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[johnslat]

While this list was written for school teachers in the US, I'd say many/most of what's mentioned have a universal application for new teachers.


10 things I want all new teachers to know...
This year I am working closely with our BTAP (beginning teacher assistance program) to help plan and develop some beginning of the year trainings. For the record, our BTAP committee has been doing a wonderful job over the years, however like anything, we are always looking to improve and do it better each year.

This year we have 22 brand new never taught still don't know what I'm doing teachers in our district. Now, I'm not sure about you and your district, but from where I come from that is a lot of new teachers! Consequently, we want and NEED to have a strong new teacher program to help with this transition. As many are aware, almost 50% of new teachers exit the profession by their 5th year. This number makes me a little uncomfortable, so anything I can do to help with new teachers is the least I can do!

So here is my list of what I want all new teachers to know:

1) - It's Ok to look and feel like this (i.e. frightened). If being scared wasn't supposed to happen from time to time, then we wouldn't be human. Don't be afraid of what you don't know and aren't sure about. Take everything in stride and accept that you are going to make mistakes. The key is making sure you learn from those mistakes.

2) - Find time during your off period to go observe other classrooms in your building. Even if the content and/or age group are different, there is still a lot you can learn via simple observation. If possible, see if that teacher would be willing to sit and talk with you about what you saw in their classroom. Even better, invite them to observe your classroom and get feedback/input on what they saw in your classroom.

3) - Focus on building relationships with your students from day one. Don't worry about your content at first, you most likely just spent the last four years of your life learning about it. Spend the first few weeks learning about the lives of the students you have in front of you. The more you learn about your students the more they will learn about your content.

4) - Don't worry about discipline and punishing kids; worry about how to provide strong instruction and an engaging classroom environment. This is basically being proactive rather than reactive. A classroom that is engaging with strong instructional practices is a classroom with few discipline problems.

5) - Learn the names and show the utmost respect to every administrative assistant, custodial/maintenance and food service employee in your building. They will help you more than you could ever imagine... trust me on this.

6) - Don't be afraid to speak up and share an idea. You most likely weren't hired because you were the worst candidate, so at some point in time somebody saw something great about you. You bring a new perspective and a fresh set of lenses to the table, so be sure to share your thoughts and insights in a collaborative and collegial manner.

7) - Don't try to do everything on your own. Don't simply shut your door and teach. Work with those who have more experience and know the system. Find a few people whom you can trust, and lean on them.

- Be careful of the teacher's lounge and watch out for 'that group.' The teacher's lounge can be the type of environment that just beats you down and makes you feel like the world is a terrible place. This is not always the case, but be aware that these black holes do exist from time to time. Also, every school has 'the group.' You might not notice the group at first because they are always looking for new members (specifically new teachers). Try to avoid this group at all costs.

9) - Having fun on the weekends is all good and is frankly healthy, but be sure to keep your image clean and professional. More employees get in trouble for the silly and not so smart things they do online than for most other reasons. Be safe and have a healthy career/life balance, but don't feel the need to take a picture of every second and then share those pictures with the world.

10) - Get connected and follow the #ntchat hashtag. There is whole world full of resources and information out there, so don't feel limited to just the colleagues in your hallway, in your school and in your district. Reach out and take control of your own learning and development.

What would you add to this list?"

http://www.justintarte.com/2013/07/10-things-i-want-all-new-teachers-to.html

Regards,
John

[spiral78]

[Sashadroogie]

Nothing at all about ideological rectitude? What good is a classroom without some re-education, eh?

Other than that, seems like a good little list.

[sicklyman]

[johnslat]

Dear sicklyman,

It's not often (actually, this may be the first time) that I disagree with spiral78. but I echo the sentiments in your post. Perhaps spiral, who teaches only adults (as I do and have done for most of my 35 years), was thinking more of the "dark side" of "relationships" between adult learners and their teachers. And, of course, that does go on; in fact, we've had a number of threads about that very topic. But I know that, like you, I've developed strictly friendship relationships with some students by getting to know more about their lives and their experiences, some of which have been quite astonishing. Since I teach academic writing as part of my Transitions course, I encourage students to choose a Personal Narrative for their first attempt at essay writing. So far, I haven't had such an essay fail to move me since they come from the heart, And when studenst share a part of their lives with you, it definitely (for me, anyway) forms a bond that always makes teaching them (and learning from them) much more productive. One such personal essay topic I like to suggest is this: If you could go back in time and give advice to your younger self, what would you tell them? It's produced some amazing compositions.

As regard discipline, well, it's been my experience teaching adults that that usually isn't much of a problem. But I've taught Head Start, elementary, junior and senior high, too. And, in my experience, the advice given works better than, as a teacher, fixating on "classroom management." But it's such a nebulous area; how does one gain/earn respect and attention? At the risk of sounding "mystical," I think much, maybe all, of the answer is in the "presence" you bring to the classroom, the manner that you project. If you're confident and enjoy what you're doing, it really does communicate to the students (just as the opposite does). When you treat students with respect and fairness - even small kids - it comes back to you. Most of the teachers I've seen over the years who had "classroom management" problems either lacked confidence in their own abilities or disliked teaching to begin with.

Just my opinions - but they've worked well for me.

Regards,
John

[Sashadroogie]

If I may comment on Spiral's behalf - I think perhaps those sentiments were coloured by the fallacy of the personality teacher. I.e. the teacher who wishes to 'connect' with the learners on a personal level, mainly on account of the fact they have no real teacher skills to begin with. I think the intent is to trade on personality, but they tend to suffer a high attrition rate, in Europe at any rate, because learners are not interested in a new 'friend' or 'role model' or 'life coach' or some other tripe. They want proper lessons. Content matters.

I know, I know. This is not the same thing as what was in the original ten-point list. But I too cringed a little when I read the 'get to know your class' bit. The association with the aforementioned personality types is quite strong.

Perhaps the list could have benefitted from using the usual terminology here, i.e. rapport, rather than going on about 'building relationships' and not worrying about content.

[spiral78]

Let me clarify a bit. My students are indeed all adults, and they are not immigrants (who are perhaps more often vulnerable in a new society and eager to collect as many clues to fitting in as possible).

I have actual power over their grade point averages in a situation where it matters; in fact, some of our courses are quite high-stakes.
I've often taught in contexts where I may see the same class only a total of 4-6 times (ever). And I may have literally over 200 students in a given semester, depending where and what I am doing.

Practicalities of getting to know 100+ students in less than 12 hours aside -

if I've got power over them in terms of marks, I do have some sense that it's unethical for me to see them too much as individuals - at least not until the course is over and my power over them is ended.

It is unfair whether they've impressed me favorably or negatively; I have to do what I can to limit bias in my marking. That's a very strict criteria in my work - and, I am by no means the only teacher around in such a situation.

I think the other distinction is that I, like many others, teach content in English, rather than general English. The tasks our students must succeed at are entirely focused on in-field writing and speaking; no time or opportunity for creative writing in my contexts.

It's also about what Sasha said; European adult students (in Europe) aren't often particularly interested in socializing with a teacher (it does happen, of course, but I think likely much less than in some other cultures and contexts). My students are either upper-level university (totally have their own lives!) or professionals with families and friends and stable existences - I'm very much peripheral to their lives.

Of course, I have numerous friends whom I met as my students, and my social life is hugely enriched because of that, but in my situation (which is by no means unique) it really wouldn't be entirely ethical to allow personal connections to colour my perceptions of individual students and hence possibly affect the grades and feedback I give on their work.

Polite and respectful but focused solely on what we need to accomplish together (and that entails some judicious sharing on their side, obviously) is what works where I have been/am.

I am not trying to say that mine is the best approach for every teaching context - it certainly would not be - but it really is what's needed in situations like mine - and there are many of us doing this sort of work.

[johnslat]

Dear spiral78,

"if I've got power over them in terms of marks, I do have some sense that it's unethical for me to see them too much as individuals - at least not until the course is over and my power over them is ended."

Different circumstances require different methods. However, I will say that I have never had any ethical problems posed by seeing my students as individuals interfering with my objective grading.

Regards,
John

[rtm]

I would agree with John, at least for my own teaching context. Spiral, I don't think it has anything to do with teaching "content", teaching adults, or having power over grades, because I do all of those, and I still get to know my students on a personal level. I think that is because I typically have fewer than 15 students in a class, and most of them are 1st year university students away from home for the first time (many away from their home country for the first time). Most of their courses are large lectures, except mine, and I usually end up being the only teacher that can actually get to know them, and they usually appreciate that. Knowing my students as people -- knowing about their interests, their dreams, etc. -- doesn't bias my grading, and my students know that. I don't "socialize" with my students (I don't ever see them outside of class), but I do get to know them nonetheless, by talking to them before and after class, designing assignments that are personal in nature, by having individual meetings with all my students, etc.

My guess is that, in your situation, it's not culturally acceptable. Plus, as you point out, there are logistic reasons that make it difficult for you.

[spiral78]

rtm, I totally see where you are coming from, and I am sure it's appropriate where you are. It's different, though - I'm in their country, and they simply aren't in need of a more personal approach.

We do extensive individual consult sessions, but it's entirely focused on the work they have to do (which is by necessity focused entirely on in-field stuff and there is nearly zero scope for a personal voice).

Perhaps in defense of those of us who do this sort of stuff, and take the impersonal approach to it by both necessity and inclination: I'm actually a relatively quite popular instructor. Where I'm rated highly is in 'communicates clearly' 'provides appropriate support' 'answers questions effectively.'

A couple of years back, I walked into a classroom on the first day of class. The 14 students were all men, and too many looked too familiar. When it was time to start class, I closed the door and asked if, by chance, any of them were taking the course for the second time (meaning they'd failed the year before). Yes, 12 of the 14 had. I immediately offered to arrange for them to have a different teacher; they had a right to have someone different the second time around. Their response surprised me: they'd specifically chosen to be in my class because they liked my teaching style. We stuck it out through the semester, but I couldn't grade their final papers; I was totally biased in their favor by then:-) A colleague and I traded 14 papers (someone I know well, and whose approach to the task is very similar to mine). And they all passed legitimately, thankfully.

[Sashadroogie]

Yes, my learners love me too, as it happens. But not because I worked hard to make that come about. They simply naturally learnt to love me as their Big Brother. Only the hard cases, social undesirables, and Trotskyites get sent to re-education camps. There, they are worked very hard indeed to force them to be free, and to love me.

[DrTongue]

With regard to point 3, I tend to lean more toward spiral's perspective, but it's all about context. My students are in medical school or a prep program for it. Not only are they adults, they're in an academically intense program that emphasizes professionalism. Even though I'm doing more content than language instruction these days, I don't see any difference between the two groups in terms of how they relate to me. They're here for a purpose and simply don't have time to get to know me even if they were so inclined -- and most of them aren't.

That said, I make an effort to get to know them and build relationships on a professional level. Medical school has a certain culture to it and it's a jolt to a lot of students, especially those in the prep program some of whom come directly from secondary school. I'd feel like I was cheating them if I didn't function like I do. While some might regard it as impersonal, my students respond well. Some have even thanked me for treating them like adults (which always makes me think, "Well, you are -- how else would I treat you?").

Sorry, rambling a bit here -- am still on the first cup of morning coffee. I guess what I'm trying to say is that it's not only the culture of whatever country you're teaching in that matters but also that of the school/program and even profession that matter. If I find myself working at a school where a more personal relationship is beneficial to my students, then I'll change tracks. But in my current context it wouldn't help. In fact, it would probably do more harm than good.

As for loving me, I advise my students on day one that their best strategy is to develop Stockholm Syndrome for the duration of the course. This seems to work pretty well for them, though more often than not I find that I've contracted it by the time I read their final papers. That's after going through the stages of marking discussed by Kubler-Ross. (It's promoted as the stages of grieving, but I know she really meant grading. It's just too obvious.)

[Big Worm]

Most of this is really good, but I'd like to make a few comments on points 3 and 6. Also, I didn't read through all the replies, so sorry if I repeat.

RE 3: I'd probably not recommend this. If adults are paying for classes and taking time out of their lives to learn another language, it's probably to increase their employability or help their immigration status. I'd count on quite a few complaints if you spend the first few weeks "getting to know them". This is not a language exchange at a cafe. You'll get a lot more respect and results if you come in guns blazing the first day with really well planned out, appropriate lessons.

"The more you learn about your students the more they will learn about your content."

This is just not true, doesn't really make sense, and (sorry to say) sounds like something an inexperienced person would say to cover the fact they don't know how do their job properly.

If you are teaching kids or another group that is there "because they have to be", your approach would probably be welcomed.



RE 6: In many countries the management style is "top down". This means the guy at the top makes all the decisions, and everyone else does whatever he says, no questions asked. Compare this to the western style of "bottom up" management that you are used to where employees are asked (and sometimes rewarded for) how to improve, streamline and make a business more profitable/efficient.

Say one day you raise your hand at a staff meeting and say, "You know what would really make the school better? Whiteboard markers that work." While this might be entirely true, your "suggestion" would most likely be seen as complaining, questioning, confronting, challenging or trying to embarrass the guy with the biggest ego in the room. None of this is good for you.

In many cultures your attempts to "improve things" will never come to fruition, and will only lead you to frustration. A new guy that comes in and "thinks he knows it all and is going to change things" is going to be met with "I'm the boss, this is my place, I built it, it's been working for long before you were here, it will be here after you're gone, kid." It is also very possible that if the big guy sees you as a "problem foreigner" you are in for a very unpleasant year.


So, follow what the locals do. If they make suggestions, you can to. If someone asks you, then obviously do.



But really, overall those are some good tips, esp the one about getting everyone from the janitor to the receptionist on your side. You never know when you will need some help, or who the boss listens to.

[johnslat]

Dear Big Worm,

"if you spend the first few weeks "getting to know them"."

Well the thing is (and the wording of the post doesn't point towards it, really) is that, in my experience, anyway, the two (getting to know your students and teaching content) are not (or at least certainly don't have to be) mutually exclusive.
I don't have any problem devising reading/writing/speaking/listening lessons that either directly or indirectly lead into opportunities to get to know my students as individuals.

"The more you learn about your students the more they will learn about your content."


The way I interpret that wording (and again, if my take is correct, it could have been put better) is that in the process of learning about my students (by having devised actual content lessons that allow for such learning on my part), I also learn about their language deficiencies, the areas where each individual seems to be having the most significant problems.

All my students are (thank goodness) in class because they want to be there, not because they have to be (well, indirectly, they "have to be" there if they want to improve their English and get on in their lives.)

"In many countries the management style is "top down". This means the guy at the top makes all the decisions, and everyone else does whatever he says, no questions asked. Compare this to the western style of "bottom up" management that you are used to where employees are asked (and sometimes rewarded for) how to improve, streamline and make a business more profitable/efficient."

As a general rule, this may well be true; however, there are exceptions. While overseas, I had more managers (both local and expat) who preferred to get input from teachers (and, when I was "management" overseas, I always preferred it). Yet, here in the States, I've had 4 different jobs since returning, and, in all but one of them, it was strictly
"top-down."

Regards,
John

[Sashadroogie]

As mentioned earlier, all point 3 seems to be saying is 'develop some rapport with your classes'. But, agree that it was not phrased the best.