As an educator, you’ll be expected to collaborate with your colleagues. In fact, research shows that when teachers collaborate, the rate of teacher turnover decreases. But while new teachers may be eager to collaborate, the process is sometimes intimidating.
Collaborating with new colleagues will be different than working with your college peers. Teachers will come to the table with different teaching practices and philosophies and a vast amount of experience that may overwhelm a new teacher, making it difficult to decide when to stand firm in your convictions and when to try something new.
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.
What if I told you there’s a new teacher out there struggling who needs you — would you share your story?
I remember my first year like it was yesterday. I accepted an interview for a permanent position on September 30th. I thought this was strange timing, given the new school year had just begun; however, to me, it was also serendipitous.
There was no question in my mind that I would take the chance to sit for an interview and teach a lesson to what would become my first class of students.
I was so excited to learn I would have a real job, I hardly took the time to wonder why several teachers left this position in the short month since the school opened its doors, or what it meant when a series of administrators and faculty characterized the group of sweet, cooperative adolescents I met as “challenging.” In fact, it didn’t even phase me that, after announcing what my new salary would be, my then-superintendent asked, “So, do you still want the job?”