DRAFT: This module has unpublished changes.

Lessons Learned and Future Efforts

 

 

Beginning teachers are faced with many difficulties-one of those is learning to adapt to the number and scale of the decisions they are called upon to make instantaneously without the benefit of experience to guide them in finding solutions to the problems (Maistre, Pare, 2009). During orientation week an additional training should be provided for beginning teachers. This training would encompass student reenactments performed by returning teachers in order to provide a model and scenarios of typical classroom behavior while also providing beginning teachers with examples of how to react and interact with students during times of crisis. At this particular time, beginning teachers should be encouraged to speak with a veteran teacher or a mentor after encountering an explosive behavior. There is always room for improvement and discussing a situation that happened in the classroom would allow for beginning teachers to build upon their own practice.

 

As educators we harp on the fact that it is okay to make mistakes. We need to take our own advice into consideration. Providing beginning teachers with a safe environment and the openness to discuss those mistakes without being reprimanded or criticized will allow for them to grow and work through their problem solving skills. Throughout my experience at the ABC School I have found it beneficial to discuss an incident after it happened to work through things that I could have improved on. Student behavior can be redirected by the way we react and interact with them during a situation. It is important to nurture and guide, not direct and dictate (Haas, 2012).

 

During this additional training a discussion will be held on the Time Out System used at the ABC School. During teacher interviews, a problem of concern was the unclear description of what type of behavior is considered a time out of class and why some time outs look differently for different students. Time outs can also vary from classroom to classroom; in the youngest classroom inappropriate language is not tolerated and would be an automatic time out, where as an older classroom, inappropriate language might be tolerated unless deemed disrespectful, as a threat, or to teacher discretion. Important behavior interventions would be covered during this presentation or reenactment. For example, planned ignoring would be discussed. Planned ignoring can be exhibited in many different ways, for example, if a student is sitting in the corner of the classroom not following directions but is remaining safe and undisruptive, as the teacher I would planned ignore his behavior. Another example would be if a student was sleeping, one could choose to plan ignoring that behavior. This presentation would be useful for all returning staff as well, because every student will be different and different reactions will need to take place.

 

Another teacher concern amongst the beginning teachers was the lack of understanding that they would be expected to create their own curriculum. During the interview process many beginning teachers felt that it was not disclosed to them that they would need to develop the curriculum they would be implementing in the classroom. My suggestion would be to be more transparent in the interview and to have a session during orientation to go over curriculum maps, state standards, and where to find resources around the school building. Providing these types of supports in the beginning of the year will help beginning teachers transition into their new position.

 

Lastly, I would recommend the ABC provide a mentor for beginning teachers during orientation week. The principal should have recommended veteran teachers to select from and get to know on a personal level. Beginning teachers would not be required to pick a mentor within the first week of orientation, but this would allow them to know who the good point people are throughout the school. Mentoring of new teachers is a social practice. We define a practice as a form of socially established cooperative human activity that involved characteristic forms of understanding (sayings), modes of action (doings), and ways in which people relate to one another and the world (relatings), that ‘hang together’ in a distinctive project (Kemmis, Heikkinen, Fransson, Aspfors, Edwards-Groves, 2013). Aiding beginning teachers to form strong and lasting relationships with a veteran teacher would provide, supervision and support.

 

 

 

 

DRAFT: This module has unpublished changes.