Edutopia - September 2007 - (Page 14) Ask Ellen Dear Ellen: to mentoring programs, because they know new teachers require support in those first years to develop the repertoire, confidence, and knowledge they need to be excellent teachers. Find someone with whom you can build a trusting relationship, one in which you can ask questions, reflect on your teaching, and find support for focusing on student learning. If your school has not connected you with a mentor, reach out to veteran colleagues yourself. Your grade-level or content team is a good starting place, but also connect with the school sage, someone who seems to know everyone and can help navigate the Ms. Newbie site’s politics. Find the math and literacy specialists who might coach you, the friendly secretary and custodian who can help you with logistics and connections Dear Ms. Newbie, The fact that you referred to “our classroom” is a great to the community. The principal is another key start. You and your students should spend those open- resource. Because you are both new to the school, you ing weeks building a strong learning community. can learn together about the school and community. Each of these valuable adults can Engage your students in activities that make your life just a little easier— help you get to know them well. Use and, most of the time, all you truly those first days to ask important quesTHE MORE YOU have to do is ask! tions that set the tone for the year: REACH OUT You bring a wonderful sense of “What rules will help us create a safe TO WORK anticipation and hope to your teachand strong environment for learning?” WITH YOUR ing, typical of our best new teachers. “What are our hopes and dreams for STUDENTS Such a perspective will serve you our year?” “How will we stay motivatAND THEIR well, especially as you gain more ed when we face challenges?” FAMILIES, THE understanding about what challenges We know how important it is to EASIER IT WILL you’re facing. Remain unbowed and reach out to families right away, sharBE TO MAKE unbroken in your commitment to ing your hopes and expectations for CALLS LATER students. Our work is too important the class with those closest to your for us to accept the status quo. students. Invite participation in an IN THE YEAR. Finally, to all of us who teach with introductory letter and make phone a Ms. (or Mr.) Newbie this fall, a specalls to welcome parents as part of the learning community you oversee. The more you reach cial note: I’m encouraging you to do something special out now to work with your students and their families, for her. There is so much we can do to support our the easier it will be to make calls later in the year. You new teachers, even if we are not in the same grade level might even consider home visits to get a better sense of or subject area, to make our buildings a friendly environment the community your students live in. Take some time to get familiar with the standards for children and adults. Here’s to a great year! and curriculum for your grade level, then lay out the goals for each quarter’s work. When the students come, Best wishes, you will want to consider their needs and interests, but having a road map of expectations will help you pick the right strategies to support your students’ learning. After building a learning community and unpacking the curriculum, you are certain to have questions. Make sure you have found a support structure for yourself. More schools and school districts are committing BART NAGEL I’m so excited about my new job. I’ll be teaching sixth grade in an urban school. There is a new, energetic principal, and even though almost all of the school’s students are eligible for our free-lunch program and we lack many resources, I know there is the hope and expectation that I can make good things happen in our classroom. I learned a little about being successful in an urban classroom in my teachereducation program, but as the first day gets closer, I’m getting nervous. What can I do to ensure a good start this fall? Ellen Moir is a veteran bilingual teacher who focuses on the challenges new teachers face as well as on the needs of those with long careers in education. She is executive director of the New Teacher Center, at the University of California at Santa Cruz, a resource for educator-induction research, policy, and practice. Bewitched? Bothered? Bewildered? Ellen Moir is here to help. Write her at askellen@edutopia.org, and please include your name, affiliation, and contact information. 14 EDUTOPIA SEPTEMBER 2007
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