Chapter 14 Notes

Chapter 14 describes some of the surprises that a new teacher may encounter:
School Milieu: the new teacher’s very familiarity with life in schools is a problem in that it lulls many into a false sense of understanding what is happening around them leading up to a sense of false security. they also have to learn their way around a new building and find out how to obtain supplies they need.

Administrator: Mixed bag and many hats: New teachers relationships with their principals are far less on-dimensional. New teachers need to view their principal a their colleague. A fellow educator who shares the same task as a new teacher, to bring civilization to students. Principals are official leaders, policymakers, crisis managers, facilitators, judges and social lambs. Supportive administrators help teachers to become reflective and solve their own problems

Mixed blessings: A new teacher’s professional peers can be even more influential in learning how to teach and how to survive in a classroom. Teachers usually work independently in their own classroom with their own students. They can help with giving ideas and tips and can help the new teacher with learning the customs of the school. They can also have a negative influence by undermining a new teacher’s idealism, lowering his or her standards and offering no help at all.

So much to learn: A teachers only problem is his or her student’s failure to learn and to develop. the degree of the child's success as learners is the best way to measure a teacher’s success or failure.

Students: Friends or Friends? and Important aspect of the relationship is based on how well the students are achieving the goal of learning. Some college student think that as teachers they should have warm relations with their students. Yet, they forget how cruel kids can be to kids. The teacher is there to teach and the students are there to learn.

Parents: Natural allies with different agendas: The parent and the teacher are natural partners. Both are working to help the child become a more fully developed person. Reasons for parent teacher problems: varied perceptions, judgments on students, differences of social class and experience, overburdened parents, the pain of change, and privilege and responsibility.

Surviving the first year of teaching: Prepare for the predictable events and problems. New teachers should study their strengths and weaknesses. Keeping a teaching journal will help new teachers to record ideas, and strategies. A journal serves two functions: a constant reminder that they are preparing to actually be in charge of their classroom. Second, a journal can be lifesaver when they struggle during the first year

Find a mentor: A first year teacher can have no greater gift than a good mentor. It can be an experienced teacher who is willing to act as a guide and confidant the first year. Some school districts have developed special arrangements to help beginning teachers with special induction programs, support mentor programs or both.

Chapter 14 also encourages a new teacher to take care of their health. Due to the stess of a new job a new teacher is prone to mild ailments.