Navigating the first year of teaching

Kappa Delta Pi Record, Summer 2002 by Simmons, Betty Jo

Beginning teachers often have trouble finding their way and can benefit from practical navigational tools.

Most educators never forget their first year of teaching, as it generally represents the best and worst of times. Most teachers remember well the thrill of being "the teacher" in one's very own classroom, but equally well and painfully remembered are the anxieties, fears, and uncertainties. The first year of teaching is undoubtedly the most difficult. As a result, many teachers who have the potential to become truly outstanding educators leave after their initial year. In 1983, Schlecty and Vance estimated that at least 15 percent of beginning teachers leave the profession each year. With the increased pressures that educators face, recent attrition rates are considerably higher (National Commission on Teaching and America's Future 1998). The sadness of this fact is compounded by the knowledge that most beginners enter the field with great excitement until what Ryan (1986) referred to as the "curve of disenchantment" hits during the first four to five months.

The problem is serious, and the loss of talented and highly capable people is lamentable, especially at a time of desperate teacher shortage. Southworth (2000) stated that, according to projections, two million teachers must be hired in the next decade. Suggestions follow that may help to make the early days of teaching more productive and less stressful. Hopefully, this article will also reassure novice teachers that it is natural to feel somewhat anxious in their new roles as they try to juggle their competing demands. Routinely adjusting and continuously learning are parts of the life cycle of being a teacher (Fielstein and Phelps 2001).

Prevent Behavior Problems

In addition to formulating and teaching class rules and procedures, Kellough (1999) offered some other excellent preventive strategies for managing behavior. He cautioned teachers to be careful not to accentuate negatives. Although it is often difficult to capitalize on the good behavior of the majority when one or two students are making life difficult, recognizing good behavior frequently serves as an incentive for those creating problems to stop. Furthermore, reminding a student of a rule or procedure generally brings more positive results than berating him or her for failure.

To prevent undesirable behavior, require students to raise their hands before speaking and be sure to recognize hands that have been raised for a long time. Similarly, teachers must guard against spending too much time with any one student, because the rest of the class may feel excluded-a sure invitation for students to begin their own entertainment. Consequently, teachers consciously must keep moving about the classroom to build a sense of accountability for all students and to spot potential problems before they occur. Nonverbal control through a slight touch, quick eye contact, or an unobtrusive gesture will intercept many would-be problems.

Give Clear Directions

It is important to use the stop, look, and listen technique before giving directions. Students must put aside what they are doing, focus on the teacher, and wait for instructions. Teachers must avoid giving direction without everyone's attention. Unless all students are listening, confusion and endless repetition will occur. Actually, after the instructions are given and repeated once, the teacher should model, check for understanding, and then expect students to begin work. Keep directions simple, including no more than three steps at one time. To clarify further and avoid repetition, accompany oral explanations with written notations as often as possible.

Manage Assigned Work

Beginning teachers often find themselves bogged down in mountains of work to be read and evaluated-all of which lessens the time available for planning other instructional tasks (Kellough 1999). Thus, it becomes important to decide what to grade, and how and when to grade it. Beginners, especially, should keep in mind that not every assignment must be graded. Teachers can tell students that homework grades will be taken twice each week, but not which days. In this way, accountability can be built in without having to spend so much time in reading and marking.

Work given for practice and reinforcement may be self-- marked. Letting pupils check their own work gives them immediate feedback and allows correction. It also conveys the notion that a grade is not the only indicator of learning. Although an ample number of grades is necessary to typify performance, it is not necessary to read every paper with the same degree of scrutiny. Try to schedule tests and major pieces of writing so that one set of papers comes in at a time. Reserving one or two nights a week for marking papers and keeping up with clerical tasks should be sufficient. This practice helps balance marking and planning time while allowing work to be returned immediately. Students deserve quick and meaningful feedback on their work.