may, teachers may work through problems and arrive at their own

128 Pages·2011·4.96 MB·English

DOCUMENT RESUME
SP 017 855
ED 200 565
Krajewski, Robert J.; Shuman, R. Baird
AUTHOR
The Beginning Teacher: A Practical Guide to Problem
TITLE
Solving.
National Education Association, Washington, D.C.
INSTITUTION
EEPORT NO
IBSN-0-8106-1489-8
PUB DATE
79
NOTE
128p.
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*Beginning Teachers; *Classroom Techniques; Community
DESCRIPTORS
Attitudes;-Discipline; Higher Education; Individual
Development; Lesson Plans; Parent Teacher
Cooperation; Peer Relationship; Principals; *Problem
Solving; *Professional Development; Student
MotivatiOn; Student Teacher Relationship; Teacher
Administrator Relationship: *Teacher Effectiveness:
Teacher Evaluation; *Teaching Experience
ABSTRACT
This book for beginning teachers is developed around
six key problem areas: transition from student to teacher;
professionalism; relationships (with students, parents, other
teachers, principals, supervisors, school staff, and visiting -
consultants); leSson plans; discipline; and evaluation. A theoretics
base is first established for each al ea and then followed by
appropriate case studies. The case studies are followed by questions
for thought and discussion as well as by suggested projects. In this
may, teachers may work through problems and arrive at their own
solutions. (Authors/JD)
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Reproductions supplied by EDRS are the best that can be made
from the original document.
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r._
I
by
Robert 1. Krajew9ki
R. Baird Shuman
Publit-mion
r7f EDUCATION
,
AY4 TNIF
'.."
MICROF':HE ONLY
The Beginning -Teacher.
A Practical Guide
to Problem Solving
by
Robert J. Krajewski
R. Baird Shuman
National Education Association
Washington. D.C.
Copyright
1979
National Education Association of the United States
Stock No. 1485-8-00
Note
The opinions expressed
this publication should not he construed as
ir.
representing the -policy or position of the National Education Association,
Materials published as part of the NEA Aspects of Learning series are
intended to be discussion documents for teachers who are concerned with
_specialized interests vt tl e profession.
Library of Congress Cataloging in Publication Data
Krajewski, Robert J
The beginning teacher.
(Aspects of learning)
First year teachers.
I. Shuman, Robert Baird,
1.
Series: National
joint author.
Title.
III.
II.
Education Association of the United States. NEA aspects
of learning.
78-26001
371.1902
LB28.43.F9K7
ISBN 0-8106-1489-8
For Alla
S. 1hirl urt,
Professor Emeritus of Education,
Duke L;_niversity,
who spent a lifetime helping to
train teachers of vision and
supervisors with heart.
-R. J. K.
R B. 5.
The Azi 1
or
Robert J. IC.sajewski is Alumni Associate Professor in the Depjrt-
ment of Educational Leadership, Auburn University, Auburn,
Alabama.
R. Baird Shuman is Professor of English and Director of English
Education, University of Illinois at Urbana Champaign.
T1z
Cc-7
:)ris have reviewed the manuscript and provided helpful
The following educators
comments and suggestions: John C. Arch, 6th grade teacher, Park Avenue School,
Nashville, Tennessee: Hannah Louise Edwards, science teacher, Semmes Middle
School, Mobile, Alabama; Dr. Bernard McKenna of the NEA Instruction and
Reading Specialist,
Professional Development staff; Carolyn S. Russell, Title
I
J. D. Davis School, Columbus Georgia; Dr, Philip D. %%aim, Dean, School of
Education, California State University, Los Angeles; Lee P. Vochko, 7th and 3th
grade mathematics teacher, Huntington Beach, California; and Dr. Denny T.
Wolro. Jr., Director, Division of Languages;. North Carolina Department of Public
Instruction, Raleigh.
C
PREFACE
CHAPTER
Transition to Teacher
13
ader Beginning Teacher Has Discipline Pr -ble
Team Teacher Has Problems with Co-Worker
10
TeaLher Seeks Encouragement from Principal
CHAPTER 3
Professionalism
Disapproves of Teacher's Personal Life
Communi
24
Tea, her Dkarprove; of Colleague's Use of 5....hool Equipnient
25
Teacher Attends Student Party
26
Teacher Chaperons Students for Weekend
27
Teacher Gains Job Through Family Influence
28
CHAPTER 3
Relationships
31
Relationships with Students
31
Teacher Ignores Student's Question
19
Teacher Replans Group Activity
37
Teacher Leaves Classroom for Emergency
Teacher Deals with Bickering Student
40
Student Confides in Teacher
42
Teacher's Watch Disappears
44
Relationships with Parents
45
Parents Upset by Reading Assignment
47
Parents Upset by First Grader's Inability to Read
50
Parent Upset by Teaching Method
51
Relationships with Other Teachers
54
Conflict with Colleague over Late Notes
54
Gossip in a Car Pool
56
Working in the Teachers' Lounge
58
Leion..
Noise from Neighboring Classroom Interferes
60
Taking Advantage of Colleague's Expertise
62
Relationships with Principals
63
Principal Asks Prospective Teacher to Cut Hair and Beard,
64
,
Principal Asks New Teacher to Switch Classes
67
Principal Criticizes Teacher's Use of Free Time
69
Principal Refuses Permission for Class Trip
71
Principal Expects Teacher to Cove_r_aass During Free Period
72
70
Relationships IA ith Supervisors
Supervisor Arrives in Nliddle of Class
79
Teacher Requests Supervisor's Help
$1
Noise Level in Open-Space School Bothers Teacher
$2
=
$7
Relationships with School Stitt
Q,
Relationships with Visiting Consultants
04
Lesson Plans
CHAPTER 4
Teacher Asked to Take Over Unruly Class with No Lesson Plans
101
102
Teacher Challenges Unmotivated Students
-
103
New Methods Confuse Students
105
CHAPTER 5
Discipline
Teacher Uses Taboo Word Unwittingly
109
Student Refuses to Read Aloud
112
Annoying Problems Persist in Classroom
Students Suspected of Cheating on Examination
114
Student Accused of Plagiarism
115
Teacher Tries to Break Up Fight in Hill
117
121
CHAPTER 6
Evaluation
1,4
Principal Criticizes Teaching Method
Students Sent to Principal When They Cause Problems
124
1,5
Principal Disapproves of Pairing of Students
Succeeding as a Teacher
127
CHAPTER 7
Pref -e
have been exposed
Despite the fact that nearly all beginning teachers
first months of the initial
to extended periods of student to aching, the
bewildered and alone.
regular teaching assignments leave many feeling
while teach-
Typically you will have to deal with your adjustment problems
teachers are assigned the
ing five or more hours a day ianc sometimes new
Besides teaching and preparation,
most difficult and demanding classes).
assigned homerooms, bus and cafeteria
many beginning teachers will be
and advisory roles in school clubs or other activities.
duty_
,
beginners in the teach-
Given these facts, it is not surprising that many
demoralized during the first
ing prcifession Feel isolated and, at times,
help they need because
months on the job. Some are reluctant to seek the
struggle along, living from
they do not want to appear weak; rather they
betterand quite remarkably, this
day to day, hoping that things will get
Fourth months in any teaching
is usually what happens. The third and
second. The second year is light years
situation are easier than the first and
and, to paraphrase from Faulkner's
apart from the first. In survival is hope;
only survive, they
Nobel Peace Prize acceptance speech, most teachers not
ultimately prevail.
and prevailing. Both authors
This book has to do with both surviving
the school level- and both
have had considerable teaching experience at
of teaching interns for many
have been actively involved in the supervision
based upon our experiences in the schools. The case
years. This book is
fact. They represent
tudies, while fictionalized, all have some basis in
typical problems that teaAlers face.
9
We have soue-ht to e,tablish a theoretical base in each chapter and
then to proceed, n'
instances. to the presentation ot appropriate cac
studies. The case studies are hallowed by questions for thought and dis-
cussion as well as by suggested pro;e,t, We have proceeded in this
,,vay
because we believe that teachers must work through problems and arrive
at their own solutions, each of which will he unique to the situation :n
which individual teachers find theiwolves. There
are no absolute answers
to most of the questions we pose. Instead, nianv types of possible solutions
exist, sonic appropriate to one teaching situation, others appropriate to
another teaching situation. As you work through the
case studies and the
related questions and projects, vou will find your perceptions sharpening
and your problem-solving skills improving.
The essential
responsibility for writing chapter 1,
"Transition to
Teacher." was Shared and grew out of an earlier collaboration of the
author; entitled 'Seven Touchstones tor Beginning Teachers." That basic
no
article as revised significantly for use in
Roiiiiti,: Toachcr: A Prac-
tii%i: C,iiiiic to
Sqz.iii. Profe,lsor Kraiewski assumed the major
Prol*PP:
responsibility for writing chapter 2. -Professionalism": chapter 4, -Lesson
Plans-, chapter 6, "Evaluation", and chapter 7, "Succeeding as a Teacher."
Professor Shuman assumed the major responsibility for writing chapter 3,
"Relationships," and chapter .5, "Discipline." Each author read and revised
the work of "he other and strove to produce a book which is consistent in
style and outlook,
the hope and expectation of the authors that The Bciiiiitig
It
is
Teac/tor: A Practical Cio'do to Pro1,1,71: Solziti,-, will help its readers to
see
their teaching situations in new ways and to cope with them professionally
and effectively
as well as creatively. Perhaps through using this hook,
beginning teachers will feel less alone in dealing with their problems and
will come to realize that they are not demonstrating weakness in seeking.
help from professional colleagues. Remember that these educators
were
once at the stage at which you now find yourself. They know what it
is
like to be a new teacher in a strange situation, iind they can point
you to
solutions for many of your most pressing problems.
Those who think that their problems as beginning teachers are unique
should also read Kevin Ryan's Don't 5niile LI?iil Clirist'il!as (Chicago: Uni-
versity of Chicago Press, 1970), a collection of anecdotal records kept by
beginning teachers. In reading this collection, you will
see mirror images
of the problems which beset you in the classroom ever' day. If our book
succeeds in helping you work through some of these problems,
we will
consider our time spent in writing it well spent indeed.
The writers are grateful to the many teachers, teaching interns, and
students with whom they have worked through the years. Particular thanks
must be accorded to Joyce Wasdell, P. Talmadge Lancaster, and William
Freitag for their help in arranging situations in which the authors
were
able to observe classrooms firsthand,
10