Atypical first-year teacher tips
Before
my first year of teaching started, I looked up dozens of articles and websites
that gave advice about the first year of teaching. I figured that by now,
newbie teacher, you have also scoured these websites. The following list is my
attempt to offer some advice that would supplement the already sound advice out
there:
Libraries: Proceed with caution.
Libraries can be a great free resource for some teachers, but for me, it was a
headache. Returning library materials was the last thing on my mind most days,
so I racked up some pretty hefty fines. After a while, it was probably cheaper
to buy the book. And you have to factor in the risk that one of your students
damages the item (accidents happen). Then you are held responsible for paying
for it. So, in conclusion, libraries are my useful-but-dangerous classroom
friends.
You will often not be aware of what
you don’t know. You won’t know what kind of questions to
ask. So many teachers and administrators might give you the “Ask me about anything!”
offer, which is nice, but you can’t possibly know what you don’t know. The best
way I found to get down to the bottom of things is through a mentor. If you don’t
have a mentor, try to strike up conversations with talkative teachers. They
will end up talking about everything under the sun, and in turn, you’ll gain valuable
information that you didn’t even know you didn’t know.
Your first year of teaching will be
hard, and it’s healthy to acknowledge that struggle.
There is a huge network of first-year teachers out there experiencing some of
the same painful moments, but you may not be around many of them. It may be an
extremely lonely time for you. Recognize this and own this, but don’t allow it
to be an excuse. Teaching is a profession that allows for very little margin of
error. When it comes to the safety and welfare of your students, you can’t have
an out-of-it, lazy or bad day. Think about it: would you like your surgeon or
pilot to have an “off” day? Similarly, teachers have great responsibility.
Realize you are not alone in this and that it will be difficult. Deal with that
pressure outside of school in a healthy way, and don’t let it impact your “withitness”
in-school.
First semester: Take everything.
Second semester: Take only what is valuable. I was the only
first-year teacher last year at my school, and the other staff members were
really gracious in helping me. I got a ton of items donated to my classroom
just from other teachers trying to get rid of things. I’d say in the first
semester, just take what you can get. After Christmas was when I found out that
I actually had what I needed for my classroom. I wanted to resist clutter as
much as possible. So that was the time when I started to weigh the importance
of things offered to me. When something didn’t seem that useful for my
classroom, I learned to politely say no—it’s hard for me, the people-pleaser, to
say no to such a kind gesture, but I decided it’s more important for me to have
an organized and clean classroom.
Ration your Expo markers carefully.
Those suckers dry up! When the students brought Expo markers the first day, I
dumped them all in a box and let them use the markers for whiteboard work.
Halfway through the year, we discovered the markers were drying up. I should
have set aside the extras and left them in their packages to replace the old
ones. Instead, all of the markers were getting old. Also, for your teacher whiteboard
markers, store them vertically with the caps side facing down for a longer
marker life.
Effective transition management is effective management. I
found that by segmenting the day into predictable routines and tightening
transitions I could have a rather effective day. I taught the students
specifically what I expected during transitions (such as passing things out or
getting supplies). Sometimes I would do a chorus-response song that I made up.
I’d sing “This is a transition.” They’d repeat, “This is a transition.” Then: “Quick
and quiet transition.” Students: “Quick and quiet transition.” I also sang
goofy songs with them sometimes during transitions. “Sticky Moose” and “Little
Cabin in the Woods” were some favorites. Transitions are important, and it’s
okay to spend time teaching them!
Determine your stance on cupcakes
preemptively. Last year, I got tons of cupcake
offerings each week from birthday boys and girls. You not only have your own
students offering, but other students throughout the school just dropping by. I
took every treat that came my way until the horrible realization settled in
that I had gained 10 pounds over Christmas alone. I had to fight this cupcake
terrorism proactively! I had to decide beforehand—before the tempting sight of
neon-colored buttercream icing topped with a plastic toy entered my vision—that
I would graciously decline the cupcake! I’ve been healthier ever since.
Don’t be afraid to ask for volunteers
or supplies. As a first-year teacher, I was bashful
about asking parents to help out in the room. I wanted to prove that I and I
alone could do what your dear taxpayer dollars were paying me for! Maybe there
won’t be parents pushing each other over to get in line for helping out, but then
again, you might also have really cool parents who will perform any number of
your odd tasks. Whatever the case, it never hurts to just ask. I think at
back-to-school night or whenever you first introduce parents to your classroom,
you need to ask for volunteers. Ask for help for special events. Ask for a
parent to come in for one hour each week to read individually with students and
gather fluency data. If a parent can’t easily leave home but would love to help
out, plan your crafts/projects out in advance and give them the materials to
start cutting things up!
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