Can’t we all just get along?
Sometimes a class will just “click” on day one and you won’t have to spend too much time developing a sense of community with your students. This has yet to happen for me or anyone I know. It is easy, especially with all the pressure of new standards, to breeze through or even do away with this important first step of the year. I can’t stress enough how critical it is do something to create cohesion amongst your students from day one. It may just be the most important thing you do. Think back to your learning theory class, remember Maslow’s hierarchy? Feeling safe and included is a necessary foundation for learning.
There are so many great books and programs out there to choose from. I tend to pick and choose from several, but the one I keep coming back to is Tribes. It’s not just a philosophy, it is a treasure trove of useful lesson plans and resources. If you buy just one book about community building, I’d start here.
Embed it into your instruction and daily routine
I like Tribes because the “agreements” apply to every possible situation. Attentive listening, no put-downs, mutual respect, pretty basic stuff. If you review what each of these looks like, sounds like, and feels like regularly, it will be easier to discuss what went wrong when problems arise. At the very least you can do a community circle each day.
Take a look, it’s in a book
When I focus on social and emotional learning in the beginning of the year, I find it helpful to use great literature as a guide. These are some of the books I have used. Sometimes it’s a simple read-aloud, but I also love challenging groups of students to find the hidden lessons in each story. If you have older students, some of these might seem babyish, but I’ve used all of them with fifth graders successfully.
Enemy Pie
This is a great story about befriending those you may consider your enemy, and not judging people before you know them.
Mr. Peabody’s Apples
Yes, I know, Madonna. But it is a great story about how saying negative things about people cannot be undone.
The Sneetches
A classic story about how physical differences don’t really matter.
Have you filled a bucket today?
Great for all ages (even adults). This book teaches kids about how they have the power to make someone feel better or worse.
Simon’s Hook
A great book about dealing with bullies and put downs, helps if you have a tattle-prone bunch.
The wonderful thing about sharing all of these books with your class is that you develop a common language. It can open up a dialogue and help kids solve their own problems. After reading Simon’s Hook, I don’t have to explain to students how to respond if someone is pushing their buttons. I just say, “Oh no! You took the bait, just like Simon!” Sometimes they think I’m ridiculous, but they get the point and they remember some of the strategies Simon used in the book. The more books like this you read, the more characters they can turn to for advice. So, read, read, read! Let me know if you have any other great books to add to the list!
This is Post 2 of a 4 part series by Emily Dahm. Read Part 1 here, Part 3 here, and Part 4 here.
Let’s just get right into it! Here are three quick steps to set up your first classroom 🙂
1. Take Stock
If you are starting out your teaching career at a public school, in a classroom previously used by another teacher, you will probably be left with the dregs of furniture and junk. If that is not the case, you are lucky! I made the mistake of keeping all the items left by the previous tenant of my classroom and I never touched any of it. With the exception of books in decent condition, my advice is to throw it ALL away! It is best to start fresh.
The first thing to do after a good cleaning is think about your teaching style. This should determine the layout of your room. I prefer my students to be seated in cooperative groups. Four is ideal, but I’ve always had to do groups of six due to large class size. Depending on your grade level, you should also have a rug area. I recommend a group meeting area for all ages — if you have the space. I gather my fifth graders on our rug everyday for meetings and mini-lessons. I make it a point never to teach while they are all at their tables, too many distractions. You may not have a lot of space or choice in how you set up your tables, but you will most likely have a lot of empty walls. Do not feel obligated to cover every inch with decorations and posters, blank space is good for learning!
2. Design with a Purpose
“Oh Ms. __ is such a good teacher! I learned so much from her campfire themed classroom!” said no student ever. Do a google search for classroom decorations, and you will be amazed at the elaborate designs out there. If some teachers spent as much time and money designing and planning lessons as they do decorating their classrooms, there would be no achievement gap. Okay, so I might be oversimplifying, but all of the research out there states that children need blank space, areas for their eyes to rest. I love the article, “The Culture of Cute,” which describes how over-decorating has really become an epidemic in schools. And for what purpose? It certainly doesn’t help the students learn.
3. Resist the Urge to Over-Decorate
I’ll admit, I am a decorator. I love walking into teacher supply stores and finding that they have an entire aisle devoted to cute owl decorations. I allow myself one or two items, but that’s it! An owl sticker here or there, or even some owl pencils are not going to break the bank, and they will not distract from student learning. Decorating my classroom in floor to ceiling owls is not only expensive, it’s pointless. When you inevitably end up at the teacher supply store, or on TeachersPayTeachers.com, ask yourself, “What is the educational value of this item?” If the item’s sole purpose is to make your room “cute”, put it down, walk away, don’t look back. I also advise against buying pre-made “instructional” posters. You may find a poster that perfectly illustrates the water cycle, but your students won’t get much out of staring at it all year. It’s best to let them make their own. If you must have it, only take it out when you are teaching that particular unit, otherwise, it will just become a part of the landscape and the students won’t pay any attention to it. All you really need in terms of decor is space to display student work, which is decoration enough. A little fadeless paper and some tasteful borders should suffice! Remember, your classroom is a place for learning, it’s not your birthday party, it does not need a “theme”!
Now that your classroom is squared away, I’ll be sharing more ideas and suggestions as you venture on your path of becoming a teacher this year! Stay tuned!
This is part 1 of a 4 part series by Emily Dahm. Read Part 2 here, Part 3 here, and Part 4 here.
Where to Begin?
So you have your credential, or you will soon, and it’s time to start looking for a job. Where to begin can be unclear, especially if you are still in school and focused on finishing all of your assignments and projects.
Some teacher preparation programs are great at helping graduates find jobs, but most of us are left entirely to our own devices. If this is the case for you, don’t worry! If you are willing to pound the pavement a little bit, you should have no trouble finding a great position.
What’s Your Plan?
The first step to finding a job, is to decide what your ideal situation is. Of course, you will likely have to take a job that is not ideal, but it helps to have some idea of what you are looking for. Determine what your non-negotiables are, for example: Is there a particular age range you will not teach? Do you find sixth graders big and scary? Does the sound of a child crying make your skin crawl?
Don’t limit yourself too much, but you will almost certainly be asked which age range you prefer. It is good to be flexible, but having a range in mind will help you find the best fit. Other things to consider: proximity to your home, resources available, cohesiveness of the staff, parent involvement (this is huge, as too much involvement can be very stressful, and not enough can lead to difficulty getting support for kids at home). These are all things you should be able to determine by doing a little research on a school, but you can always ask during your interview.
Get Ready to Apply for Jobs
Before you even begin putting together a resume, make sure to get all of the recommendation letters you can before you finish your program — it is best to ask while you are fresh in everyone’s minds! Also, some people prefer you to draft a letter yourself, and allow them to edit it. Do whatever you can to make it easier for them (and bring them a cup of coffee, or buy them lunch when they deliver!).
Try to ask professors or supervisors you’ve had a close relationship with. It can be awkward if the person you are asking knows nothing about you. Also, you will very likely be asked about your teaching philosophy. This isn’t something you should make up on the fly. Write a one page statement (or better yet, create a multimedia presentation highlighting your work) and include it with your resume. Try not to use too much jargon, and include real examples of what you’ve done (or plan to do) with your students. If you want to get really fancy, create a different statement of philosophy for different schools/districts that aligns with what they are looking for.
Creating a Resume
So, you might be wondering, “How am I supposed to write a resume with no work experience?” Well, not only is it possible, it is expected. You are in the same boat with all the other new teachers out there, you have to start somewhere!
Writing resumes is an art, and writing a bad one can land you in the reject pile very quickly. Writing a great one, however, can bump you to the top of the pile, even if you have the same amount of experience as all of the other applicants. So, I am obligated to state the obvious here: make sure there are no mistakes! You are a teacher! If English is not your first language, make sure to have several (at least 5) native speakers edit your work.
Next, list specific things you have done, or are able to do. Make sure there is a verb in each of your bullet points. I have looked at hundreds of new teacher resumes and a mistake I often see is applicants listing things (like assessments, or curriculums) without explaining how they used them.Your bullet points should be actions!
Also, keep it to one page. If you are a new teacher, there is no reason for your resume to go on longer. I see a lot of badly formatted resumes, even though you are not being judged on your design skills, it does affect the first impression you are making. I suggest using a program that does the formatting for you. I like cvmkr.com, it’s super easy to use and your file will look very professional.
Get Out There!
Now that you have your applications ready to go, get ready to pound some pavement! You may be sending out resumes to several schools and districts (at least I hope you are!), but the application process does not stop there. You should always follow up, either with a phone call, or a friendly email. If you are applying to a big district, make sure you contact individual schools, even if it is not required.
It is easy to get lost in the shuffle, and you need to make yourself as visible as possible. Anything you can do to get a Principal to give your resume a second look is worth the effort!
This is Part 1 of a three-part series on “Finding a Teaching Job.” Continue reading Part 2 now!
Why do I need a portfolio?
Most schools and districts do not require you to submit a teaching portfolio, but if you want to stand out, it’s best if you have something to showcase your skills. Your portfolio should give potential employers and outline of your teaching philosophy, as well as examples of lessons you’ve taught. Ideally, you’ll use tangible examples like pictures and videos (with parental permission of course) to show yourself and your students in action.
How do I make a portfolio?
There are a number of free portfolio sites out there, but I like to keep things simple, so I recommend Google Sites, or Prezi. The great thing about Prezi is you can create a nice visual highlighting your philosophy of teaching, and easily embed photos and videos. Here is a Prezi I created (which helped me land my current job!). Another reason I like Prezi is that you can create multiple versions, depending on what the school you are applying to is looking for. Just as in teaching, it is always best to differentiate.
Document, update, stay relevant
Your teaching portfolio should be a living document, always evolving as you grow as an educator. In order to keep it fresh, you should be constantly documenting student learning experiences, even if you are happy in your position. Documenting your work is not only important for being a reflective educator, it keeps you on top of your game. You are not likely to photograph or film your students doing boring worksheets, and if you’re thinking about portfolio opportunities, you’re much less likely to assign these boring tasks. You never know when opportunity will come knocking, so update your philosophy and portfolio often!
This post is Part 2 of a three-part series by Emily Dahm. Read Part 1, or continue on to Part 3.
What to Expect
If you have passed the initial screening process and have been offered an interview, congratulations! Interviewing for a teaching job is not all that different than interviewing for any other job, but there are a few things you should expect.
You will likely be interviewed by a panel of administrators, teachers, and parents. The administrator will likely make the final decision, but the other panel members may have quite a bit of influence, so try to engage everyone!
You may be asked to come back for a demo lesson. This is pretty standard, so make sure to have your calendar ready in case you need to schedule on the spot.
You will be asked about your teaching philosophy everywhere you go. Make sure you know what you will say, and that you can back it up with examples.
Be Prepared
It is not difficult to anticipate the kinds of questions you will be asked. I found this site by doing a simple Google search, I’ve been asked all of these questions before. I don’t recommend memorizing everything you will say or giving canned answers, but having some idea of how you will respond to the “why did you become a teacher?” question will prevent you from saying, “because I love children” (which may be true but it’s a totally lame answer!). Instead of scripting your answers, think of some examples of your best work. If you say you love project based learning, you better be prepared with an anecdote about how you’ve used it. If you claim to use assessment to inform instruction, make sure you can demonstrate how.
Ask Questions
The Q & A portion of the interview is your chance to determine if the school is a good fit for you, but it’s also your chance to share any valuable tidbits of information about yourself that may not have surfaced yet. If you really wanted to talk about how much of a leadership role you played in a previous position, ask, “are teachers given the opportunity to fill leadership roles?” This opens up a dialogue about the topic and you have the opportunity to explain why this interests you. Avoid questions that don’t add value to your interview, don’t ask about parking, or other logistical things.
Follow Up
I’ve often been advised to send thank you cards to everyone on an interview panel. While I have done this out of superstition, having been on the receiving end of these cards, it doesn’t make a whole heck of a lot of difference. I’ve never based any decision on post-interview correspondence, but it certainly can’t hurt. When I say follow up, I mean send your interviewer a quick thank you email. Tell them you appreciate their time and consideration, include a link to your portfolio, then sit back and wait. If it seems to take a while, you can send another follow up email, but keep it very short, and don’t be pushy! You want to seem interested, but not overbearing. I received an email from an applicant last week detailing all the reasons I should interview her. She emailed me several more times, each time with more urgency, demanding my attention. Needless to say, she did not advance to the interview stage. It is possible to be overzealous.
Hopefully all of your hard work, and patient waiting will pay off and you’ll get an offer! Teaching jobs are unique in that there is often no room for negotiation, you are placed on a salary schedule, so you can accept your offer right away without haggling, and start teaching!
This post is Part 3 of a three-part series by Emily Dahm. Read Part 1 here, and Part 2 here.
Teaching a class of 33+ students is incredibly challenging. Ideally, each lesson would be crafted and tailored to each student’s individual needs, interests, and learning style. Unfortunately, we do not have the luxury of doing this everyday, for every lesson. We have to do what we can to create lessons that engage our students and encourage them to participate. So how do we encourage every student to participate when there are so many of them?
Whenever I have a visiting presenter, or a student teacher, my advice is always the same:
Get them up
Get them moving
Don’t talk too much!
If the teacher is doing most of the talking, it is very likely there is not much learning happening. The challenge here is allowing plenty of opportunities for students to speak, but also keeping them on task. The key to keeping kids on task during group or partner conversations is accountability. If I say, “turn and talk” I expect them to discuss the topic I’ve given them. I have taught them how to listen actively, and after 1-2 minutes, I expect them to be able to paraphrase what their partner said. I use the ClassDojo randomizer to select a student, and if they share, they earn a point for participation, or taking a risk. This ensures equity (since I end up calling on all my students), and rewards their hard work, which is difficult to do with something intangible like a conversation.
Some might say that putting students on the spot in this way can make them feel uncomfortable, or even humiliated. This is not the case if you promote a culture of risk taking in your classroom. From the moment my students walk in the door I tell them, “I like mistakes, if you’re not making mistakes, you’re not learning.” This elicits quite a lot of snickering in the beginning of the year. “What kind of teacher LIKES mistakes?!” they ask. “The kind of teacher that wants you to learn,” I answer. From day one, they are encouraged, and even rewarded to step out of their comfort zones and let their voices be heard. Mistakes are rewarded as highly as correct answers, especially if it brings to light a misconception that turns into a teachable moment. Holding students accountable, and rewarding risk taking are integral to inspiring participation in the classroom.
Find more “Ideas for the Classroom” from other teachers!
