebook. What’s hardest is finding a balance between venting and bitching. I think most teachers think they’re “venting” when they’re really “bitching.” How can I tell? Because they do it ALL THE TIME. Teachers that are usually very positive that say something that’s bothering them – I can deal with that. I’m going to take a step back and make sure I’m dealing with my teaching frustrations in the right way, because even though my teaching friends can relate to my frustrations, they still don’t need to hear them all the time. Trust me, they already know about teaching frustrations.

    • I love that she taught you how to look out for other teachers. It’s a perfect example of how one person can really nurture a sense of community in a school. We treat other people the way we are treated, and starting in a new school kind of puts you back at square one, where you’re learning how to interact with other staff members through the models that you’re given.

      I also completely agree that hearing a complaint from someone who is usually positive is so different from hearing one from a generally negative person. I tend to take it way more seriously when a positive person has a gripe — it seems more legitimate, somehow, not just part of their overall personality. I get the sense that they are complaining about something that’s standing in their way of doing a really good job, not just another piece of evidence that the world sucks.

      I’m really enjoying your comments, Emilee. Thanks so much for helping to build our community!

  4. Awesome! I want to be a marigold, not only with co-workers but with people who surround me.

    • I do think this applies outside of teaching, too. Everywhere, the people you surround yourself with can really impact your experiences. Making the decision to BE a marigold rather than just find one is an admirable step. Nice one, Talita!

    • I’m 23, two months out of my undergrad degree, and a week away from my first teaching job for 8th grade ELA after moving to a different state three weeks ago. I’ve been struggling deeply with anxiety about my abilities as a new teacher for the past few months, and this post was so incredibly comforting! Thank you so much for helping me understand that all I have to do is lean on my “Marigold” when I get stuck. I have met a few of the other teachers at this school, and they all have been so helpful and kind. Thank you so much for your wisdom and peace provided through this post! 🙂

  5. A dear friend and teaching colleague sent me this link and the Marigold post resonated deeply. I find that the Walnut trees are often very against trying something new. Change is a threat,and like their deep and knarled roots lying intertwined under the earth, their deep rooted fear of innovation has a impact on their students, as their natural curiosity is stunted. How sad..however there is always a marigold around a corner. Detection is the secret! I loved this happy, optimistic post. Thanks, Becky

  6. Note to Retirement Dan: As any good author knows, the last chapters of your book should be your best chapters.

  7. SUCH a good reminder for any teacher as we walk back into our buildings in the days and weeks ahead!

  8. I LOVE This! I will be sharing this article with all my teacher friends, not just new teachers. I strive to be a marigold in a world of walnut trees, and to nurture more marigolds!

  9. This is great! My friend sent this to me. I’m starting my first year of teaching, and this definitely speaks to me. Thank you!

    • You’re welcome! I hope it helps you sort through the people you come in contact with, so you can filter their input in a way that’s healthy for you.

  10. I am getting ready to do a full year of student teaching at a pilot program for my university. I know the power of having good and bad co-workers, and honestly I am a little nervous about getting a walnut tree. I love kids and I love teaching (so far), and my concern is that if I do get a walnut tree, then will I be strong enough to resist for an entire school year? I’d like to think I can, but you never know. Now that I have read something that specifically calls out people for what they are and who to look for, I will most definitely be on the lookout for my own marigold.

  11. Love this ! and yes PD- thank God from another school. It really has inspired me to want to be a marigold- I can sadly identify with the not so positive descriptions- and being poisoned by the giant walnut tree of bureaucracy.

  12. Gah! You put so much truth into words so well! Especially the types of walnut trees. Thank you for helping me try to name them (in my head, of course). -Shanna

  13. It seems that the bigger the school the higher percentage of walnut trees. I think they infect others so rapidly, they have more ability to spread in a larger staff. Thankfully I’m in a little school again and it is highly populated with Marigolds. Loving it!

  14. The bit about Walnut Trees & Administrators or The Principal. Sometimes there IS a bad Principal. I subbed for a number of years with the same school. We had four years with two wonderful Principals… then one year with one who really didn’t know what he was doing – and didn’t know how to lead. The bit about not knowing how to lead was a hard row to hoe for a Principal of a school on a military base – especially when half of the teachers either had experience as military or military spouses. It was a REALLY hard year on all of us, as teachers and parents (I had two students in the school)… After all those years with awesome Admin, it really left a sour taste in the mouth.

    • I agree. Sometimes we can love our jobs, love our kids but our school district and board of ed can bring us so much b.s. that it makes it so difficult to stay positive. I have had 11 principals in 15 years and admit I have been most of these at one time or another but each and every year I work on my attitude, my teaching spirit and my relationships with fellow teachers.

  15. What great advise! I liked it on a personal level as well. I do tend to make disparaging remarks about our principal who cares seems to care nothing about me or art….I will watch my remarks this year! Thanks Jennifer !

  16. What a great article. We blogged about a similar topic after an experience with walnut tree. This is such good advice for all teachers. Thanks so much for sharing. 🙂

  17. Jennifer, this is so well written and explained! I love having this article ready to share with the many new teachers I come across in my line of work. I know firsthand how many talented teachers we lose because they were among walNUTs instead of the the beautiful Marigolds. Thank you!!!

  18. After 20+ years in PreK-12, the last 13 of which were as an administrator, I learned a lot about – and a lot from – Marigolds and Walnut Trees. I try to offer a Marigold presence with my current undergraduate college teaching. You’re probably not surprised to hear that, at the college/univ. level, we have some of our own marigolds & walnut trees. And, isn’t it true how our students’ learning is broadened and deepened when they have the chance to thrive with Marigold – no matter what age the students are?! Thanks for a great resource, Jennifer!

  19. A friend and coworker posted this on our school email and I am so glad that she did! I have run into many walnut trees thru the years and sometimes catch myself growing a few roots every now and then. Thankfully, thru her and other marigolds that I come in contact with on a daily basis; I somehow” uproot” myself and transplant myself in fields closer to them. There have been many times in the past 5 years (nearly 20 years in all) that I have wanted to seek more enriched soil and plant myself closer to the highlands and thrive there among the heather. As it is, I’m a sunflower,standing straight and tall. I drop my head every now and then and allow a few seeds to fall …but, when the sun comes out I reach for the sky, find my strength once again, talk to my fellow marigolds and all is well.The smiles, laughter and that rare “ah ha” moment make it all worthwhile :).

  20. At the risk of sounding like a walnut tree, I would like to express a concern about this article, which was presented at a school PD today. We are trying to build a better staff community, especially since almost half of our staff is made up of new teachers this year. So our administration began with this article. As soon as people began reading the snarky descriptions of negative types of teachers, they started saying things like, “I know who that is.” and “I know a walnut tree that is gone this year and I’m so glad.” I don’t think we can build better teaching communities by creating mean labels for people. It’s going to be difficult to be understanding and compassionate to those you’ve minimized to silly names like Twenty-Page Tina and My-Time Margaret. I think it’s important to highlight the kinds of teachers people need to seek out for guidance, but belittling the others is not helpful, especially if you truly believe that they need support too.

    • Hi Erin,

      Thank you for this. You know, it’s easier for me to be compassionate to the people I’ve labeled here because I am no longer working with them…it’s only with the help of time that I am able to see them more clearly as people who are defensive and hurting in their own way. But as a new teacher, I let people like that make me feel just awful, like I was doing a terrible job, like I was naive and clueless, and most importantly, ignorant for not disliking students as much as they did. I wrote this with the intent of helping new teachers understand that it is not THEM, the new teachers, who are deficient. My hope was that by creating the labels, it would help the teachers who look for positivity learn to spot toxic personalities more easily, and by spotting them, be ready for what comes next: the persistent negativity that can poison an energetic, creative teacher. By labeling them, I hope to take some of their power away. Because they can be incredibly powerful.

      Still, your point is well taken, and in the two years since I wrote this, I have often thought I needed to write a follow-up piece on the different kinds of marigolds. Marigolds come in so many shades, and each type nurtures other teachers in different ways. I agree that celebrating the positive, labeling the good, is a healthier and less snarky approach. I have my own bruises from my own walnut trees, so my first move was to go after them. Maybe it’s time to put more energy into lifting up the marigolds.

      • Thank you for your response Jennifer. I feel terrible about your teaching experience and being influenced by negative and mean coworkers. There are definitely some rough situations out there. I think just about anyone in any job has run into people who make it hard and nearly impossible to be positive and feel successful. It’s a challenging part of life, learning how to identify these situations, how to survive, and hopefully to make a change.

        I think that you can discuss the types of negativity that can be encountered as a teacher without minimizing the problem to mean labels. I believe that you can provide comfort and strength to others without throwing back the behaviors that have been pounding you into the ground. But it’s hard, especially when you have been hurt badly and are angry. Like you said, sometimes it takes time to see things clearly.

        Thank you for considering a more positive approach by defining the positive personalities that should be sought out for guidance. You actually started doing that in the original blog post. Wouldn’t it be nice if someone who had been feeling negative could be inspired to emulate a positive description? It would be nice to have a list of great teacher qualities and recognize staff for their strengths and build people up. I very much look forward to reading your follow-up piece.

        • I would love to read what Erin is requesting here. I do like the power in your labels though – they make the characteristics very stark and easy to identify. If we have teachers who quickly recognize some walnut traits in themselves once they read this piece, how do they come out of there and start their slow, painful but sure transformation to a marigold? Some resources on how marigolds could encourage this transformation in their walnut trees would be useful for all parties involved.

  21. “And sadly, if your school is like most, walnut trees will be abundant.” Isn’t having that state of mind in itself characteristic of a walnut tree?

      • Absolutely true. Walnut trees are abundant. Starting out 25 years ago as a new teacher, I never ever dreamed that I would start turning into one. But it’s happening. For me and so many others. And why? Simple. Our profession is currently in he midst of the most radical changes we have ever experienced. What was once a student centered, developmentally appropriate, joyful environment where learning took place through discovery and curiosity is now a just another for-profit enterprise where our students and children are pawns in a game of federal mandates, constant data collection, evaluation and big business.
        Where is the joy in teaching when the so called ‘walnut trees’ begin from the very top and trickle their way down until even the students are tangled in the roots?
        This is the living truth in education, and the real reason many new teachers end their careers less than 3-5 years after they begin. The idea of being a teacher, the calling of being a teacher, the knowledge from perhaps a young age, that you are meant to be a teacher – these are so much more fulfilling than the actual ‘career’ of being a teacher in 2016.
        When I began my career, it was all I had dreamed about, planned for- creativity, diverse experiences and opportunities for learning, joy and laughter, math lessons, engaging literature, science lessons with ‘oooh! and ahhh!’ experiments, daily compassion and unconditional love of the students and respect and satisfaction for the accomplishments, no matter how big or small, of every day.
        Today, there is hardly time to get to really know these students that sit in front of us each day. Oh, we know LOTS and LOTS about every last little iota of data we could possibly be mandated to collect. We know all their test scores. We know where they rank in their class, in our school, in our state, across the nation. We know day to day and week to week which RTI group they will need to be placed in or moved to. We now even have such a thing called RTI? We know which standards and objectives they have not yet met and we have made a plan and least seven back-ups to get them there.
        But we don’t ‘know’ them. Remember when it was most important and you generally were concerned to get to ‘know’ your students? When you could connect with each child and better understand how to communicate and educate the whole child? When you could just enjoy walking into the classroom where it felt like your second home and you were a family?
        If you are a new teacher, it’s possible you don’t have these connections, these invaluable tools and strategies that not only create the most growth in our students, but create a deep bond between teacher and individual students, allowing for a trust and relationship unlike any other. School is our second home; for many students, a better home.
        I always knew that I was going to be a teacher; possibly from birth. From as far back as I can remember, nursery school even, I played school (I was ALWAYS the teacher). Now I watch my daughter play ‘school’ and it breaks my heart. You know what she calls it? ‘Testing’. She’s 12. It’s all she knows. She has a whole little classroom with centers and desks in her playroom, and then all she does is pull her imaginary (or real, if she can trap her sister or some friends) students up to another room for ‘testing’.
        If you didn’t think about this before, think about it now. We are creating a nation of test-takers. We are taking time off task and valuable instruction (LOTS of time) to teach how to test (because although most students do not have basic typing skills, tests are now given on technology), what’s on the test (you know what PARCC is? We have to guess what’s on the test; Pearson won’t tell us or apparently they’d have to sue us if we knew), and of course, practice for the test. In between this insane misuse of time, we spend hours weekly creating, documenting and analyzing data to be sure each child is sufficiently prepared for the test.
        That looks something like this: pulling aside a child to scan skills through a formal or informal assessment (while other students do independent work, or maybe have a sub in the room), document the assessments on a daily or weekly basis (on our own time, because who has time or that during the school day with students in front if you eager for your time; rightfully theirs), and analyzing the data (in Professional Learning Communities, where teachers spend more time out of the classroom to compare data with colleagues and explain to Focused Instructional Coaches and principals how this data shows growth and what we have done to create it). By the way, ever recall having Focused Instructional Coaches or Curriculum Directors before?
        At the risk of furthering myself as a walnut tree, I will end by saying that until action is taken to bring the power of this profession back to the people on the front lines every day, interacting and making a difference in lives of students who we are helping mold into respectful, responsible citizens; the corporatization of education will eventually be our demise. Within the four walls of my classroom, we do everything we can to have a garden of marigolds. There is no happier place for these children to be, in those hours, I feel the same. However, when the bell rings, I spend my time advocating against Federal mandates, big business ‘edupreneurs’, and supporting the ‘less testing, more learning’ movement to bring back the joy, creativity, interest and love of learning that has created so many walnut trees have stolen from my profession of choice. Yes, walnut trees are abundant. Marigolds, stand up, but, also – speak up. Bring back the joy and value of American education.

  22. Thank you for this! A colleague kindly sent it and labelled me a marigold and this is making me think of and thank all the marigolds around me. I especially like the advice to find compassion for the walnut trees; in a “closed environment” like school, it is easy to poison oneself by dwelling on the poison of those walnuts one encounters often. Developing compassion is a much healthier approach. Thanks for an insightful and inspiring article!

  23. No you are right to warn them about people like that. That way they can identify them when they come across them and are well equipped to deal with them.
    I loved this so much! Thank you.
    I also don’t think they are ‘mean labels’ just reality!

  24. May I re-blog this post onto my blog? You have some wonderful ideas that even experienced 2nd year teachers need to know. I’m retired from full time teaching, but have my blog that I hope is helpful to others who are still in the education field. Please let me know.

    • Hi Patricia. I’m so glad you are enjoying the material on my site!

      Although it is against my blog policy to allow reblogging of a full post (because Google penalizes duplicate content and it could actually hurt my site), I would be perfectly fine if you wrote a post about the Marigold article, quoted a few significant sentences, then link your readers over to my original post, the same way you did for the Leah Davies article about student cell phones. I hope this works for you, and I appreciate you asking.

  25. *cringe* – I realize I have had my walnut tree moments! I vow to try harder to be a marigold 😉

  26. I love this post and I found it to be an incredibly thought provoking read (even though I was ending my third year as a teacher!)
    It made me realize that I had a few walnut trees (and unfortunately worked closely with a pretty big one) in my school that I spent time with, and they were turning me into one as well. Reading this brought it to my attention and really made me value those marigolds in my life, and the increased awareness helped me start working on getting rid of those negative tendencies in my own attitude. Actively distancing myself from a close, but very negative co-worker seriously improved this past year of teaching and my own attitude!
    I recently passed this “story” on to another new teacher and told her that it was one of the biggest and best pieces of advice that I could give her.

  27. I have worked in an elementary school for 9 years as a paraprofessional and have recently completed my teaching degree for regular ed and special ed. This article speaks VOLUMES!!! I could pick out my marigolds and the walnut trees. It is a great visual for me as I look for my first teaching position! Thank you so much!!

  28. This post is still as relevant to me as the first day I read it. Thank you for giving me such an apt analogy for being able to pinpoint the negativity I experienced in the staff climate and morale at my previous school. I share this post with all new teachers I know (and even those who have been in the field for years!). I shared a reflection on this piece and my experience on an education blog I contribute to today; you can read it here.

  29. I believe you forgot One-Up Wilma in the walnut tree list. Everything is a competition and it’s exhausting, especially when they are next door and one must ask them to explain procedures on a daily basis. Ugh.

  30. I liked the article but I felt too much emphasis was put on all the negative stereotypes. Yes, we have them in teaching but they are in every profession. After 25+ years of teaching, I have come to learn that these stereotyped teachers and even the walnut trees have some wisdom and things to share. It’s so easy to criticize teachers who are close to retirement but let’s remember what they have contributed. Perhaps I am a bit sensitive because I am near retirement myself. I’ve also learned over the years that if a colleague has a bad attitude or is struggling, you should always look at what else is happening in their lives and what is happening in the very political realm of education change. I’ve worked at many schools and generally, teachers are good people with different strengths.

    • Hi Gudrun,

      Thanks for sharing your thoughts here. I want to point out that none of these Walnut Trees are necessarily on their way toward retirement. Even “Retirement Dan” is merely FOCUSED on retirement, but not necessarily close to it. My own personal Twenty-Page Tina was actually a year younger than me. It’s more of a mindset. I agree that this post focuses on the negative stereotypes, but in my own experience, no one had ever clearly identified the types for me, so I was pretty vulnerable to their influence. If I had been able to recognize a Badass Bobby for what he is, I wouldn’t have been so insulted or hard on myself when he made comments like that. My hope is that these stereotypes can empower the average teacher to recognize a particular flavor of negativity when it presents itself, and strip it of some of its power over them.

      I agree that every teacher has strengths and wisdom to share. The thing is, the teacher who could receive that wisdom needs to have enough inner strength, confidence, and self-awareness to be able to separate the wisdom from the poison. For an inexperienced teacher, this is really difficult, if not impossible.

      I have been asked by other readers to write a follow-up post that explores the different types of marigolds teachers could be. This would place more emphasis on the positive, the direction we should be heading. Your note reminds me that it may be high time for me to write it. Thanks for taking the time to join the conversation here.

  31. Thank you for the post, Brandy. I received this article via an email from someone in my school district. I am a new Educational Assistant, and think this is a great way to start off the year. I have definitely found my marigolds, and have come across some walnuts when I was subbing last year. I am usually good at reading people’s vibes, and can generally spot a walnut from a mile a way (though not always!) And make sure to steer clear. Very inspirational. Thank you!

  32. Wow Jennifer, you are so committed. Thank you for responding so quickly to my post. Your page generates so much great discussion and features such timely topics. I really enjoy following you. Thanks.

  33. Hi Jennifer,
    I’m a preservice high school Math teacher at the University of Illinois gearing up for my last semester of student teaching and (hopefully!) my first year teaching. I was really intrigued by your blog and the idea that you’ve done all the sorting and have found all the best articles that will help me become a better teacher. I read this article because I found it on the About page and I had 6 minutes like you said. I like the simple idea of surrounding yourself with people that lift you up, instead of bring you down. I also really liked that you said your Marigold doesn’t have to be in your grade or subject area. I would like to ask you one question though. Do you have any strategies to make yourself more of a Marigold? Are there any questions you would ask yourself to get back on a positive track when you didn’t have your own Marigold nearby?

  34. If we hadn’t had a Marigold in our past, the majority of us would not be teachers today. The future will be bright if we are Marigolds for each other and for the students that will become our future teachers.

  35. My first year of teaching was in a tough school that served public housing estates on Sydney’s fringe. It was 1978. I picked a role model because he treated kids with care, humour, trust and belief. I have never forgotten Bob Cureton. Thirty years later I was able to pass this onto him through his daughter who was a student in my teacher education (EAL) class at the University of Sydney.

  36. I love this fabulous and so eloquently written article. All teachers, both new and old, should read about the walnut trees and marigolds. Bless you Mary Golds on my path! You know who you are.

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