what should I know about teaching?
February 2, 2011 4:59 PM Subscribe
Should I be a teacher?
I'm graduating undergrad in the spring and I'm considering teaching, probably elementary. I've been thinking about teaching since high school and have gone back and forth on whether it's something I really want to do. I love working with kids, but I'm worried that I would get bored of teaching after a few years. I'm looking at teacher residency programs. If I did do this, I would probably wait a year to apply to programs. For now, as I think about it, I have some questions--
-- I have a ton of experience working with kids in small groups/individually. I'm worried about classroom management being in charge of a whole class. Five years ago I did an americorps program in a (very) underperforming public school in chicago which has since been shut down, and I know that my 18 year old self wouldn't have been able to control one of those classrooms, although I was great with the kids one-on-one (often the same kids who were causing trouble in the class). I think I would be better now, but still need a lot of improvement. Is this something that I would learn? Is this something you see teachers struggle with? Is this a normal concern, or is it just that my experience was in a school that was on one end of an extreme?
-- Teacher residency programs-- they appeal to me because they're hands on, but I know they also receive some criticism for underpreparing teachers. What are your thoughts on a residency program vs. just enrolling in a grad school program?
-- If I go through with a program, teach a few years, and realize it's not for me, are there other applicable uses for a masters in teaching?
-- I have talked to teachers who have told me that the job is increasingly standardized, bureaucratic, and miserable. yes? no? thoughts?
-- I'm currently a classroom aid for ~6 hours a week and I really enjoy it. But again, it's mostly working with kids one-on-one. Would subbing give me a more realistic view of what teaching would actually be like? I always thought subbing would be terrible, based on how we treated our subs when I was in school, but it might also give me a chance to see if this is something I'm really cut out for.
-- What else should I know/think about? Teachers, do you enjoy your jobs?
I'm graduating undergrad in the spring and I'm considering teaching, probably elementary. I've been thinking about teaching since high school and have gone back and forth on whether it's something I really want to do. I love working with kids, but I'm worried that I would get bored of teaching after a few years. I'm looking at teacher residency programs. If I did do this, I would probably wait a year to apply to programs. For now, as I think about it, I have some questions--
-- I have a ton of experience working with kids in small groups/individually. I'm worried about classroom management being in charge of a whole class. Five years ago I did an americorps program in a (very) underperforming public school in chicago which has since been shut down, and I know that my 18 year old self wouldn't have been able to control one of those classrooms, although I was great with the kids one-on-one (often the same kids who were causing trouble in the class). I think I would be better now, but still need a lot of improvement. Is this something that I would learn? Is this something you see teachers struggle with? Is this a normal concern, or is it just that my experience was in a school that was on one end of an extreme?
-- Teacher residency programs-- they appeal to me because they're hands on, but I know they also receive some criticism for underpreparing teachers. What are your thoughts on a residency program vs. just enrolling in a grad school program?
-- If I go through with a program, teach a few years, and realize it's not for me, are there other applicable uses for a masters in teaching?
-- I have talked to teachers who have told me that the job is increasingly standardized, bureaucratic, and miserable. yes? no? thoughts?
-- I'm currently a classroom aid for ~6 hours a week and I really enjoy it. But again, it's mostly working with kids one-on-one. Would subbing give me a more realistic view of what teaching would actually be like? I always thought subbing would be terrible, based on how we treated our subs when I was in school, but it might also give me a chance to see if this is something I'm really cut out for.
-- What else should I know/think about? Teachers, do you enjoy your jobs?
My mother, her mother, several of my aunts and my best friend's wife are teachers. (Still, I'm not an expert.) It seems to me that they are happy with their choice. 1. My mom finally couldn't handle the "new kids", so she shifted to administration for the last five years of her career. 2. I am guessing that you have long since thought about talking to children all day. Some teachers seem to be desperate to talk to an adult when they get the chance. Or have a hard time switching back to adult conversation. 3. There is a lot of mismanagement in education. I'm not talking about the kind of things that become political; you will be told what to do by someone who seems to have no idea how to do so. Perhaps more-so than in other fields.
I have done some teaching of troubled kids in my scouting days. I think your natural, human maturity will rise to the challenge of classroom management. As long as you can learn to direct your voice and experiment with the carrot/stick balance a bit, you'll be fine.
My teacher friends "bitch" about the bureaucratic aspect of the job. I can't speak from the inside, but it sounds just like what everyone else "bitches" about. It's a job.
I can't really speak to anything else. Good luck with your decision making!
posted by SkinnerSan at 5:20 PM on February 2, 2011
I have done some teaching of troubled kids in my scouting days. I think your natural, human maturity will rise to the challenge of classroom management. As long as you can learn to direct your voice and experiment with the carrot/stick balance a bit, you'll be fine.
My teacher friends "bitch" about the bureaucratic aspect of the job. I can't speak from the inside, but it sounds just like what everyone else "bitches" about. It's a job.
I can't really speak to anything else. Good luck with your decision making!
posted by SkinnerSan at 5:20 PM on February 2, 2011
I've been an elementary school teacher in NYC for about 15 years.
I'll address a couple of your points...
Subbing will not give you a more realistic view of what day to day teaching is like - far from it. Not necessarily because it'll be terrible (although it very well could be) but because you won't see SO much of what actually happens in the school/classroom/meetings/etc.
If I go through with a program, teach a few years, and realize it's not for me, are there other applicable uses for a masters in teaching?
If you're concerned about being able to reuse a Masters in Education, then don't get one. Independent schools have their own requirements and competency in one's subject area is what matters most. I've known plenty of great teachers without advanced degrees and some with only a Bachelors in a different field. Personally, I had a Bachelors in my subject area and did a NYC Teaching Certification program but that was just an extra - I didn't NEED it to get my first teaching position.
Teachers, do you enjoy your jobs?
I wouldn't trade my job for anything else. I've taught in a variety of schools and I've got my dream job now.
posted by blaneyphoto at 5:25 PM on February 2, 2011 [1 favorite]
I'll address a couple of your points...
Subbing will not give you a more realistic view of what day to day teaching is like - far from it. Not necessarily because it'll be terrible (although it very well could be) but because you won't see SO much of what actually happens in the school/classroom/meetings/etc.
If I go through with a program, teach a few years, and realize it's not for me, are there other applicable uses for a masters in teaching?
If you're concerned about being able to reuse a Masters in Education, then don't get one. Independent schools have their own requirements and competency in one's subject area is what matters most. I've known plenty of great teachers without advanced degrees and some with only a Bachelors in a different field. Personally, I had a Bachelors in my subject area and did a NYC Teaching Certification program but that was just an extra - I didn't NEED it to get my first teaching position.
Teachers, do you enjoy your jobs?
I wouldn't trade my job for anything else. I've taught in a variety of schools and I've got my dream job now.
posted by blaneyphoto at 5:25 PM on February 2, 2011 [1 favorite]
I can't answer most of your questions, but I have been teaching high school for about 6 months, and it is much harder than I thought it would be! That said, I feel it has gotten much better over the past month or so, and I am hoping that is not just a fluke :)
The only question I can really answer is classroom management. This was my number one concern when I started, and yes, probably the most difficult part of my job. I am relatively young (24) and felt a lot of internal pressure to be "The Adult" at the beginning, which I think sort of stifled who I really am and maybe was bad for the student-teacher relationship. The kids will probably test you at first, but I think it is definitely something you learn and can improve on, especially in the first year. It's a lot of trial and error, but after a while you can anticipate potential problems much better. At the start, you just have no idea what is even worth paying attention to.
I haven't taught in the U.S. and am still relatively inexperienced, so I don't have a whole lot else to offer you. Basically, yes, don't let classroom management fears stop you, because I was terrified at first and it has gotten much better. Good luck! It's definitely an interesting job.
I would do it for a bit, either through subbing or student teaching (not sure if you can do that outside grad school...) before you commit to a master's. (I don't have a master's.)
posted by queens86 at 5:27 PM on February 2, 2011 [1 favorite]
The only question I can really answer is classroom management. This was my number one concern when I started, and yes, probably the most difficult part of my job. I am relatively young (24) and felt a lot of internal pressure to be "The Adult" at the beginning, which I think sort of stifled who I really am and maybe was bad for the student-teacher relationship. The kids will probably test you at first, but I think it is definitely something you learn and can improve on, especially in the first year. It's a lot of trial and error, but after a while you can anticipate potential problems much better. At the start, you just have no idea what is even worth paying attention to.
I haven't taught in the U.S. and am still relatively inexperienced, so I don't have a whole lot else to offer you. Basically, yes, don't let classroom management fears stop you, because I was terrified at first and it has gotten much better. Good luck! It's definitely an interesting job.
I would do it for a bit, either through subbing or student teaching (not sure if you can do that outside grad school...) before you commit to a master's. (I don't have a master's.)
posted by queens86 at 5:27 PM on February 2, 2011 [1 favorite]
-- I have talked to teachers who have told me that the job is increasingly standardized, bureaucratic, and miserable. yes? no? thoughts?
Yes and no. I can't speak to elementary school, but for high school we have a lot of flexibility in some areas, and absolutely none in others. I'm required to teach to a state curriculum framework that was apparently designed by career drunks (ok, I'm kidding: it's actually well-intentioned and well-designed, but too exhaustive to really cover it all in any depth). How I do it, though, is totally up to me.
The bureaucracy mostly comes instead in the collection of "professional development points" to keep your license, in the filling out of forms that nobody will ever even look at, in the creation of files to meet some current "best practice" that will be discarded in a year...
In my mind, the real question is: are you willing to make your life about nothing else for 10 months of the year? Eventually, that won't be true anymore, but the first few years will absolutely be about nothing else.
posted by Dr.Enormous at 5:28 PM on February 2, 2011 [1 favorite]
Yes and no. I can't speak to elementary school, but for high school we have a lot of flexibility in some areas, and absolutely none in others. I'm required to teach to a state curriculum framework that was apparently designed by career drunks (ok, I'm kidding: it's actually well-intentioned and well-designed, but too exhaustive to really cover it all in any depth). How I do it, though, is totally up to me.
The bureaucracy mostly comes instead in the collection of "professional development points" to keep your license, in the filling out of forms that nobody will ever even look at, in the creation of files to meet some current "best practice" that will be discarded in a year...
In my mind, the real question is: are you willing to make your life about nothing else for 10 months of the year? Eventually, that won't be true anymore, but the first few years will absolutely be about nothing else.
posted by Dr.Enormous at 5:28 PM on February 2, 2011 [1 favorite]
Teaching is a job. There are some aspects of the job that you will most likely not enjoy or agree with.
Schools do buy “canned” curriculum. Some is good, some is bad. Over the years you will glean the good and stash it away for use after the new next best program has been purchased. You’ll find that you will wind up teaching from many different resources and that for the most part administration is o.k. with that. Every administrator has his / her own pet projects / curricula that isn’t negotiable, but you really do have a fair amount of discretion as to how you teach things not necessarily what you teach.
Classroom control is the most difficult part of your job, assuming you have competent administrators. The first two or three years are difficult. It does get better after that.
Working as a substitute is worthless for prepping to be a teacher.
I don’t have any idea as to what your residency program is. Anything in the classroom working with a real teacher is going to benefit you more than sitting in a college classroom. Try and see as many teachers in action as possible, you will see a lot of things that you should do as a teacher as well as many things that you should not do.
The one thing that I would suggest is not to quit after the first year. Serve two, three would be better, before you decide to get out of the profession or stay in.
Remember that it is a job.
posted by busboy789 at 6:00 PM on February 2, 2011 [2 favorites]
Schools do buy “canned” curriculum. Some is good, some is bad. Over the years you will glean the good and stash it away for use after the new next best program has been purchased. You’ll find that you will wind up teaching from many different resources and that for the most part administration is o.k. with that. Every administrator has his / her own pet projects / curricula that isn’t negotiable, but you really do have a fair amount of discretion as to how you teach things not necessarily what you teach.
Classroom control is the most difficult part of your job, assuming you have competent administrators. The first two or three years are difficult. It does get better after that.
Working as a substitute is worthless for prepping to be a teacher.
I don’t have any idea as to what your residency program is. Anything in the classroom working with a real teacher is going to benefit you more than sitting in a college classroom. Try and see as many teachers in action as possible, you will see a lot of things that you should do as a teacher as well as many things that you should not do.
The one thing that I would suggest is not to quit after the first year. Serve two, three would be better, before you decide to get out of the profession or stay in.
Remember that it is a job.
posted by busboy789 at 6:00 PM on February 2, 2011 [2 favorites]
teacher for 18 years. elementary. like my job. a lot most days.
i will take issue with those who are telling you that subbing is lame experience. i subbed before i went back to do the post-bac work i needed to get my state's credential. and i went back to get my credential specifically because of the experience i gained being a sub. it was sucky work some days. tho others were quite good. the way i see it: if you can love subbing, it's probably a good sign that you've got what it takes to teach.
but the others are right about a few other things: subbing won't tell you anything about the agony of faculty meetings (the mind can only absorb what the butt can endure), or the insipidness of district bureaucracy, or about how to deal with parents, coworkers, the daily grind. but subbing will get you in a classroom with a set of plans to deliver. and that's good. so, go get your sub cert and spend a few days with the kids. alone. no safety net. see what you think. what's it cost? maybe 75 bucks to get the paper. you'll make that back day-one.
the job is increasingly standardized. sameness. that's what it's all about these days. call them standards, rubrics, whatever. but it's all about making everyone and everything the same. it's easy for admins and schoolboards to tell us what to do if the message is the same for everyone. teach this. achieve that. and i'm pretty much certain that it's not going to improve. arne's got the same vision as his predecessors. and it all runs downhill. the previous generation of whole-languagers killed out chances to be innovators and artisans... instead we're now skilled workers. plus, the a recurring narrative that schools are failing, coupled with a lot of conservative think-tankers who believe that competition between schools is a super-good thing have made great strides toward their one key objective: flushing the current publicly funded system down the in-sink-er-ator.
but, on the bright side: they have not stopped making children. there will probably always be teaching jobs and the correspondent number of vacancies here and there. however, in the future i think they will be of two disparate varieties: those who teach haves; those who teach have-nots.
posted by RockyChrysler at 6:34 PM on February 2, 2011
i will take issue with those who are telling you that subbing is lame experience. i subbed before i went back to do the post-bac work i needed to get my state's credential. and i went back to get my credential specifically because of the experience i gained being a sub. it was sucky work some days. tho others were quite good. the way i see it: if you can love subbing, it's probably a good sign that you've got what it takes to teach.
but the others are right about a few other things: subbing won't tell you anything about the agony of faculty meetings (the mind can only absorb what the butt can endure), or the insipidness of district bureaucracy, or about how to deal with parents, coworkers, the daily grind. but subbing will get you in a classroom with a set of plans to deliver. and that's good. so, go get your sub cert and spend a few days with the kids. alone. no safety net. see what you think. what's it cost? maybe 75 bucks to get the paper. you'll make that back day-one.
the job is increasingly standardized. sameness. that's what it's all about these days. call them standards, rubrics, whatever. but it's all about making everyone and everything the same. it's easy for admins and schoolboards to tell us what to do if the message is the same for everyone. teach this. achieve that. and i'm pretty much certain that it's not going to improve. arne's got the same vision as his predecessors. and it all runs downhill. the previous generation of whole-languagers killed out chances to be innovators and artisans... instead we're now skilled workers. plus, the a recurring narrative that schools are failing, coupled with a lot of conservative think-tankers who believe that competition between schools is a super-good thing have made great strides toward their one key objective: flushing the current publicly funded system down the in-sink-er-ator.
but, on the bright side: they have not stopped making children. there will probably always be teaching jobs and the correspondent number of vacancies here and there. however, in the future i think they will be of two disparate varieties: those who teach haves; those who teach have-nots.
posted by RockyChrysler at 6:34 PM on February 2, 2011
I have another perspective on the subbing question. I substitute taught for several years and it allowed me to polish my classroom management skills and get at least some perspective on being the one in charge of educating thirty-odd kids at a time. I ultimately decided not to pursue it as a career because of the bureaucracy and noise level involved. I do love educating children, however, and ultimately decided to become a children's librarian. Another enjoyable and quiet option would have been to become a certified montessori teacher.
Just as those who are rude to waitstaff should be destined to become one in the afterlife, I feel anyone who has children or who votes should spend time as a substitute teacher. I now have nothing but respect for a tremendously challenging occupation.
posted by Jandoe at 6:35 PM on February 2, 2011 [1 favorite]
Just as those who are rude to waitstaff should be destined to become one in the afterlife, I feel anyone who has children or who votes should spend time as a substitute teacher. I now have nothing but respect for a tremendously challenging occupation.
posted by Jandoe at 6:35 PM on February 2, 2011 [1 favorite]
Teach for America alum here.
In a program like TFA or NYC Teaching Fellows (or other regional programs) you'll get into a classroom relatively quickly, usually only after about a month of training. You'll learn some classroom management basics, but nothing will really prepare you for the real thing unless you do it.
Honestly, it's a crapshoot. In these programs, you often have no control over your assignment. You may want to teach second grade...and end up teaching middle school math. If you're okay with this, and willing to jump into the most difficult classroom setting possible, then go for it.
In a traditional program, you'll get to spend time as a student teacher. You'll probably have more control over the grade level/subject area and school.
If you're great with kids one-on-one, you might want to consider special ed. It's extremely challenging, but depending on the setting, you might get to work with kids one-on-one or in a smaller group.
If classroom management really freaks you out, just be aware that it's a hugely important aspect of teaching. You really can't get anything done in a chaotic classroom. You have to be very firm and probably much stricter than you'd imagine. Many new teachers really struggle with this. It's especially tough if you're a 22-year-old teaching 17-year-olds. In under-resourced schools, many of the kids are used to getting inexperienced, young teachers. It can be really tough to command respect, even with elementary school kids.
Feel free to memail me if you have any questions about TFA, etc. Good luck.
posted by pourtant at 6:35 PM on February 2, 2011
In a program like TFA or NYC Teaching Fellows (or other regional programs) you'll get into a classroom relatively quickly, usually only after about a month of training. You'll learn some classroom management basics, but nothing will really prepare you for the real thing unless you do it.
Honestly, it's a crapshoot. In these programs, you often have no control over your assignment. You may want to teach second grade...and end up teaching middle school math. If you're okay with this, and willing to jump into the most difficult classroom setting possible, then go for it.
In a traditional program, you'll get to spend time as a student teacher. You'll probably have more control over the grade level/subject area and school.
If you're great with kids one-on-one, you might want to consider special ed. It's extremely challenging, but depending on the setting, you might get to work with kids one-on-one or in a smaller group.
If classroom management really freaks you out, just be aware that it's a hugely important aspect of teaching. You really can't get anything done in a chaotic classroom. You have to be very firm and probably much stricter than you'd imagine. Many new teachers really struggle with this. It's especially tough if you're a 22-year-old teaching 17-year-olds. In under-resourced schools, many of the kids are used to getting inexperienced, young teachers. It can be really tough to command respect, even with elementary school kids.
Feel free to memail me if you have any questions about TFA, etc. Good luck.
posted by pourtant at 6:35 PM on February 2, 2011
I teach in nyc and it is extremely hectic and stressful and especially now with budget cuts and impending lay offs. It sounds like you are pretty young and that this is something you want to do. Why not try it for a couple of years? I don't think work experience in a field you're interested in and an associated master's can ever really be a bad thing- unless there is something else you'd rather be doing instead at the moment. I went in ambivalent...and remain stressed out (9 years later) but that's just my story.
posted by bquarters at 6:46 PM on February 2, 2011
posted by bquarters at 6:46 PM on February 2, 2011
Third year HS teacher, TFA alum.
Teacher residency programs-- they appeal to me because they're hands on, but I know they also receive some criticism for underpreparing teachers. What are your thoughts on a residency program vs. just enrolling in a grad school program?
I learned far, far more through Teach For America's training than I did in grad school. The MA means I get paid more, and that's about it. Obviously YMMV, depending on which alt cert and which grad school you're comparing.
I have talked to teachers who have told me that the job is increasingly standardized, bureaucratic, and miserable. yes? no? thoughts?
Depends on the school. But generally speaking, when teachers hate their jobs, it's not because of standardization. Unless you're in an extreme scripted-curriculum situation (or you really, really hate bureaucracy), it'll just be an annoyance.
posted by sleepingcbw at 7:05 PM on February 2, 2011
Teacher residency programs-- they appeal to me because they're hands on, but I know they also receive some criticism for underpreparing teachers. What are your thoughts on a residency program vs. just enrolling in a grad school program?
I learned far, far more through Teach For America's training than I did in grad school. The MA means I get paid more, and that's about it. Obviously YMMV, depending on which alt cert and which grad school you're comparing.
I have talked to teachers who have told me that the job is increasingly standardized, bureaucratic, and miserable. yes? no? thoughts?
Depends on the school. But generally speaking, when teachers hate their jobs, it's not because of standardization. Unless you're in an extreme scripted-curriculum situation (or you really, really hate bureaucracy), it'll just be an annoyance.
posted by sleepingcbw at 7:05 PM on February 2, 2011
Don't be a teacher. Be a speech therapist. Still working with kids, still helping people. Making way more money.
posted by Cool Papa Bell at 7:26 PM on February 2, 2011
posted by Cool Papa Bell at 7:26 PM on February 2, 2011
I am a high school teacher in BC. I love my job, I ended up loving teaching way more than I expected.
I don't know anyone who has ever left because of boredom. Teachers leave because they get burned out -- if you don't figure out how to manage your work load and how to say no to people it's easy to burn yourself right out. Sometimes they decide they want a job where they can make more money. Or my favourite reason for a teacher to leave the profession is because they thought it would be great to have a job where you get summers and Christmas off and are shocked that the work load is so high and having summers off isn't worth it.
It is an ever changing job. I do get frustrated with admin stuff sometimes and with general screw ups that can be easily avoided (like having to teach a media art (think videos, photoshop, garage band..) course but oops we didn't schedule the course in the computer lab! You can still teach the course right?) When teachers hate their jobs it's not about admin or bureaucracy, it's about the teacher and there could be a million reasons why they are miserable.
I don't know what the system is like where you are, but there are some options here for folks who like working with smaller groups. You could be a Special Education Assistant which means you work one on one with lower achieving kids. Or you could get a job as a Learning Support teacher and you would have classes of 10-15 students with learning disabilities and help them with their school work.
One last thing, classroom management is certainly taught in teacher ed. but I didn't find it useful at all. Being in the classroom was how I learned to manage a class. Talking with other teachers really helped, and observed other teachers in action helped.
posted by sadtomato at 7:48 PM on February 2, 2011
I don't know anyone who has ever left because of boredom. Teachers leave because they get burned out -- if you don't figure out how to manage your work load and how to say no to people it's easy to burn yourself right out. Sometimes they decide they want a job where they can make more money. Or my favourite reason for a teacher to leave the profession is because they thought it would be great to have a job where you get summers and Christmas off and are shocked that the work load is so high and having summers off isn't worth it.
It is an ever changing job. I do get frustrated with admin stuff sometimes and with general screw ups that can be easily avoided (like having to teach a media art (think videos, photoshop, garage band..) course but oops we didn't schedule the course in the computer lab! You can still teach the course right?) When teachers hate their jobs it's not about admin or bureaucracy, it's about the teacher and there could be a million reasons why they are miserable.
I don't know what the system is like where you are, but there are some options here for folks who like working with smaller groups. You could be a Special Education Assistant which means you work one on one with lower achieving kids. Or you could get a job as a Learning Support teacher and you would have classes of 10-15 students with learning disabilities and help them with their school work.
One last thing, classroom management is certainly taught in teacher ed. but I didn't find it useful at all. Being in the classroom was how I learned to manage a class. Talking with other teachers really helped, and observed other teachers in action helped.
posted by sadtomato at 7:48 PM on February 2, 2011
-- I have a ton of experience working with kids in small groups/individually. I'm worried about classroom management being in charge of a whole class...I think I would be better now, but still need a lot of improvement. Is this something that I would learn? Is this something you see teachers struggle with? Is this a normal concern, or is it just that my experience was in a school that was on one end of an extreme?
Classroom management is something that it feels completely impossible to teach- most teachers start out a least marginally bad at it and figure it out as they go along. Other teachers can give you ideas, help you think through a plan and rethink the way that you are setting yourself for success or failure, management-wise, but it really feels like something you have to bumble through before you can figure out whether you're going to be okay at it a lot. If you ask other teachers to come watch you teach classes that aren't going well, you can learn a lot if you ask for their honest evaluation.
There is a HUGE variation between schools and districts in what the kids will know and expect in terms of responsibility and behavior when they reach your class. I started teaching in a ridiculously bad middle school in inner-city Los Angeles where the students pretty much ran things and it took me 3 years to get management figured out. I have worked at many other schools since then and feel that my first bad experience pretty much set me up for lifetime success in classroom management; I've been told that it's the most striking thing about my teaching by several different administrators. If you land at a decently-run school first, you'll have a much easier time in your first year. If you land at a poorly-run school first, you'll spend a lot of time frustrated but will learn things that will help you find success the rest of your teaching career.
Anyway, in my experience as a teacher and as someone who helps other teachers with this issue, it's possible to learn and greatly improve your management. Most people figure it out at least a little bit. Some people never, ever do. I've worked as an official district mentor for several years and it's pretty easy to watch a couple lessons taught by a new teacher and figure out which ones will eventually be decent managers and which ones will be hopeless and miserable the rest of their careers. The ones who will eventually be good are reflective and assess what they are doing in the classroom constantly and actively seek out help in their areas of weakness. The ones who will be terrible forever blame or make excuses for the kids, don't ask questions about what they could be doing better and assume that running a structured classroom would make them "mean."
If you end up teaching, some books to help you figure out how to streamline your procedures and management from day one that I constantly recommend are Tools for Teaching by Fred Jones and The First Days of School by Harry Wong.
-- Teacher residency programs-- they appeal to me because they're hands on, but I know they also receive some criticism for underpreparing teachers. What are your thoughts on a residency program vs. just enrolling in a grad school program?
Many teachers, including me, found that the portions of their grad school programs that involve being in an actual working classroom were really useful. 80% of everything else was a crazy waste of time. In most programs you won't miss a lot by not having had the b.s. education courses in advance, but you will suffer from not having whatever hands-on classroom experiences the grad program provides. What are the programs like in your area? Do they get you out in classrooms from the get-go? Do they provide structured student teaching? Internships and student teaching are when you figure out how do to things, and you really are at a disadvantage if you jump into a a teaching job after a residency program without having had that experience (or having had that experience for a month rather than an entire year or semester).
On the other hand, you're going to be at least a little miserable and consumed by your job your first year regardless of your prior experience. You may be willing to put up with a slightly higher level of miserable of confused in order to move into the career in a more efficient manner.
-- I have talked to teachers who have told me that the job is increasingly standardized, bureaucratic, and miserable. yes? no? thoughts?
To some extent, yes; things have really gotten more unpleasant in that way in the 10 years I have been teaching, especially for elementary teachers. However, if teaching is something you love you will be willing to look past the associated nonsense. I certainly think the good stuff balances out the staff meetings, mediocre pay, hours of training to be a proctor for yet another standardized test, reams of paperwork and all the other dumb stuff.
-- I'm currently a classroom aid for ~6 hours a week and I really enjoy it. But again, it's mostly working with kids one-on-one. Would subbing give me a more realistic view of what teaching would actually be like?
If management is an area of concern, I'll respectfully disagree with people above and say that subbing really would help you get yourself together in that department. Being in the classroom is the best way to figure this stuff out, even if it is not your own classroom. You can develop your teacher voice and work on dealing with student nonsense in a calm and respectful manner.
-- What else should I know/think about? Teachers, do you enjoy your jobs?
If I had a time machine to go back and tell my first and second-year teacher self how much I love what I do now, she'd probably slap me and tell me I was a liar. Once you figure it out, it's fantastic if you like kids and providing something positive in their lives.
posted by charmedimsure at 10:03 PM on February 2, 2011
Classroom management is something that it feels completely impossible to teach- most teachers start out a least marginally bad at it and figure it out as they go along. Other teachers can give you ideas, help you think through a plan and rethink the way that you are setting yourself for success or failure, management-wise, but it really feels like something you have to bumble through before you can figure out whether you're going to be okay at it a lot. If you ask other teachers to come watch you teach classes that aren't going well, you can learn a lot if you ask for their honest evaluation.
There is a HUGE variation between schools and districts in what the kids will know and expect in terms of responsibility and behavior when they reach your class. I started teaching in a ridiculously bad middle school in inner-city Los Angeles where the students pretty much ran things and it took me 3 years to get management figured out. I have worked at many other schools since then and feel that my first bad experience pretty much set me up for lifetime success in classroom management; I've been told that it's the most striking thing about my teaching by several different administrators. If you land at a decently-run school first, you'll have a much easier time in your first year. If you land at a poorly-run school first, you'll spend a lot of time frustrated but will learn things that will help you find success the rest of your teaching career.
Anyway, in my experience as a teacher and as someone who helps other teachers with this issue, it's possible to learn and greatly improve your management. Most people figure it out at least a little bit. Some people never, ever do. I've worked as an official district mentor for several years and it's pretty easy to watch a couple lessons taught by a new teacher and figure out which ones will eventually be decent managers and which ones will be hopeless and miserable the rest of their careers. The ones who will eventually be good are reflective and assess what they are doing in the classroom constantly and actively seek out help in their areas of weakness. The ones who will be terrible forever blame or make excuses for the kids, don't ask questions about what they could be doing better and assume that running a structured classroom would make them "mean."
If you end up teaching, some books to help you figure out how to streamline your procedures and management from day one that I constantly recommend are Tools for Teaching by Fred Jones and The First Days of School by Harry Wong.
-- Teacher residency programs-- they appeal to me because they're hands on, but I know they also receive some criticism for underpreparing teachers. What are your thoughts on a residency program vs. just enrolling in a grad school program?
Many teachers, including me, found that the portions of their grad school programs that involve being in an actual working classroom were really useful. 80% of everything else was a crazy waste of time. In most programs you won't miss a lot by not having had the b.s. education courses in advance, but you will suffer from not having whatever hands-on classroom experiences the grad program provides. What are the programs like in your area? Do they get you out in classrooms from the get-go? Do they provide structured student teaching? Internships and student teaching are when you figure out how do to things, and you really are at a disadvantage if you jump into a a teaching job after a residency program without having had that experience (or having had that experience for a month rather than an entire year or semester).
On the other hand, you're going to be at least a little miserable and consumed by your job your first year regardless of your prior experience. You may be willing to put up with a slightly higher level of miserable of confused in order to move into the career in a more efficient manner.
-- I have talked to teachers who have told me that the job is increasingly standardized, bureaucratic, and miserable. yes? no? thoughts?
To some extent, yes; things have really gotten more unpleasant in that way in the 10 years I have been teaching, especially for elementary teachers. However, if teaching is something you love you will be willing to look past the associated nonsense. I certainly think the good stuff balances out the staff meetings, mediocre pay, hours of training to be a proctor for yet another standardized test, reams of paperwork and all the other dumb stuff.
-- I'm currently a classroom aid for ~6 hours a week and I really enjoy it. But again, it's mostly working with kids one-on-one. Would subbing give me a more realistic view of what teaching would actually be like?
If management is an area of concern, I'll respectfully disagree with people above and say that subbing really would help you get yourself together in that department. Being in the classroom is the best way to figure this stuff out, even if it is not your own classroom. You can develop your teacher voice and work on dealing with student nonsense in a calm and respectful manner.
-- What else should I know/think about? Teachers, do you enjoy your jobs?
If I had a time machine to go back and tell my first and second-year teacher self how much I love what I do now, she'd probably slap me and tell me I was a liar. Once you figure it out, it's fantastic if you like kids and providing something positive in their lives.
posted by charmedimsure at 10:03 PM on February 2, 2011
Be careful of programs at the national level like for Teach for America. You'd only be at a school for two years, which can pose a number of issues discussed in the linked criticism.
I've heard good and bad things about TFA. Applied to them myself, but in the end really disliked their overall philosophy and attitude toward education, which more than likely came across in my interview and was probably one of several reasons why I wasn't offered a position.
I'd recommend finding a LOCAL program in an area you wish to live in, or a program that's teamed up with a grad school already.
For example, Shady Hill School in Cambridge, MA has a training program and is linked with both Tufts and Lesley Universities.
Boston also has City on a Hill.
I'd strongly suggest looking for a residency program that is local that would then allow you to use your experience in another area school. You'd definitely be more of a student than the direct teacher in programs like these one, effectively a student teacher, which is probably better and healthier for you, for the school, and for the students than a program like TFA.
posted by zizzle at 2:56 AM on February 3, 2011
I've heard good and bad things about TFA. Applied to them myself, but in the end really disliked their overall philosophy and attitude toward education, which more than likely came across in my interview and was probably one of several reasons why I wasn't offered a position.
I'd recommend finding a LOCAL program in an area you wish to live in, or a program that's teamed up with a grad school already.
For example, Shady Hill School in Cambridge, MA has a training program and is linked with both Tufts and Lesley Universities.
Boston also has City on a Hill.
I'd strongly suggest looking for a residency program that is local that would then allow you to use your experience in another area school. You'd definitely be more of a student than the direct teacher in programs like these one, effectively a student teacher, which is probably better and healthier for you, for the school, and for the students than a program like TFA.
posted by zizzle at 2:56 AM on February 3, 2011
I'm the spouse of a high-school teacher. From this perspective, teaching sucks so hard it blows. My spouse used to have a personality. Years of corrosive, lousy students and even lousier administrators have abraded his/her personality into a shell of itself. If he/she is not at school, he/she is sitting at the dining room table, making lesson plans and grading grading grading. Getting up at 5 am (high school level) means generalized exhaustion by 8 or 9 pm. S/he is constantly subjected to idiotic exhortations to 'not leave those kids behind; they want to learn!', as s/he notes their absenteeism or suspension for the 20th day in a row. Bounced emails and no-call backs from parents mean she is not 'trying hard enough'. The pay is lame for a person with a bona-fide master's degree in a subject area, not just an education degree. S/he has become a master at signing in, and they skipping out of, in-service activities that add no value and actually waste everyone's time. If you value a personal life, please consider all your options. I wish I had nicer things to say, but I don't.
posted by eaglehound at 6:45 AM on February 3, 2011
posted by eaglehound at 6:45 AM on February 3, 2011
Teacher here.
One thing to consider is that right now the job market is horrendous in a lot of places; depending on where you are located and what you want to teach (elementary is usually a very popular licensure), you could be looking for work for a long time (or find work and be worried about getting pink slipped year after year). So, consider if you're willing to be without a steady job/forced to substitute teach to stay friendly/known with a district for a year or more. Again, this depends on where you're located/if you'd be willing to relocate to a rural/less desirable locale. In a lot of places, finding work is pretty darn rough.
If you like working with individual kids, I wonder if being a reading specialist or a speech therapist would be more appealing to you. You still get to help kids out, but you often will deal with much less classroom management. I totally agree with those saying that subbing can help you get some crucial classroom management skills.
Good luck with your decision!
posted by superlibby at 10:18 AM on February 3, 2011
One thing to consider is that right now the job market is horrendous in a lot of places; depending on where you are located and what you want to teach (elementary is usually a very popular licensure), you could be looking for work for a long time (or find work and be worried about getting pink slipped year after year). So, consider if you're willing to be without a steady job/forced to substitute teach to stay friendly/known with a district for a year or more. Again, this depends on where you're located/if you'd be willing to relocate to a rural/less desirable locale. In a lot of places, finding work is pretty darn rough.
If you like working with individual kids, I wonder if being a reading specialist or a speech therapist would be more appealing to you. You still get to help kids out, but you often will deal with much less classroom management. I totally agree with those saying that subbing can help you get some crucial classroom management skills.
Good luck with your decision!
posted by superlibby at 10:18 AM on February 3, 2011
This thread is closed to new comments.
-- I have talked to teachers who have told me that the job is increasingly standardized, bureaucratic, and miserable. yes? no? thoughts?
I'm not sure this is recent at all, but yes, especially in elementary school, there's a lot of regimentation and standardization. School districts "buy into" educational programs from major publishers like Harcourt Brace and Pearson. Each child receives a box that contains his or her education for that year. The box contains all workbooks and supplies the child will need. The teacher receives a manual that describes, day by day, hour by hour, what he or she will be doing throughout the year. There is little room for departure or flexibility. In particular, there is not really room for creative assignments or outside reading.
The idealist in me finds this depressing, but you should keep in mind that creating teaching materials and teaching plans on the fly for every day of the year is a gargantuan and probably superhuman task. The box approach saves the sanity of many teachers. On the other hand, the box approach also led me to decide that teaching elementary was not for me.
posted by Nomyte at 5:14 PM on February 2, 2011