Becoming A New Teacher Experience

The twenty-five stories that are contained in the book, My First Year As A Teacher, are about real teachers and their experiences during the first year of teaching. Each story is different. Some are about memorable students while other stories are about some of the hardships that are encountered as a novice teacher. The diverse sampling of stories in this book gives insight of what kind of problems one might encounter as a teacher, yet they also describe how rewarding the profession can be. I found it rather difficult to choose only ten stories as my favorite but after much consideration and rereading I decided on the following stories because in many ways I could relate to the students as well as the teachers that are given life in these stories.

I decided to interview a friend of mine who just started her second year of teaching. She works for a Middle School in Westchester County, teaching 6th and 7th grade math. I asked her a series of questions about her whole experience on becoming a teacher. I was relieved to hear what her first few days were like being a new teacher, because that could be nerve racking for any new teacher. She explained to me that she was shocked on her first few days, and overwhelmed with the respect she immediately received from her students. They greet her in the hallway, and thank her as they leave class. I could just imagine how good that would feel to get that reaction from your students. When I asked her why she decided to teach the grade that she is in, she explained to me that she chose to do middle school because it is a crucial time for development in an adolescents life, and also a challenging time.

What I learned in the documentary called “The First Year” is the aspects of each teacher’s way they deal a classroom with students as first-timers. Especially when coming across to many challenges and the struggle they had during their first time ever as educators. Watching what lengths they will go to for the benefit of the students is admirable. The teachers who are into five separate schools in the Los Angeles area are known to be George Acosta who teaches English as a second language, Joy Kraft-Watts teaches high school history, Genevieve Debose teaches middle school language arts and social studies, Maurice Rabb teaches kindergarten, Nate Monley teaches fifth-grade bilingual education, and Andrew Glass teaches elementary special education.

Another goal that I have had since the beginning of the course was to adopt an engaging and effective teaching style. My aim has been to take the positive traits of teachers that I have enjoyed, while keeping in mind the characteristics and mannerisms that I have disliked, and crafting my own unique teaching style. As I have lead class discussions, group readings, and mini-lessons throughout the semester I have began to develop a teaching style through trial and error. I have paid special attention to the list of 25 pointers for successful tutees from assignment two and and focused on making my teaching interactive, supportive, equal for all, and respectful. I have learned to appreciate that, concerning a student's individual success, a teacher taking the time to listen to their student is just as important as the student listening to the teacher.

I know that my first year of teaching will be filled with many challenges and many Rewards. Just being new to the profession is going to be challenging in itself. I am sure I will be very anxious and nervous, but also extremely excited. I am confident that I will face the challenges with grace, and appreciate the rewards greatly.

I agree that mentors are the key to a teacher's survival. Humility is essential to a strong relationship. A willingness to listen and learn for each other is beneficial. I learn so much from the teacher’s I mentor. Sometimes they help me more than I help them. I like to think of it as life coaching. Lastly, I want to add on to your last point. Professional development based on school discipline has moved our school in a positive direction.

Having the knowledge of these three main keys are essential for first year teaching. Understanding the keys gives you a realistic expectation of what your life will look like as a first year teacher. Every teacher wants to make a difference in their students’ lives but you have to be reasonable about your abilities of effectively teaching your first year. You will not be the world’s greatest without any real prior experience. Secondly, you will be so busy making adjustments and adapting to classroom management that you will not have much of a social life. It is important to become organized and do as much work in advance as possible. Lastly, you must take the necessary time to reflect on how you are doing. Encourage yourself and be open

In chapter 12, Your First Classroom, I learned many things that affect me as an educator. In this chapter I learned many ways to prepare me to be the best teacher I can in my first classroom. It is important to be mature while being a teacher. As part of having a teaching role you must help adolescents gain a picture of what it is like to operate in a mature fashion. To perform this function the teacher needs to be a person who is in control of his/hers emotions, must be able to accept and live with difference, must see oneself in a “relating to” rather than a controlling role, must focus attention on how to help the other person grow rather than on how to win an advantage, must judge the immediate situation in terms of long-range goals, must make actions controlled by the values to which one gives allegiance and must seek constantly to increase maturity. This affects me as an educator because it shows me that maturity places a huge role in a teacher.

My first observation experience was eye-opening. Upon my arrival to Providence Catholic High School, I only had basic knowledge about what it took to be an effective teacher. After working with many different teachers at this high school, it became evident that every teacher adopted their own style of teaching. I also began to understand that in order to be a wonderful

InTASC Standard 7 states the requirements for effectively planning instruction. First of all, the educator must ensure that every student meets learning goals. The instruction the teacher plans needs to fit the needs of every student so that no child is put at a disadvantage. Every student should have an equal opportunity to benefit from every lesson. In order to plan such effective instruction, an educator needs to take several areas into account. First of all, a teacher should draw upon past experience with and knowledge of the content, so that the students have a foundation to stand on. Students will feel more comfortable and open going into the lesson if they already know something. Secondly, an effective teacher needs to consider

By using these three basic keys, you will have a more realistic outlook to your first year teaching. I believe some young teachers do go into this field trying to be every child’s savior, put every Pinterest idea into their classes and still have tons of free time only to be disappointed and severely wore out! Try out a few new things at a time. Your teaching style should be a little more flexible at first until you find what really works for you and your students. And being organized is extremely important for day to day functionality. Work different systems of turning in homework, passing out papers, asking to use the restroom. You can even ask your students for different ideas. As you go throughout the year, you can talk with other staff and veteran teachers to see how they do certain things in their classrooms as well.

What I found most valuable was learning about the three parts Instructional Triangle, in chapter one, “How to Plan for Instruction.” The first part is the goal, “What do you want your students to know or to be able to do?” Another part of the triangle is Assessment, “What evidence of success will you accept? The final part of the triangle is “What will you do to help them learn it? Do it?” I learned, “How Planning is a key component in effective instruction…Effective teachers know what they are teaching and why.”

The first step in developing a lesson plan is to determine what students should learn and be able to do at the end of class. Teachers should define what the lesson’s topic is going to be, what tangible skills should be acquired and what intangible knowledge should be learned. Once these goals are defined, rank them by importance. This helps with managing time and focuses on the most important learning objectives. Objectives should incorporate state standards into the curriculum at every possible opportunity. Lesson plan objectives should be measurable and achievable. It may help to think about how students may potentially apply the most important ideas or skills in their daily lives.

My mother had a rough year this year teaching and when it came to evaluations she always seemed to score the lowest in classroom management and organizational skills. I know my mom and I know how scattered she can be come when she is under a lot of stress but after watching these videos I really wish she could of seem them too. This video series would have helped her so much and I am incredibly thankful that I got all of Mr. Wong’s valuable information before I start to teach. I now have a great guideline for how I want to run my future class and all the ways I can manage it effectually.

One idea that stood out to me in Palmer book “The Courage To Teach” is on mentoring and how mentoring develop great teacher and student. Mentoring helps one to grow their identity, and after a while, the one mentored comes to the realization that it is now time for them to go out and mentor others and give back. When we mentor our identity and integrity have a new chance to evolve as we encounter with our student lives. Mentoring stood out to me because I am having a great need to mentors others along my career path so as to give back to the younger generations. In Robert Bullough article “Being and becoming a mentor: school-based teacher educators and teacher educator identity” he states that as teachers you do what you know and as a mentor, as you