Teachers New to Education

I have addressed the issue of classroom management in a previous submission. Yet, it is worth revisiting to a degree because as schools open their doors in late August and early September, new teachers across the nation are starting their first year of teaching. Classroom management is important for them to understand if they plan on surviving the test of time. Here is some background information regarding new teachers.

Within five years of teaching, a teacher is 46% likely to entirely leave the field of education (Ingersoll, 2003). The reason for teachers leaving the field is because: 1) they feel overwhelmed by the expectations and scope of the job, 2) they feel isolated and unsupported in their classrooms, or 3) expectations are unclear (NEA, n.d.). What is clear is that there needs to be an emphasis placed on retaining new teachers to retain high quality schools.

Part of feeling overwhelmed comes from classroom management issues. This makes shoring up classroom management a number one priority for new teachers. This would suggest new teachers should examine the issue to a greater depth.

Classroom management is much more than discipline. It is a mistake made by new teachers to assume management equates discipline. Discipline is a facet of management (ASCD, 1998). It is certainly not to be ignored but discipline strategies need not always be instituted when the broader aspect of management is addressed.

For starters, here are some strategies for starting the year:

1. Clearly define classroom procedures, like how to take notes, study, do homework, …
2. Teach students classroom procedures and routines. Explain, rehearse, and reinforce all procedures.
3. Teachers should have a binder that outlines their activities, ranging from beginning to end of class.
4. Consider cooperative learning, which Wong calls support groups or the support community.
5. Break up the class into small groups, giving the group an experiential learning activity, i.e. high relevance, such that all team members have a duty.
6. Use positive expectations.

If difficulties arise, here are some time-tested strategies:

1. Do not engage in power struggles.
2. Make situations win-win.
3. Make situations teachable life-lessons.
4. Use simple rules.
5. Expect correct responses/actions.
6. Provide students with time to transition.
7. Provide students time to control their emotions.
8. Do what works. This demands knowledge of students, good relationships, and personal experimentation.

The most important technique for survival may not rest in knowing all the answers. New teachers should network with other teachers in their school and build a repertoire. Future years should get easier as teachers learn management skills and effective teaching strategies. Networking with other educators also helps lift a personal burden that comes from such an intimate career as teaching.

If you would like more information on classroom management, visit http://www.mathguide.com/services/Discipline/ for an online tutorial, called Guide to School Discipline. In mid September, I will make available another tutorial for new teachers, called Preparing New Teachers: A Survival Guide.

Have a rewarding year, new teachers and veteran teachers alike.

Resources
ASCD. (1998) Is There Really a Teacher Shortage?. Online Resource Accessed on August 26th, 2006 at: http://www.ascd.org/portal/site/ascd/menuitem....

Ingersoll, R. (2003) Is There Really a Teacher Shortage?. Online Resource Accessed on August 5th, 2006 at: http://depts.washington.edu/ctpmail/PDFs/Shortage-RI-09-2003.pdf [PDF]

NEA (n.d.) Attracting and Keeping Quality Teachers. Online Resource Accessed on August 5th, 2006 at: http://www.nea.org/teachershortage/index.html