| In
their article, "Best practices for first year teachers,"
Vicki Worrell of Emporia State University in Kansas, and Brian Michalski
of the Harley School in Rochester, NY, give advice to new teachers
on how to avoid common mistakes of first-year teachers (Reprinted
with permission from the author).
Best Practices for First Year Teachers
by Vicki Worrell
- Emporia State University, Emporia, Kansas vworrell@emporia.edu
, Brian Michalski - The
Harley School Rochester, NY bmichals@emporia.edu
Most people think that teaching is an easy profession.
The hours are good, the clientele is seemingly manageable, and of
course… summer vacation. However, in reality, teaching can
be extremely demanding. Administrators constantly review ones work
offering "suggestions" on how to improve classroom performance,
planning and organization often seems endless in the quest for the
perfect lesson, and there is the constant need to manage and control
the students. These are all difficult tasks to deal with and master.
In fact, every teacher has a story that epitomizes
the "slip-ups" made by a new teacher - the classic first-year
mistake. The following is a guide that will hopefully assist new
teachers in dodging some of the pitfalls of the profession, and
help smooth over - and hopefully avoid - first year mistakes.
WORKING WITH (DIFFICULT)
ADMINISTRATORS
It is never easy to work with a difficult administrator. Administrators
may control what teachers do, when they work, and with whom they
work. They review performance, critique effort, and have at least
a partial say in whether or not individuals are to be promoted or
retained. For those who do not get along with their supervisor -
for whatever reason - these issues can turn jobs and careers into
a living nightmare. Therefore, teachers should strive to develop
and maintain a good working relationship with the administrators
in their building and district.
First, one should understand the culture of their respective school
district, and especially of their own school. This includes principal,
staff, parents, and school board expectations and/or goals concerning
such issues as student advancement, discipline, grading, teacher
involvement in activities outside of the classroom, etc. It is also
suggested to try and learn as much as possible about students in
the building, their demographics, characteristics, interests, and
special needs. By so doing, successful educators may be better able
to understand the issues faced by administrators, and tailor personal
performance in a manner that meets his/her expectations.
Second, teachers should always maintain a high level of professionalism.
Dress, speak and above all, act in a manner that befits one's profession.
Attend all required meetings. Follow through on any requests from
administrators in a timely, thorough, and cheerful manner. Remember
to keep sensitive topics related to students confidential. Belong
to your state AHPERD. Attending conferences and workshops will demonstrate
a high degree of professionalism, and also assist in staying abreast
of current trends in one's profession.
Finally, be open to administrator comments. Accept constructive
criticism, in fact, welcome it, listen carefully to feedback, and
self reflect on teaching skills. Use these comments to refine and
improve classroom talents and the quality of one's work. Do not
look upon criticism as a personal attack, but rather as a means
to enhance one's ability to teach effectively.
ORGANIZING
AND PLANNING
A teacher's day is never done. Most people think that a teacher
works only until the last bell. What they often fail to realize
is that most teachers have many after school responsibilities, such
as coaching, advising, committees, etc. And after all that, comes
the next day's planning. It is a never-ending task. Therefore, good
organizations and planning skills are essential for any teacher,
new or old, to succeed.
To help with organizational skills, try keeping a large calendar
or planning book on your office wall or desk, and many choose to
use a personal digital assistant (PDA) or handheld computer. Write
down any building meetings, teacher, student or parent meetings,
reminders, and goals for the week/semester, as well as unit beginning
and end dates. This may seem tedious at times, but a missed appointment
or due date can cause many headaches. Do yourself a favor and spend
a couple extra minutes a day to keep everything organized.
Next, throw out items not needed in your office or classroom. Unnecessary
papers, books, and Post-Its not only clutter one's desk, but also
the mind. Establish folders for important documents and other papers
needed to be saved. Label them for easy access, and for reminders
of things to do, e.g. "To Do," "Completed,"
"To Be Filed," "Ideas To Explore," etc.
Seek out a mentor. It is amazing what they can teach about your
school, the expectations that go with it, as well as the time they
can help you save. More importantly, mentors can assist in creating
a simple daily "To-Do" list. After all, they too were
once rookie teachers. Take advantage of their experience.
CLASSROOM MANAGEMENT
There you are, in front of 30 to 50 smiling faces. They all look
so cute and eager to learn (well most of them!). However, all that
can change in the blink of an eye. The average student is a lot
like a wild animal - they can turn on teachers in a heartbeat if
they smell fear or uncertainty. All that stands between educators
and mayhem is the ability to manage their behavior. A daunting task
for sure, but one that can be accomplished by following these simple
guidelines:
Establish very clear expectations for behavior, and the consequences
for making bad choices. With teacher guidance, let the students
help create these rules. Give them a vested interest in the governance
of their room.
Post "Rules" in a central location, and make the time
to review them. Most likely rules will be discussed frequently at
first, and then only as needed.
Use these rules to discipline and reward student behavior. Novice
teachers are often amazed at how much children really do want clear
expectations and consequences.
Above all else be CONSISTENT!
Teaching is a wonderful and rewarding profession. But like any
other job it requires the ability to work successfully with others,
to plan and organize responsibilities, and to effectively control
the working environment. Rookie educators who are able to conquer
these obstacles may be able to avoid many of the "first year
teacher mistakes" so many others have made.
Worrell, V., & Michalski, B. (2007,
Spring). Best practices for first year teachers. NYSAHPERD,
32, 35. |
