American Education Week (November 13-17), first celebrated in 1921, is an opportunity to celebrate public education, to inform the community of the accomplishments and needs of public schools, to secure cooperation and support from the public, and to honor individuals who are making a difference in ensuring that every child receives a quality education.
How will you kick off American Education Week?
You stand in front of your class, ready to dive into the lesson for the day. Before you speak your first complete sentence, two students start an audible conversation in the back of the room. And from the corner of your eye, you notice a boy in the front taking things out of his desk. Before you can deal with those two issues, you’re interrupted by a fourth student, who yells out a question from the periphery.
It’s not even 9 AM and you’re already feeling a little overwhelmed.
If this sounds like a typical morning, you’re not alone! No matter where you teach, classroom management is paramount to learning. Fair or not, part of your performance evaluation will depend upon how well you manage your classroom so that student behavior doesn’t create a barrier to learning. So, let’s look at some key ingredients for a well-managed classroom.
I began my teaching career in January, after a December graduation.
That first day, I took a deep breath and started to tell my first period class of eighth graders about my expectations.
A boy I’ll call Ben bounced out of his seat and turned away from me.
“Sit down,” I said.
“No,” he said. “We have to say the pledge.”
Just then, the speaker crackled to life and a voice from above asked the students to stand.
Ben was a challenge throughout the semester. But the first day Pledge of Allegiance was just the first of many things that could’ve gone better — if only I’d had someone to tell me the simple things about the school’s routines, and was there to help me improve my classroom management. By the end of the semester I decided to give teaching one more year, promising myself that if it didn’t get better, I’d look for a different career. The next fall I had a new job in a different district, where I was happy to stay.
Over time, I’ve benefited from the help of many of my more experienced colleagues. And I’ve mentored numerous student teachers and first-year educators, both formally and informally, and learned from them as well. Unfortunately, many districts still expect beginning teachers to “go it alone.”
What can you do if you find yourself in this situation?
Your only choice is to be your own mentor.