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Guests:
Julie Dermody, literacy specialist at Mary Scroggs Elementary School, Chapel Hill, N.C.;
Deanna Harris, library media coordinator at East Cary Year-Round Middle School in Cary, N.C.; and Mary Tedrow, 12th grade English and journalism teacher at Millbrook High School in Winchester, Va.
Anthony Rebora, Teachermagazine.org (Moderator):
Welcome to our live chat on career issues for teachers—clearly a significant topic right now. Our guests are online and we've got a lot of questions, so let's get started.
I think many a teacher is spurred into the career because of the same feelings that you are expressing. And many times it is what makes teaching so enriching, that passion for your work. The kids definitely know when you are thrilled about being there. Using your background and experience in business and computers, perhaps you can find this meaning in a vocational classroom.
Mary Tedrow:
Over the years I have devised a few methods for managing the paper load. I like to schedule assignments so that I am not collecting work from more than two classes at a time. I teach my students how to grade holistically and have them evaluate and comment on each other's work. They don't do this for every assignment but the exercise is an excellent learning tool. After all, I hope they will be able to recognize excellent, average, and poor writing on their own before they head out into the world. I also want them to internalize the hallmarks of good writing.
In journalism, we hold read-around days so that the entire staff hears the content of the entire paper before it heads to the editors. Lots of errors are caught in these sessions. The paper is rarely perfect, but seeing errors in print makes my students even more diligent the next time.
In the English classroom, the students are asked to think in writing in their Learning Logs regularly. The writing is often their ticket into seminars or is simply prewriting for essays or creative writing. I don't have to see all of it, but they quickly find out that the writing serves their purpose. And regular writing improves both their thinking and writing. I think my students would say that this kind of risk-free writing is fun.
In reading workshop I read with my students until they are absorbed in their books and then I subtely switch to answering their dialogue journals. Most of those I can find time to respond to during the school day.
Next year I may be teaching an AP level course in a four by four block and I am already planning ahead to keep kids writing regularly without having to look at everything they write. Kelley Gallagher, author of Deeper Reading, Reading Reasons, and Teaching Adolescent Writers says students should be writing about four times more papers than we can read. (He also offers concrete ways of doing this in the classroom. I recommend all three titles.)
There are several great books to help in these areas - the classic "The First Days of School" by the Wongs (and they have a great website as well) - and "The First Six Weeks of School."
Visit classrooms - what feels right for you - what are you comfortable doing (e.g. I never used a "marble jar" - didn't appeal to me before and still doesn't.) Different school adopt different programs - which one feels right to you? For example my school is in the progress of adopting the "Nurtured Heart Approach." This approach is very much like what I do - it's a natural approach for me and a good fit.
Know yourself and look for a good fit in a school's climate. Like to collaborate? Look for a school that values what you do. The better the fit you have with your school - the less horror stories you (or anyone else) will have. Remember teaching shouldn't be an isolating experience - there are lots of people to help you and that want to help from the school librarian, AG teacher, EC teachers, reading teachers, etc. Make use of all the resources you can!
The biggest insight - it all boils down to relationships. Relationships with your students, their parents, fellow teachers, administration.
A school system is run like a business and it takes employees from many different areas to run that business. If you are interested in working in the Central Office of a school system, any of the afore mentioned areas might work for you.
If you are interested in being based at a school, you may consider working in an administrative support role in the main office, guidance office, or the library media center.
Well-crafted questions for the principal, administrator, or interview team can help you determine what instructional methods are valued at that school. Providing insight into teaching methods that you value and use in your classroom with the team can help you share your experiences and help you gauge their acceptance of the methods that you value.
Good luck in your job search!
Mary Tedrow:
I'm feeling a bit vague on what you mean by trust. Are you saying that neither party trusts the other to do their job? In the best situations between administration and teachers that I have observed, there is good two-way communication which always begins with respecting each other as professionals. Administrators tend to trust their teachers if they have regularly been given plenty of advance notice when classroom situations or parental issues may become explosive, and of course teachers need to feel comfortable enough to share this information without fear. Teachers will trust administrators who take the time to explain, or invite comment on administrative policy. The bottom line on these strong relationships is that both are aware that they are adult professionals who serve different roles with the same goal: educating the student in a safe, friendly, productive environment.
Julie Dermody:
The traditional job of "reading teacher" is becoming one of "literacy coach." This change is currently taking place in my school district. Besides the local school coaches (one at K-2 and one at 3-5), we'll have a district level coach to train the individual school coaches. These positions are more staff development oriented than the traditional reading positions used to be.
There are also Reading Recovery postions in some school districts (although some districts are doing away with these positions due to the high costs involved - teachers working one-on-one with first grade students.) Current research supports this model for effective intervention though.
Any teacher can access the website and lesson plan database at www.learnnc.org
A quick search found some middle school science lessons with technology integration on tracking hurricanes, light pollution, flooding, and the respiratory system. Remember that the lessons are designed and linked to the NC Standard Course of Study, but are surely adaptable to your state's curriculum.
Julie Dermody:
When I went back into teaching (after staying home for nine years with my children) I taught in the school where my own children attended. It has its good and not-so-good points but overall, it worked for us.
First of all, I wasn't a classroom teacher at that point. I was an AG specialist so the program involved pulling students out of class to work with them - and yes, I actually pulled-out one of my own sons once a week for class. Didn't seem to bother him...but he did start calling me "Mrs. Dermody" instead of Mom during class. :)
When I moved into the classroom, another son was in the next classroom to mine. It wasn't a problem for us.
Many teachers at my current school bring their children to school with them (they don't live in our attendance zone.) It works for them and their children.
One negative - some parents may see you at your child's sporting events and want to have a parent conference of sorts....you just need to recognize when you're "off duty" as a teacher and ask them to call you later at school. Most all parents are fine with that.. and respect it.
I know that this support for new teachers cannot just come from bottom up or top down; new teachers must be surrounded with instructional, professional, and emotional support for this exciting and challenging job. I think it takes someone (be it administration or other colleagues / teacher leaders) recognizing the expertise of the veteran teachers and encouraging them to share that bit of knowledge. I know it's difficult to combat the "I didn't have help" attitude of some veterans. As more teachers are comfortable with the sharing and growing that happens in Professional Learning Communities, hopefully they will see the benefits of officially and unofficially mentoring new teachers. Not only do the novice teachers grow and learn, but the veteran teachers do, too.
I don't know that we can completely "kill off" that "sink or swim" mentality, but I think those of us who are already encouraging novice teachers can remember that even veterans like to be patted on the back and recognized for their accomplishments and expertise. If we do a little patting on each other as veterans, perhaps that will be some encouragement to spread the wealth of knowledge.
Deanna Harris:
Real experience is key! Having as much time in front of classes and working with teachers in the trenches will provide those college students with that real world experience. While some colleges and universities still have only one semester of student teaching experience, many are moving to a full year student teaching model. Classroom observations by college students should begin early on, as soon as they realize that teaching is their chosen profession. I also hope that your student teacher supervisors and career development directors spend time observing today's classrooms and teachers. Sometimes it is easy to become removed from the very profession for which we are working to train our college students.
Oh yes, and better hours too. When I was teaching, I worked from 6am to midnight. Most of that time was spent grading papers, and I was told I wasn't giving enough assessments. It wasn't, and never would be, enough to mark simply right or wrong. I had to find where the mistake was so my students could learn from their mistakes, then give partial credit for the level of understanding that was evident. Financially, not worth it. I am still teaching voluntarily an hour a week, only now I really get to teach. I do not have to adhere to standards, I can focus on understanding. And I do not have to grade papers.
I think both the pay issue and the workload
need to be addressed. ...
You are right about it's how you treat students - it's all about relationships. Students don't need another friend - they need a caring adult as a teacher. They want to be in a classroom that's under control. They want a teacher that "knows their stuff".
I never believed in the expression "don't smile before Christmas" - but I believe in respectful behavior. I really think you get what you give - I respect my students and they know it...in return, they respect me.
It's a good discussion to have with your class. What do they see as your role...as their role? How do people show respect to each other? Discussions like these are powerful in the classroom.
Good Luck!
Thanks!
Julie Dermody:
The biggest piece of advice - love what you do and do it for the right reasons (your own passion - not what someone else wants you to do.)
I find great joy in teaching - still after 25 years in the classroom. It's the right fit for me. But I've seen teachers that don't feel the passion and it shows - in their relationships with their students, colleagues, etc.
Know that you're not making a life-time decision by going with a certain career - people today often have two or three careers. I've had many careers within the field of education - classroom teacher, AG teacher, reading teachers, etc.
Deanna Harris:
From my experiences, the joys have always surrounded student learning and the teachable moments and my work in providing professional development with my colleagues.
The frustrations have been and will probably continue to be the bureaucrazy and the politics that often squelch the spirit, innovations, and passion of many teachers....and the often endless paperwork.
We need more teacher leaders, more teacher voices, more school-based personnel making the decisions for the curriculum, instruction, facilities, and staff of their schools.
Mary Tedrow:
Here is my ideal for teacher working conditions:
Conversations that include the teacher in the formation of building level decisions.
Support in the form of classroom teaching materials, technology support, clean, bright classrooms, and supplies needed to get the job done.
Mutual respect between teachers and administrators. That means including a welcoming, open-door policy with administrators. The same kind of community I try to provide for my students, where risk-taking is welcome and problems are solved rather than created.
A window. :-) (That's my personal choice since I've never had one!) But seriously, little things can make us happy if they acknowledge that we are in the same buildings for a career and not just a few years like the students are.
Seriously, if you are flexible, there are jobs all over the nation. In my area right now, we can't find enough teachers and we are opening new schools every year.
If you can't move, consider adding on to your license so you could work with elementary students in another area - such as English Languag Learners, Exceptional Ed students, or AG. Often you can be more attractive to school districts if you have extra areas of expertise.
Be sure to show your passion for teaching at interviews - let them know that you're going to be a great asset to any school! (But be sure to make a match to any school you want. You don't just want a job - you want the right job for you (and for your future students!)
Good Luck!
Mary Tedrow:
I remember being very surprised by the varying levels of my students. At first I thought, "Why hasn't anyone taught these kids anything?" But then I realized that these levels had always existed - and probably always will - but that I had not seen them in my life as a student.
Secondly, I've learned to streamline a lot of the multi-tasking work teachers have to do throughout the day. If you see a teacher with a quick way of handling routine paperwork, steal it! As a waitress I learned to make every step count, do many things on one trip to the kitchen. I still do that today making each trip count.
What we can do is to encourage those "others" to do their part. One way is though education - many parents don't know how to read to their children and don't have the resources. We conduct classes for parents and model reading aloud. We give the children books to take home to use (and the local hospital now gives new parents books to take home with their newborns!)
We can encourage the community to get involved by giving them concrete suggestions of how they could do it. The "Books for Newborns" was one such idea. Often community organizations just need to know what to do...they want to help.
We match our students with mentors - college students and adults. Many kids need positive role models in their lives.
We as teachers need to be advocates for all children and offer ideas - not blame. Everyone's goal is the same, but not everyone has the resources or knowledge. We can help.
Deanna Harris:
I can hear the enthusiasm in your question: "I am so ready to teach". Your passion and enthusiasm will come through in an interview. Share your ideas about teaching and learning, what you see important in the elementary classroom, what you will do to engage students. Again, I think your passion and spirit will come through when you share that excitement with the administrator or interview team. Good luck with your job search!
Julie Dermody:
I guess that would depend on what type of problem occurs - if it involves a safety issue, you may need to single them out.
If not, you may have a signal for them planned in advanced if it's a child that tends to have problems, for example, you may tell them in advance that "when I go by your desk and tap you on the shoulder, consider that my way of letting you know that your behavior is disrepectful to the class." You could have a plan in advance of what that means if they don't stop right away - perhaps a time out area. Where after a brief time, you can invite them back to be with the rest of the class.
You can also just mention to them calmly - "I need you to pay attention right now because you'll need these directions to know what to do next."
Catch challenging kids doing the right things as much as possible and let them know you see those things as well..being proactive is important in developing relationships.
Deanna Harris:
Well, for me, I wanted that concrete change. I went from the language arts classroom to the library media center still in the middle school setting. Some of the challenges are the same, but there is a whole new set of challenges, too, ones that allow you to grow and stretch as a professional. I also made a list of all the extra things I was doing -- club sponsorships, committees, workshops, etc., -- and ranked them. After I determined what was most important, I gave notice that I would not be involved in the others the next school year. Guess what?! There WERE others that could serve on those committees! Perhaps you need a change of venue, subject, position, or maybe you need to take up underwater basket weaving. Find something non-teaching to help energize you. Those middle schoolers need you! :)
Deanna Harris:
I do not have statistics to answer yes or no about teachers leaving the field. I do know that many teachers have been affected by NCLB at many levels -- highly qualified status, licensure issues, curriculum decisions, and let's not forget testing. Unfortunately, I continue to see waivering when it comes to arts education. As a student of the piano and voice, I am very disappointed when the arts is removed from our students' experiences. It's too bad that more schools don't look at the arts as a vehicle to help teach/integrate the core curriculum (math, literacy, etc.) and provide the needed whole-child instruction. There's a whole lot of math that goes on in music class!
Some may feel that we now "teach to the test'. I'm fortunate that my principal knows that good teaching is good teaching and by following our Standard Course of Study and engaging my students in the learning process - they'll do fine on any tests.
I guess I feel my role hasn't changed that much - we do have LOTS more paperwork to document everything and we do test more than ever it seems - but it's still about relationships..and always will be.
Mary Tedrow:
Stacy, I have to admit that my beginning years are so far behind me that I don't even know how I "manage" my classroom anymore. There are a few tennents that help me keep order in the classroom and the one that jumps to mind is that I know my students very well. In the Enlish classroom we always start the year with writings that let me know a lot about my students in a short amount of time. The second tip I have for keeping order is to be well-prepared with activities that keep students thinking and constructing learning on their own. Routines keep most distrubances to a minimum. For instance today my students were involved in Reading Workshop. My lowest performing students knew exactly what to do because we have done this all year so they only needed a few brief cues from me to get started. I'm sure other's who have interacted with these students would have been surprised to be in the classroom when they were all quiet and engaged in their work for the 50 minute class period.
Other than that, search the web and look for those classroom tips that fit your personality. It will be hard to implement something that doesn't fit your style.
Deanna Harris:
Throw out the textbooks! While they may provide some foundations of theory and educational research, real classroom experiences are key!
Having adequate planning time is a problem especially in elementary schools. Having equipment - that works - is also a problem in many schools.
A positive, nurturing, and suportive school climate would top most teachers' list as well. It's not all about the money - but it is about being treated as a professional.
That's all the time we have for today. Thanks for all the great questions--sorry if we didn't have time to get to yours. Thanks also to our teacher-guests Deanna Harris, Julie Dermondy, and Mary Tedrow for their insightful reponses. A transcript of the chat will be posted shortly on www.teachermagazine.org. I hope it's a useful resource.
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