FIRST YEAR TEACHER SURVIVAL SKILLS (FYTSS)

 

 

 

 

Prepared by, and reproduced with the permission of,

the following Alternate Route Teachers:

 

 

Gabrielle Attanasi

Alena Atkinson

David Barbagallo

Brian Dunn

Ray Frazier

Ivelisse Malcun

John Master

Carlos Morales

Ana Ramos

Allison Szoke

Jesse Thomas

Janel Umbra

Michael Vazquez

 

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Phase I-A Professor:

Joseph J. Pizzillo, Ph.D.

 

 

 

 

 

Fall 2005

 

PREFACE

 

 

 

            During the pre-phase (Phase I-A) of the Alternate Route Program we decided to utilize our diverse backgrounds and teaching experiences to assist other beginning teachers in identifying and implementing those ŇsurvivalÓ skills contributing to successful teaching!

 

            We acknowledge that each individualŐs experience during this process may be different.  Therefore, we urge you to customize the ideas in this document to fit your particular work situation.  Concepts are broad-based and may be applied to grade levels preK-12, and encompass the needs of both exceptional and traditional learners.

 

            This project, which started out as a document to aid Alternate Route teachers in their ŇRoad to Certification,Ó resulted in a document which is purposeful and functional for all teachers.

1.    The Road to Certification

á      Do make sure you meet personally, once or twice a year, with the Certification Specialist in your county.  This is the person with the ultimate word on what the State requires from you to obtain certification.  This way you ensure that nothing is missing from your file, and no procedural steps have been omitted, regarding your case.

á      Do meet with your school districtŐs certification representative and develop a personal relationship with them.  The better they know you personally, the less chance you will fall through the cracks.

á      Do not obtain information on how to pursue certification from too many sources (university teacher education programs, county board or district personnel, other teachers, etc.), it will only cause confusion and more work for you trying to determine which information is correct.

á      Do prepare yourself to spend money every year, requesting and having official transcripts sent to various offices involved in your ŇRoad to Certification.Ó  As each office sends your new yearly information to the State, you must provide new, updated transcripts.

á      Do request at least two copies of your official transcripts, when requesting these from educational institutions, and have both mailed to you.  The first one is for you to know that, if your copy was mailed to you then, your Ňofficial addresseeÓ for certification should have received their official copy too.  The second one is for you to keep sealed.  You will find that, at some point in time, transcripts will still be needed or have been lost, and you will save yourself time and aggravation by providing another sealed, official copy.

á      Do fill yourself with patience and be flexible.  The ŇRoad to CertificationÓ has no official liaison between the State, your district and yourself, to answer questions, clear up your doubts and/or guide you through this process.  Learn to Ňroll with the punchesÓ and keep a positive attitude.  Keep yourself focused on, and motivated to, achieve your goal, CERTIFICATION!

á      Do keep copies of all your test scores. Copies will be needed along the way.

á      Do not take for granted that the State/Board/District is working on your case file.  Call your County SuperintendentŐs Office regularly to verify progress made in your case.  For a list of your local County Board Offices and their respective telephone numbers, visit http://www.nj.gov/njded/educators/license/

á      Do take ownership of this process.  Make sure you do everything possible to secure progress in your ŇRoad to CertificationÓ.

 

 

2.    Classroom Management

á      Do plan your class out beforehand. Be ready to teach before you enter the classroom.  The class will see you are prepared and they will be ready to learn.

á      Do start class on time. When the students sit down have them take out materials needed for class and begin class.

á      Do get roll out of the way.  Most teachers must take roll.  Try to learn your studentŐs names and where they sit.  It will make the entire process easier than calling out names.

á      Do have clearly defined rules for class. Some teachers prefer to post the rules; some prefer to discuss the rules at the beginning of the year.  Whatever your preference make sure the students are well aware of the classroom rules.

á      Do have clear expectations for the class.  Post your assignments in the same place so students know where to look to work on their assignments.  If your school requires you to post assignments on the internet, try to put them in the same place each day.  At the younger level some special needs teachers may need to write down the entire dayŐs work on the board in the same place each day to make learning more efficient.

á      Do speak in a voice all students can understand.  The voice doesnŐt need to be a yell or a whisper, but all students need to hear what you want them to understand.

á      Do get all students involved. When giving a lecture or reviewing questions try to include as many students in the discussion as possible.  This allows more students to feel involved in the class.

á      Do make fluid transitions.  When you change from doing one type of work (review questions) to another (lecture) make sure there is little to no wasted time and the new topic is relevant to the last topic.

á      Do squash problems quickly.  Should a problem arise in class either put the situation out on the spot or tell the student you would like to speak with him/her after the class.

á      Do cover the entire class.  Always prepare a lesson that could continue past the time allotted.  Not only will you be prepared should something go awry, but also if an administrator enters the class you wonŐt end class early and receive a negative review.

á      Do not make things up.  Being well prepared for class will alleviate some of these problems, if you do come upon a question you donŐt know the answer to, tell the student you will get back to them or offer bonus points for a student researching the answer.

á      Do not waste time in the beginning of class.  Take roll immediately and begin teaching.  The more time you waste the more time it will take you to retain control of the class.

á      Do not teach from your desk.  If seat work is assigned or you are giving a lecture it is beneficial to the students and yourself to walk around.  You can help more students with problems and the students tend to be more attentive if they feel the teacher can see them doing other work or sleeping.

á      Do not allow students to hide.  This goes hand in hand with walking around and making the attempt to include as many students as possible.  Allowing students to not participate creates a sense of deviancy in the classroom.  Students feel they can get away with not participating.

á      Do not get angry quickly.  As the teacher you are the glue that holds the classroom together.  If a problem arises that causes your anxiety level to rise, take a step back from the situation, take a breath, then make a rational decision.

á      Do not adjust rules.  Rules were not meant to be broken.  Keep the same rules for all students.

á      Do not get comfortable.  It is every teachersŐ desire to be liked by their students, but donŐt go too far in the quest to be liked.  Stories are feasible as long as they pertain to the subject at hand.

á      Do not write homework on the board.  This applies mostly to the high school level.  If you have work you want done at home, assign it later in the class.  Giving students the assignment in the beginning of the class may allow them to do the work while you are teaching something else.

á      Do not leave students on their own.  After the discussion or lecture is done keep yourself involved in the class.  DonŐt simply say my work here is done and sit at your desk while students are supposed to be working because this allows students too much leeway, which they will take advantage of.

 

 

3.  Time Management

á      Do prepare, and then prepare some more.

á      Do get plenty of rest.

á      Do establish a class routine to help class room and time management.

á      Do over plan for each class period.

á      Do take the time to seek answers and advice to your questions.

á      Do enlist students to help with routine tasks.  Delegate, delegate, delegate.  This frees up time, and imbues students with a sense of responsibility.

á      Do learn to say no.  If you have too much on your plate, just say no.

á      Do take advantage of Ňin-betweenÓ time to:

o      Make phone calls to parents.

o      Clean up your desk and return things to their proper place.

o      Review your daily schedule and reprioritize, if necessary.

o      Go through your mail.

o      Proof-read some of your papers.

o      Relax!

á      Do be prepared.  Have your materials ready, handouts available, audio visuals cued up, and whatever else is needed for that session.

á      Do organize.  Organize your lectures.  Follow through on ideas. DonŐt jump around creating a mish mash of concepts.  Organizing your ideas into a structure that the students can follow should enhance learning.

á      Do not bluff your way through any lesson you havenŐt prepared for.

á      Do not let personal problems interfere with school.

á      Do not disrupt another teacherŐs class by keeping students after class.

á      Do not work with a messy desk area.  You will waste time by looking for things or being distracted by things.

á      Do not start your day off without a plan of action.  Be prepared to teach the class.

á      Do not start late or run overtime.  Start classes on time.  Holding up a class unduly long or waiting for stragglers only punished those there on time.  If you run past the time for the class to end, you are not only angering your students; they are not listening to you anyway.

á      Do not bring your own problems to class.  Assume that before entering the classroom, you had to pump out your basement, fix a flat tire, or had a spat with your spouse.  Hard as it is, try to brush your emotions aside and come on cheerfully to your class.  Students tend to pick up the emotion of the instructor.

 

 

4.  Ways to Effectively Motivate Students

á      Do use verbal praise as much as possible.  Use of praise for students in the classroom will make students more willing to participate in the classroom during discussions. ** For Elementary/Special Education, use as much as possible.  For any Foreign Language students this will also apply.

á      Do not criticize students in front of their peers.  This will only make students want to participate less in class discussions.  Instead, speak to a student after class, or perhaps try to get them back on track with the concepts you would like to hear.

á      Do use creative ways to praise a student for doing well on a test.  If you know that a student will not mind sharing their grade with the classroom, say something along the lines of, ŇBilly received the highest grade in the classroom, letŐs give him a hand!Ó

á      Do not embarrass a student by saying that he/she had the lowest of all the test scores.  Instead, mention to the student the idea of staying after school once a week to discuss the concepts that he/she is not picking up on.  This should motivate the student to not only like the subject material being discussed but also to do well on the next text, quiz, or assignment.

á      Do offer multiple ways to earn extra points in the classroom.  It is well known that students may not do as well as they would have liked to do on an assignment, so allow students to come up with creative ways to add a few points onto an assignment or test. * Do remember that instructors have different grading systems.

á      Do not belittle a student if he/she asks if there is any way that he/she can earn extra points on the assignment that they did not do as well as anticipated on.

á      Do use competitive ways to review for tests or quizzes.  The use of Jeopardy!-like games allows students to have a healthy and knowledge filled competition in the classroom.  This in turn will also motivate students to know the concepts that will be in the game.

á      Do not allow the students to act out of line during a review game in the classroom.  This will not motivate students who participate in the game that has been constructed as a review of knowledge.

á      Do have multiple types of homework assignments in the homework assigned to students.  This will motivate students to adapt and create new skills that will also be necessary for other classes they will endeavor.

á      Do not ignore a student that has a lower than normal skill in a particular area (Example: poor drawing skills).  This will only lead to a student becoming unmotivated to complete homework/class work assignments.

á      Do allow students to work in a group setting.  This will motivate them to create new connections in the school setting as well as create new ways to study for quizzes and examinations.

á      Do not allow students to take advantage of the group setting and not complete the assignment that was given. By doing so students will become unmotivated to completing assignments on time and may lead down the road of being disrespectful toward the teacher.

 

 

5.  Lesson Plans/Evaluations

á      Do check with your department head/district/handbook for a universal format for lesson plans and evaluations.

á      Do align all objectives with the NJCCS, Preschool, and other required standards.

á      Do include the following components in your lesson plan:  audience, behavior/use verbs (ex. define, identify, demonstrate, apply, produce, compare, contrast, develop, integrate, prove, justify), condition/setting, and degree of standard/assessment accuracy.

á      Do integrate a variety of teaching strategies in your lesson plans to address studentsŐ varied learning styles (differentiated instruction, multiple intelligences, etc.).

á      Do make sure objectives are clearly stated and measurable.

á      Do verify deadlines, if any, to turn in weekly lesson plans and to whom.

á      Do check exceptional studentsŐ IEPŐs and 504 Plans to make sure that you incorporate their goals into your lesson objectives.

á      Do prepare emergency lesson plans and the materials needed for the lessons, at the beginning of the year, for unforeseen absences.  Include your schedule, duties, emergency drill folder, class lists, class helpers, class routine explanation, etc.

á      Do check district policy on having a fixed grading system.

á      Do keep in mind studentsŐ various styles of test taking when designing and writing questions for evaluations and assessments.

á      Do tailor test questions to include the different levels of critical thinking stated in BloomŐs Taxonomy.

á      Do prepare a portfolio assessment for exceptional students, who are not evaluated using the standard grading system.

 

 

6.  Class Rules and Regulations

á      Rules must be well defined.  Poorly defined rules create a misunderstanding of expectancies and set the student up for failure.

á      Rules must be enforced every time.  Delinquent and disruptive students have frequently been taught that they can Ňbreak rulesÓ and get away with it.  A lack of consistency in rule enforcement continues the studentŐs belief that under the right circumstances rules can be broken.

á      Develop as few rules as possible.  Fewer rules are easier to remember.  They leave more scope for individuality.  Additionally, fewer rules are easier to enforce.

á      Rules should be reviewed.  Practice and review rules with each class from day one to day five.  Rules should then be reviewed as needed.  DonŐt ever give a child the excuse, ŇNobody ever explained the rules to me.Ó

á      Do discuss logical consequences to rules.  Logical consequences are results which consistently follow certain behavior.  They are explained in advance and agreed to by the students.  It is hoped that by understanding the consequences of disruptive behavior, that students will make better choices.  Consequences should be related to the misbehavior so the students can see the connection.  For example, if you choose not to work on your assignment, you will stay after school until it is finished.

á      Be fair in making rules.  You canŐt be too strict, because if you are, the students will hate you, and then they wonŐt respect you or want to be in your classroom.  On the other side of the coin, donŐt try too hard to get the kids to like you.  If you are too lenient, and if you avoid punishments because you fear the kids wonŐt like you, then they arenŐt going to learn anything.  They are going to walk all over you and, in the end, they wonŐt respect you at all.

á      Do display the rules where everyone can see them.  Once the class has developed its list of rules, they should be displayed as a reminder to those who may wish to break them.  This gives the teacher something to point at when requesting certain behavior to stop.

á      Do involve students in creating rules.  The teacher should design a protocol to clarify everyoneŐs viewpoint and then make a decision.  Students are more likely to adhere to rules that they have had some say creating; so it is well worthwhile to actively involve students in the process of creating those rules.  Do remember, when dealing with elementary students you may need to have the rules already set in place.

á      Do gear rules toward the positive.  Rather than write a rule that conjures up a negative behavior, it is more effective to state the rule in positive terms.  An example would be: ŇI respect personal space and will not use another students materials without permission.Ó

á      Do set aside time to create and develop class rules.  Take time over the course of the first couple of weeks of school to create and practice class rules.  How much time an individual teacher spends on that each day depends on the age of the students and the needs of the group.

á      Do not be concerned with being liked.  While creating rules, donŐt be manipulated into wanting them to like you.  Aim for respect; then they will like you.  DonŐt be a buddy.  They have contempt for teachers they can push around.

á      Do not punish the entire class.  Be sure to punish only those students breaking the rules.  DonŐt punish the entire class unless the entire class is at fault.  If you analyze each problem, there is almost no situation where the entire class is at fault.

á      Do not be too strict.  There has to be a balance.  Teachers have to be firm and have rules that are fair and consistent.  Teachers have to stick to their guns and not let their desire to have the students like them affect how they discipline students.

á      Do not be inconsistent.  The more consistent all teachers, supervisors and parents can be with the rules, the greater the childŐs chances for success.  Students should not have to guess from moment to moment about the rules.  Rules should be clearly stated and consistently enforced.

á      Rules should not be arbitrary.  Rules should be created by necessity, have reasoning behind them, and have some type of principal.  You never want to just Ňwing itÓ when it comes to making rules.

á      Do not keep rules hidden or put away.  Rules and consequences should be visible.  You should not wait until a rule is broken to show the student which rule he/she broke.  If the rules are not easily visible within the classroom, the student has the option to say, ŇHe did not know that was a rule.Ó

á      Do not write too many rules.  Rules should not be written for every anticipated  behavior.  There are far too many and it would be impossible for each student to remember them all.

á      Do not enforce rules with physical strength.  A teacher is more effective keeping discipline on a societal, mental, ethical, and emotional plane.  If a student does not accept the consequences for breaking a class rule, then he or she will not be allowed to remain in the class until the consequence is accepted.  Just simply call an administrator if this situation should occur.

á      Do not forget about your own rules.  Reinforce rules each day.  That way you and the students stay reminded of what you expect, and you never run into a problem of hearing a student say, ŇThey didnŐt know about a rule or they forgot about a rule.Ó

á      Do not act as if we as teachers donŐt have rules.  We as teachers have rules given to us to remind us that schools exist for the students, and not for us teachers.  It is important for the teacher to expend every effort necessary to make the curriculum relevant, the lessons interesting, and the activities enjoyable.  The result will be an engaged and active participant in the learning process.

 

 

7.  Other Rules and Regulations

á      Do identify the hierarchy of command in your district/school and what procedures to follow when you have to communicate within that hierarchy regarding student sickness, child abuse, complaints, needs for materials, etc.

á      Do verify what subjects or topics you may teach and which ones to stay away from (research district policy).

á      Do obtain a copy of your districtŐs policy regarding teacher responsibilities, as well as parent/student rights and responsibilities.

á      Do meet your union representatives and know your contract items and rights as a teacher/employee.

á      Do attend Board of Education meetings to keep abreast of whatŐs going on in your school district, at the decision-making level.

á      Do ask other veteran teachers for ŇinsideÓ information about district policies, and be up to date on these.

á      Do verify State health reports and emergency guidelines with the nurse, and keep them handy.

 

 

8.  Record Keeping

á      Do have an organized filing system.

á      Do keep an accurate record on student grades.

á      Do keep a record of all contact with parents.

á      Do keep filing cabinets locked.

á      Do keep a record of anti-social student behavior, and other unusual behavior.

á      Do keep a record of all detentions and write-ups.

á      Do keep a record of all professional development observations.

á      Do save important documents on more than one disk.

á      Do keep records of lesson plans and activities.

á      Do keep a record of IEPŐs, 504Ős, and other special needs.

á      Do keep a record of all phone calls and e-mails between administration, parents, other teachers, etc.

á      Do ask other teachers about their record keeping system.

á      Do record attendance and lateness.

á      Do keep receipts for tax deductions.

á      Do stay up to date on state and district requirements on record keeping.

á      Do keep a record of seating arrangements.

á      Do keep a record of conflicts between students.

á      Do keep a record of any students with special health needs such as diabetes, pregnancy, allergies, etc.

á      Do keep track of days you take off.

á      Do keep a record of substitutes, i.e. Substitute recommendations, Substitutes that you liked/disliked.

á      Do keep a record of important phone numbers and e-mail addresses.

á      Do not leave important records in places where other students/teachers can have access to them.

á      Do not get behind in recording grades and lessons.

á      Do not share records with other teachers.

á      Do not rely on technology for your records.  Have a hard copy or back up.

 

 

9.  Meetings with Parents and Administrative Personnel

 

            When meeting with parents, mentors, and administrators:

á      Do come to all meetings with parents, mentors, and administrators on time.

á      Do come to all meetings dressed professionally.  Carry yourself in a professional manner in dress and language.

 

When meeting with parents:

á      Do prepare a short letter to parents once school starts with a short biographical sketch.  Be sure to include parent and student expectations for the school year.

á      Do bring students grades and any behavioral documentation to parental meetings.

á      Do not bring only negatives to the table when discussing a student with a behavioral problem.  Be sure to have something positive to say.

á      Do know the facts about studentŐs special needs if and when applicable.

á      Do give parents a syllabus or procedural list on Back to School night.

á      Do develop goals with students before meeting with parents.  Share this goal with the parents as a solution to the behavioral problem.

 

When meeting with mentors:

á      Do not be intimidated to ask your mentor anything that you have questions about relating to your new teaching position.  That is what they are there for!

á      Do meet regularly with your mentor.  Regular meetings with your mentor will help you get acclimated in your new position.

á      Do not assume that your mentor has all the answers.

 

When meeting with administrators:

á      Do bring any student behavioral concerns to the attention of a disciplinarian.

á      Do ask any questions that you have regarding rules and school policy.

á      Do forward any documentation from parental contact to administrators before a meeting with parent, administrator, and teacher.

 

 

10.  Volunteerism

á      Do get involved in school activities when possible.  Administrators and parents alike expect and enjoy seeing their teachers involved in activities outside of the school day.

á      Do join the P.T.A. or other similar parent/teacher organization. These organizations need teachers to participate and it is a great opportunity to show your support of the school.  Membership usually costs a small fee and sometimes entitles you to discounts around the community.

á      Do serve on committees that are of interest or affect you.  Whether it is a district or union based committee, this is your chance to make sure your voice is heard.

á      Do agree to volunteer when asked by the administration, unless the request is unreasonable.  The administrators at your school expect you to get involved, and doing so will help build a positive rapport from the start.

á      Do set a good example for your students by volunteering in the school and community.  They will enjoy seeing you outside the classroom and will realize that volunteerism is important for everyone.

á      Do not Ňget in over your headÓ your first year by taking on responsibilities that you do not have the time to complete.  New teachers often feel inclined to take on an extra burden even if they do not realistically have the time.  Remember that you were hired to teach children, and that should be your first priority.

á      Do not volunteer for committees that could jeopardize your relationship with the administration when you are non-tenured.  Contract disputes and the like are not the best opportunities to meet Board members or the Superintendent.

á      Do not allow volunteering to interfere with your classroom preparation or personal time you have set aside.  There is only so much time in a day and much of it is already committed to other responsibilities.

 

 

11.  Key Personnel

á      Do know the hierarchy of your school district and within your school.

á      Do know the names of every staff member and administrator in your school.

á      Do ask questions when you are unsure of something.

á      Do know to whom you should report student incidents, concerns, or confidential situations.

á      Do utilize your mentor for questions and concerns.

á      Do remain cordial and uphold your integrity as a professional, even if others do not appear to do so.

á      Do exercise caution when other staff members attempt to ask questions about your personal life.

á      Do communicate with your team and other staff.

á      Do find a veteran staff member who may assist you with the inŐs and outŐs of the building.

á      Do speak to the nurse to find out rules for sending students.

á      Do make friends and spend time with others outside of work at your discretion.

á      Do remember your rights and responsibilities as a teacher.

á      Do remember that teachers are mandated reporters.

 

 

12.  Professional Presentation/Proper Language

á      Do research district policy regarding attire and make sure your attire adheres to the guidelines.

á      Do make a point of combining professional attire with comfort and practicality.  Tailor your attire to your specific working situation.

á      Do greet students, parents and colleagues with a warm smile, and display good manners, even if you are having a rough day. (Especially during your first few years, all eyes are on you to discern how well you cope with the demands and pressures associated with the job).

á      Do keep your unkind thoughts to yourself.  On the job conversations should be kept professional and positive.

á      Do make yourself part of the Ňschool teamÓ as soon as possible.  Cooperate whenever asked to.

á      Do participate in teacher extracurricular activities and social events. (This is where you really bond with the rest of your colleagues, and how you gain acceptance to the faculty).

á      Do use discretion with regards to the information that you reveal about yourself to students and colleagues.

 

13.  Professional Development

á      Do pursue additional professional opportunities.  Take advance subject-matter courses, attend in-service workshops and conferences, and join professional organizations.

á      Do participate in peer observations and take advantage of all you can learn from other colleagues.

á      Do evaluate yourself and actively pursue your betterment and growth as a teacher.

á      Do accept constructive criticism, from supervisors and colleagues, with calmness and professionalism.

á      Do remember that professional development hours do not begin to count on your record until after you receive certification.

 

SUMMARY

 

            The aforementioned items reflect our professional experiences during our time teaching.  The DoŐs and Do NotŐs mentioned are works in progress for all beginning teachers.  As we continue to develop professionally, all teachers will encounter experiences similar to these.  Our goal as a group was to assist new teachers in handling these situations to the best of their ability.  When we began our teaching careers we were unaware of many of these aspects of being a teacher.  Had we known this information, we would have been better prepared for the challenges we encountered.  We expect that this survival plan (FYTSS) meets/fits your beginning teacher needs.  Good luck to all who follow these paths.