Reaching Out To New Teachers
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For many teachers, the first years in their new profession are the most challenging. If you are an experienced educator, think of how much new teachers could gain from your expertise. Below, find tips for REACHING OUT TO NEW TEACHERS.
Tips
Many teachers enter their new profession full of enthusiasm and idealism. They become teachers because they love children, they have a profound respect for knowledge and education, and they want to make a difference in the world.
Yet the first year in the classroom can be a very sobering and disillusioning experience. New teachers often struggle with classroom management issues, extracurricular duties, communicating with parents and administrators, and balancing rigid curriculum requirements with creative instruction.
As challenges arise, new teachers may isolate themselves, hesitant to ask for help for fear of revealing their ignorance. They may struggle in silence rather than ask for help.
The beginning of the year is a great time to offer your support. If you haven't already done so, it's not too late. Here are some ways you can reach out to new teachers:
(1) BE A SUPPORT PERSON.
Introduce yourself to new teachers and welcome them to your school. Encourage them to come to you with questions and concerns. Let them know you are available and want to support them as they acclimate themselves to their new profession. For example, you could drop by their rooms each week, invite them out to dinner after work, or bring something to rejuvenate them, such as a bouquet of flowers or an energy bar.
(2) COMMUNICATE POSITIVELY.
When communicating with new teachers, listen attentively to their questions and concerns, and respond positively and nonjudgmentally. Build relationships of mutual respect and trust. Let new teachers know it is safe to share with you.
(3) FOCUS ON SOLUTIONS.
When new teachers describe challenges in the classroom, offer empathy. Share related personal experiences so they know they aren't alone. Then focus on solutions. Either suggest they brainstorm solutions on their own, or offer to brainstorm with them.
(4) ACKNOWLEDGE THE LEARNING CURVE.
Let new teachers know they needn't be embarrassed about the skills they don't yet possess. As in any other profession, there is a learning curve in teaching. Encourage new teachers to focus on ways in which they've improved rather than focusing only on the skills they haven't yet mastered.
(5) SHARE YOUR EXPERTISE.
New teachers may value your insights and experiences in these and other areas: lesson planning; assessments; working with administrators; communicating with parents; inclusion; teaching students with special needs; classroom management; setting up rules, procedures, and consequences.
(6) SHARE RESOURCES.
Direct new teachers to books, lesson plans, Web sites, videos, subject experts, and other resources that you have found to be particularly useful.
(7) ENCOURAGE REFLECTION.
Encourage new teachers to reflect on their classroom experiences. Reflection allows teachers to process their experiences, learn from them, and set goals for the future. Reflection can be done in a number of ways: maintaining open dialogue with colleagues; videotaping their own lessons and watching them later; sitting quietly, replaying the day's events in their minds, and considering what they could have done differently; keeping a journal.
(8) CATCH THEM DOING SOMETHING RIGHT.
Notice what new teachers do well, and acknowledge their achievements and successes. Keep your acknowledgements specific and meaningful. For example, you could say, "Marco, I noticed you keep your 'Current Events' bulletin board updated, well-organized, and visually appealing. This really seems to grab your students' attention as they enter your classroom."
It's easy for teachers to become overwhelmed during the first few years. In reaching out and offering your support, you can help new teachers maintain that spark and vitality they brought with them into the classroom on their first day.
Reference:
Voke, H. Attracting and retaining quality teachers Retrieved August 27, 2002 from http://www.ascd.org/frameinfobrief.html.