Getting Started: Tips From Experienced
Teachers Judi Fenton
One of the most unexpected things for many new teachers is that
teaching is more than just presenting information to students
in interesting ways! To even have that content reach the
students, a teacher has to gain and retain their attention and
that often entails issues of classroom management. I've collected
some tips from accomplished teachers to help new teachers deal
with some of those pesky concerns.
Over-prepare.
Experienced
teachers know that when you keep the students involved in activities,
you will experience far fewer management issues. One teacher
I know piles so much work on her students that her first graders
are always busy at work/play. There is always something
for them to do next and if they don't do the required work in
school, they are responsible to do it for homework. It's
always better to have too many lessons ready for the week, and
if you don't get through everything, you have some lessons planned
for the next week.
Individualize
When students are
bored with "too easy?" work or frustrated with "too
hard" work, they can let you know this by acting out.
It is crucial that you assess your students to discover what they
are capable of, and give them work at their instructional level
that challenges them without frustrating them. For examples of how
some teachers have "adjusted their teaching" for their
students, take a look at Adjusting Your Teaching Styles to Student's Learning.
Build Community.
Far from being a waste of instructional time, building community
in your classroom can set the stage for a successful year. The
children need to get to know you and one another and you need
to get to know them, what they need, what they like, and their
capabilities. Create ways to encourage the forming of relationships.
You will have far fewer management issues when you know your students
well, they know you, and they know one another. For some
wonderful ice-breaking and community building activities, see
Cynthia Carbone Ward's article "Surviving
That First Day," Lisa
Kihn's "Get
to Know Your Students on the First Day," and Marianne
Francone's "Break
the Ice."
Know Your Purpose.
You
must know and understand the purpose of the lesson, work, or activity,
and it is key that you are able to communicate this to your students.
Otherwise, why should they want to do it? In addition, you
must understand how each lesson or unit fits in to standards,
the larger curriculum, as well as the district, city and state
mandates. Knowing where the lesson or unit "fits"
can also help you to justify that activity that your supervisor
doesn't really want you to do, but that you know will be an incredible
learning experience. You should be using the standards or
scope and sequence documents required by your state or city.
Planning with more experienced teachers on your grade is a great
idea, as they will have more of a sense how to plan with the standards
in mind. They have also experienced what students come into
the grade with and what they need to be exiting with.
Repetition. Repetition. Repetition.
Repetition. Repetition.
The end of October is the time that all the new teachers I work
with begin to lose their voices. This is because when the
class noise level escalates, so does the teachers' voice.
Bad idea. You need to find multiple ways of telling the
students what you expect them to be doing. Write it on the
board, then using a conversational level voice, tell the whole
class what they should do. Then go around to small groups
to remind them what they should be doing. Have them write it down
too. You'll be sure to get through
to even the most selective hearer.
Set Routines
Children
need to know what is expected of them and what to do at what time.
Be consistent with routines and make daily schedules explicit.
For example, enact a morning routine that determines what students
do when they enter the classroom-- how they hang up their coats,
what they need on their desks in order to get to work, then be clear
about where their first assignment is posted so that they can get
right to it. This is a wonderful way to encourage independence
in your students. With a well crafted set of daily routines,
they are able to navigate the day easily and manage themselves.
Pocket charts and velcro should be standard
in any teacher survival kit--they are
our best friends in the struggle to keep track of changing daily
schedules. When the kids ask, "Isn't
it lunch yet?" just point to the
pocket chart. Eventually, they will know to look there on their
own. For examples of how routines are established in a classroom,
take a look at "Classroom
Management."
Remember nothing
is set in stone.
If you've started off the school year and certain things don't
seem to be working for you, try something else. I've
discovered that it's helpful to let
the students in on your management issues. Tell them that
this strategy, procedure, or way to work is obviously not working
for them and ask them what they think might help. What should
we change? They will be more than glad to help figure out the
issue. I've found that they are often harder on themselves than
we are.
Find someone you trust to help
and support you.
Most teachers
who have made it past their first couple of years have found someone
who they trust to support them and give them advice. While
each of us has to grow into being a wonderful teacher in our own
time, learning from someone who has already been there and done
that can expedite your growth and, in turn, have a huge impact on
your students. Read, " I
Want to Hold Your Hand: Tips for Finding a Collaborative Partner"
for ideas on finding someone you can trust and support you.
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