Help me be an excellent grade 4 teacher and stay sane while doing so!
July 28, 2010 11:47 AM Subscribe
Help me be an excellent grade 4 teacher and stay sane while doing so!
I graduated with an education degree this year and was lucky enough to land a full-time teaching position in a grade 4 classroom in what appears to be a very excellent school.
I do, however, feel a bit nervous and unprepared. While I'm confident that I can teach - and have done so as a student-teacher - I'm a little more concerned about the responsibility of managing my own classroom and of all the routines and details involved.
Teachers: what made your life easier, especially in the first year? What routines or suggestions can you provide so that I can be a really excellent teacher and give my students the best possible year?
Non-teachers: What do you remember about your best teachers? What really stands out, even years later?
I'm more than happy to provide additional details!
I graduated with an education degree this year and was lucky enough to land a full-time teaching position in a grade 4 classroom in what appears to be a very excellent school.
I do, however, feel a bit nervous and unprepared. While I'm confident that I can teach - and have done so as a student-teacher - I'm a little more concerned about the responsibility of managing my own classroom and of all the routines and details involved.
Teachers: what made your life easier, especially in the first year? What routines or suggestions can you provide so that I can be a really excellent teacher and give my students the best possible year?
Non-teachers: What do you remember about your best teachers? What really stands out, even years later?
I'm more than happy to provide additional details!
My son is going in sixth grade and can already appreciate the fact that he had a teacher he didn't like because she was so strict. He said he learned the most in her class.
Thank you for becoming a teacher, and for wanting to do an excellent job.
posted by littleflowers at 11:53 AM on July 28, 2010
Thank you for becoming a teacher, and for wanting to do an excellent job.
posted by littleflowers at 11:53 AM on July 28, 2010
Non-teacher, always wanted to be one here..
The teachers I loved the most were friendly, reasonable teachers who kept their calm. One that made enlighted jokes and made the content fun.
Also, the ones who disciplined when it was needed.. instead of pretending like nothing was wrong. Or they were special children and didn't need to follow the rules. There were a couple of teachers I had who did the second, and it made it extremely unfair when those special children treated me badly but the teacher would do nothing about it.
It seems all about balance and moderation.
I had a friend who got his teaching degree.. and was teaching grade school kids and he kept trying to run the classroom with a strict hand. Insisting the 'monsters' needed firm 'discipline'. He was in the army and took that kind of strict structure to the classroom. He was fired two years later.
posted by royalsong at 11:57 AM on July 28, 2010
The teachers I loved the most were friendly, reasonable teachers who kept their calm. One that made enlighted jokes and made the content fun.
Also, the ones who disciplined when it was needed.. instead of pretending like nothing was wrong. Or they were special children and didn't need to follow the rules. There were a couple of teachers I had who did the second, and it made it extremely unfair when those special children treated me badly but the teacher would do nothing about it.
It seems all about balance and moderation.
I had a friend who got his teaching degree.. and was teaching grade school kids and he kept trying to run the classroom with a strict hand. Insisting the 'monsters' needed firm 'discipline'. He was in the army and took that kind of strict structure to the classroom. He was fired two years later.
posted by royalsong at 11:57 AM on July 28, 2010
Best answer: Congratulations and welcome to teaching. I'm a middle school special ed teacher; previously in elementary for a few years.
The best thing my mentor told me was this: allow yourself to make 12 mistakes a day without even thinking twice about them. Something goes wrong, let it go. Don't dwell. You will make mistakes (overwhelming paperwork, forgetting to return phone calls...it goes on and on).
First year, it's critical to stay healthy. Eat well; play with loved ones and/or pets; get sleep; try not to take work home with you; exercise and relax when you can. Teaching can be all-consuming and stressful and many first year teachers are knocked flat out by October.
Also in a new school, take time to understand the culture before you begin making suggestions. Yes, you have many wonderful ideas. But chances are, these ideas have been discussed or tried. What I mean is: nobody appreciates the new teacher who comes in with lists of ways to improve the school. Wait until your second year, please.
Relax. The kids will think you're great.
Your most important job is to connect with the kids; show them that you appreciate them for what they bring to your class, for who they are. Show them that you have faith in their efforts. Praise them for trying hard and for pushing themselves.
Be positive, be funny, be friendly.
posted by dzaz at 11:57 AM on July 28, 2010 [3 favorites]
The best thing my mentor told me was this: allow yourself to make 12 mistakes a day without even thinking twice about them. Something goes wrong, let it go. Don't dwell. You will make mistakes (overwhelming paperwork, forgetting to return phone calls...it goes on and on).
First year, it's critical to stay healthy. Eat well; play with loved ones and/or pets; get sleep; try not to take work home with you; exercise and relax when you can. Teaching can be all-consuming and stressful and many first year teachers are knocked flat out by October.
Also in a new school, take time to understand the culture before you begin making suggestions. Yes, you have many wonderful ideas. But chances are, these ideas have been discussed or tried. What I mean is: nobody appreciates the new teacher who comes in with lists of ways to improve the school. Wait until your second year, please.
Relax. The kids will think you're great.
Your most important job is to connect with the kids; show them that you appreciate them for what they bring to your class, for who they are. Show them that you have faith in their efforts. Praise them for trying hard and for pushing themselves.
Be positive, be funny, be friendly.
posted by dzaz at 11:57 AM on July 28, 2010 [3 favorites]
The absolutely best advise I was given during my practicum about keeping sane to was always take my lunch break. Leave your room and go eat with the other adults in the building. I give up my Thursday lunch to sponsor a club but otherwise I give my students the extra time and help they need before and after school. I always try to schedule meetings before and after school if I can too.
Dzaz has wonderful advice too.
posted by sadtomato at 12:17 PM on July 28, 2010
Dzaz has wonderful advice too.
posted by sadtomato at 12:17 PM on July 28, 2010
dzaz has given you some very good advice. First year teachers have far more problems with behavior management that the content. So, before you step into the room, think about every routine and procedure you will encounter and have a plan in place. What will they do when they walk in the door in the morning? Where are they to put their papers, backpacks, notebooks, etc.? How is pencil sharpening, lunch count, etc. to be handled? Where do you want them to put their finished work, their unfinished work, notes from home, etc?
Have a very clear behavior management system and stick to it. You can tweak it later but for the first part of the year, don't alter it. Consistency is the key to having your class run smoothly.
One last piece of advice - you are not their friend, you are their teacher. There is a big difference between being friendly and being their friend and that is a line you never want to cross!
posted by Flacka at 12:19 PM on July 28, 2010 [1 favorite]
Have a very clear behavior management system and stick to it. You can tweak it later but for the first part of the year, don't alter it. Consistency is the key to having your class run smoothly.
One last piece of advice - you are not their friend, you are their teacher. There is a big difference between being friendly and being their friend and that is a line you never want to cross!
posted by Flacka at 12:19 PM on July 28, 2010 [1 favorite]
Things may get stressful - hopefully life is different today, but I remember grade 4 seemed to be when kids began to stretch their boundaries and test "authority figures".
They can be mean and cruel - do not take it personally.
My grade 4 teacher was just starting out - his first year, and the bullies in the class made his life such a living hell, he left by November - it was the first time I had witnessed "pack" behaviour and I still remember it to this day.
posted by jkaczor at 12:22 PM on July 28, 2010
They can be mean and cruel - do not take it personally.
My grade 4 teacher was just starting out - his first year, and the bullies in the class made his life such a living hell, he left by November - it was the first time I had witnessed "pack" behaviour and I still remember it to this day.
posted by jkaczor at 12:22 PM on July 28, 2010
I want to add...it's far better to start out strict and lighten up later on but if they peg you as a softie or inconsistent from Day 1, game over.
posted by dzaz at 12:28 PM on July 28, 2010 [1 favorite]
posted by dzaz at 12:28 PM on July 28, 2010 [1 favorite]
Check out Doug Lemov's book, Teach Like A Champion. It's an incredibly valuable discussion of specific techniques that he culled from years of watching master teachers; it covers everything from lesson planning to in-class interactions to behavior management. I wish that this book had existed when I began my teacher training.
posted by philosophygeek at 12:30 PM on July 28, 2010
posted by philosophygeek at 12:30 PM on July 28, 2010
Best answer: My mom has taught 4th grade since before I was born. She loves fourth grade because it's such a good age for kids; at 9 years old, kids are mature enough to understand a lot of difficult concepts and get jokes, but they're young enough not to be mired in all the social and body drama of teens/pre-teens.
I don't think she's ever had kids who hate her or complaining parents.
Things she does that I think are unique among elementary school teachers:
-She has several books that she reads to the class every year, complete with voices (James and the Giant Peach, The Bunjee Venture, and Tales of a Fourth Grade Nothing, to name a few). She tries to fit at least an hour of reading into every week.
-She writes the schedule for the day on the board so the kids can pace themselves as they do classwork between lessons.
-Under the schedule she writes an interesting "did you know?" factoid. It's different every day, and encourages the kids to look up information they previously didn't know.
-She lets each kid design their own name tag for their desk (she'll write the name in sharpie on a piece of cardstock, they color around it with crayons, and each tag is run through the laminating machine, which melts the crayon slightly and makes them look really cool), and she switches up the desk layout design and seating arrangement every few weeks.
-She's both strict and goofy. She's not afraid to look silly in front of the kids (which is really important), but if something goes wrong or the kids are acting up, she's 100% business. That way, the kids aren't afraid to joke around or go to her with problems, but they also know that they're safe if anything bad ever happens to them.
I think you'll be fine. I think the best marker of a good teacher is that they always WORRY whether or not they are good teachers. The bad ones don't care. Good luck!
posted by phunniemee at 12:33 PM on July 28, 2010 [1 favorite]
I don't think she's ever had kids who hate her or complaining parents.
Things she does that I think are unique among elementary school teachers:
-She has several books that she reads to the class every year, complete with voices (James and the Giant Peach, The Bunjee Venture, and Tales of a Fourth Grade Nothing, to name a few). She tries to fit at least an hour of reading into every week.
-She writes the schedule for the day on the board so the kids can pace themselves as they do classwork between lessons.
-Under the schedule she writes an interesting "did you know?" factoid. It's different every day, and encourages the kids to look up information they previously didn't know.
-She lets each kid design their own name tag for their desk (she'll write the name in sharpie on a piece of cardstock, they color around it with crayons, and each tag is run through the laminating machine, which melts the crayon slightly and makes them look really cool), and she switches up the desk layout design and seating arrangement every few weeks.
-She's both strict and goofy. She's not afraid to look silly in front of the kids (which is really important), but if something goes wrong or the kids are acting up, she's 100% business. That way, the kids aren't afraid to joke around or go to her with problems, but they also know that they're safe if anything bad ever happens to them.
I think you'll be fine. I think the best marker of a good teacher is that they always WORRY whether or not they are good teachers. The bad ones don't care. Good luck!
posted by phunniemee at 12:33 PM on July 28, 2010 [1 favorite]
Best answer: Mrs. Varney was my fifth grade teacher. Did I quantifiably learn more in her class than in any other? I surely don't know; our family had fallen into chaos at that time, everything was a huge mess, I doubt I did more than 100 hours of homework in my life, if I did that. (I mean, until I went back to school -- there I studied like my life depended on it, which it sortof did, right?)
Regardless what I learned about math or spelling or grammar or whatever, Mrs. Varney was the best teacher I've ever had. She taught me, she taught my younger brother, my nephew, my niece. We talk about her still, and we like to. Seeing your question, her name came up in my mind, immediately, forty-five years gone by.
She was one of the best human beings I've ever come across. She had red hair, blue eyes, the most genuine smile, she wore dorky clothes, she rode a very, very dorky blue bike to school in those seasons when a bike could be ridden. She was fair and decent and fun and good. When she taught my niece, I went to a PTA night, and sat at one of those tiny desks; she recognized me immediately, and she was just as warm as ever she was when I was a kid, and I glowed just the same.
So screw using this method or that one, use the Mrs. Varney method, maybe go buy some dorky clothes and a dorky bike, put on your most genuine smile and love those kids, and they'll love you back, and write about you fifty years from now.
posted by dancestoblue at 12:35 PM on July 28, 2010 [1 favorite]
Regardless what I learned about math or spelling or grammar or whatever, Mrs. Varney was the best teacher I've ever had. She taught me, she taught my younger brother, my nephew, my niece. We talk about her still, and we like to. Seeing your question, her name came up in my mind, immediately, forty-five years gone by.
She was one of the best human beings I've ever come across. She had red hair, blue eyes, the most genuine smile, she wore dorky clothes, she rode a very, very dorky blue bike to school in those seasons when a bike could be ridden. She was fair and decent and fun and good. When she taught my niece, I went to a PTA night, and sat at one of those tiny desks; she recognized me immediately, and she was just as warm as ever she was when I was a kid, and I glowed just the same.
So screw using this method or that one, use the Mrs. Varney method, maybe go buy some dorky clothes and a dorky bike, put on your most genuine smile and love those kids, and they'll love you back, and write about you fifty years from now.
posted by dancestoblue at 12:35 PM on July 28, 2010 [1 favorite]
aw i love thinking about my favorite teachers. i always remember teachers for fostering the non-academic stuff like : critical thinking, flexibility, boundaries, creativity, caring, sharing, questioning the status quo etc. this can be woven into all areas and serve kids later on. good luck!!
posted by UltraD at 12:35 PM on July 28, 2010
posted by UltraD at 12:35 PM on July 28, 2010
Best answer: Anything, literally anything that you want a certain way has to be verbalized and demonstrated if you want consistent results.
If you don't want a kid walking around the room when you're giving the lesson plan, it's got to be explained and shown. Raising your hand in order to talk outloud is not good enough, and you need to show them the difference (students will think that they can talk out of turn simply by having their hand raised...unless of course this won't bother you). The more of this stuff you go over the first two weeks of school the better off you are. Apart from this big list try and think of the 3 biggest ones that are important to you and hammer those home on a general basis.
Write down one or two positive things you could say about any student and have this at the ready next to the student's name come parent–teacher.
At some point in the year the kids will get very comfortable with each other and this can be great for group work but horrible for trying to maintain general classroom discipline. The first two weeks of school may go swimmingly but if you don't mentally prepare for this general comfort level it will really take you by surprise.
Having extra work folders is great for students who finish early.
Having extra work in general is always a lifesaver. If your work has a larger narrative arc (2 to 3 week stuff) the students will work harder. If your classes have a general rhythm to it (quizzes on Fridays, silent reading always on Monday) then you will battle them way less on this.
Any teacher in the school may be a potential ally so never snub a helping hand from anyone as they may help you in spades down the line.
You can have a lot more fun with the students in general if everyone knows what's expect of them.
Catch students doing well and telling them so you'll catch them doing well all the time.
I'm sure you're going to be an amazing teacher just for asking the question.
posted by fantasticninety at 12:38 PM on July 28, 2010 [1 favorite]
If you don't want a kid walking around the room when you're giving the lesson plan, it's got to be explained and shown. Raising your hand in order to talk outloud is not good enough, and you need to show them the difference (students will think that they can talk out of turn simply by having their hand raised...unless of course this won't bother you). The more of this stuff you go over the first two weeks of school the better off you are. Apart from this big list try and think of the 3 biggest ones that are important to you and hammer those home on a general basis.
Write down one or two positive things you could say about any student and have this at the ready next to the student's name come parent–teacher.
At some point in the year the kids will get very comfortable with each other and this can be great for group work but horrible for trying to maintain general classroom discipline. The first two weeks of school may go swimmingly but if you don't mentally prepare for this general comfort level it will really take you by surprise.
Having extra work folders is great for students who finish early.
Having extra work in general is always a lifesaver. If your work has a larger narrative arc (2 to 3 week stuff) the students will work harder. If your classes have a general rhythm to it (quizzes on Fridays, silent reading always on Monday) then you will battle them way less on this.
Any teacher in the school may be a potential ally so never snub a helping hand from anyone as they may help you in spades down the line.
You can have a lot more fun with the students in general if everyone knows what's expect of them.
Catch students doing well and telling them so you'll catch them doing well all the time.
I'm sure you're going to be an amazing teacher just for asking the question.
posted by fantasticninety at 12:38 PM on July 28, 2010 [1 favorite]
You are already on your way to being an excellent teacher by searching out information.
I am a graduate student and have been teaching undergrads for 4 years. I have also dealt with 4th graders- they are my favorite! Not too old to hate you, but not babies anymore either!
Regardless, one of the best articles about teaching I have read is called Building a Better Teacher in the New York Times magazine.
The article focuses on the the idea that teaching skills are not innate, but that the best teachers have developed successful techniques to most effectively teach. Doug Lemov, who works with a group called Uncommon Schools, has compiled these methods together into a set of 49 techniques called Lemov's Taxonomy. Several of them are demonstrated in videos that accompany the article. Some I have discovered by myself over the years, others I did not think of, but seem really reasonable. I am looking forward to using many of these techniques in the fall. I am planning on buying or borrowing the book soon- thanks for making me think of it.
The cool thing is that that these are techniques that you do not have to push on others- they help you manage your classroom. You do not have to change the school- as dzaz pointed out, trying to change the school your first year is a great way to alienate you from your fellow teachers. It can also lead to burn-out if you do too much at once. Show you are a fantastic teacher in your classroom, then move from there.
BTW, The book that contains Lemov's Taxonomy is called Teach Like a Champion: 49 Techniques that Put Students on the Path to College. The Uncommon Schools website has a bunch of great demo videos and a place you can request additional training materials.
posted by rockindata at 12:39 PM on July 28, 2010 [2 favorites]
I am a graduate student and have been teaching undergrads for 4 years. I have also dealt with 4th graders- they are my favorite! Not too old to hate you, but not babies anymore either!
Regardless, one of the best articles about teaching I have read is called Building a Better Teacher in the New York Times magazine.
The article focuses on the the idea that teaching skills are not innate, but that the best teachers have developed successful techniques to most effectively teach. Doug Lemov, who works with a group called Uncommon Schools, has compiled these methods together into a set of 49 techniques called Lemov's Taxonomy. Several of them are demonstrated in videos that accompany the article. Some I have discovered by myself over the years, others I did not think of, but seem really reasonable. I am looking forward to using many of these techniques in the fall. I am planning on buying or borrowing the book soon- thanks for making me think of it.
The cool thing is that that these are techniques that you do not have to push on others- they help you manage your classroom. You do not have to change the school- as dzaz pointed out, trying to change the school your first year is a great way to alienate you from your fellow teachers. It can also lead to burn-out if you do too much at once. Show you are a fantastic teacher in your classroom, then move from there.
BTW, The book that contains Lemov's Taxonomy is called Teach Like a Champion: 49 Techniques that Put Students on the Path to College. The Uncommon Schools website has a bunch of great demo videos and a place you can request additional training materials.
posted by rockindata at 12:39 PM on July 28, 2010 [2 favorites]
Excellent advice all around. I have only one little tip to add. During my first year, an older teacher gave me this advice: don't spend your life in your classroom. A lot of new teachers stick around school well into the evening, night after night, week after week. And while there probably is enough to keep you that busy, cut yourself some slack. For my first year, I went home at 3:45 on Tuesdays and Thursdays. On Monday and Wednesday, I stayed as long as I needed to (but still tried to get 8 hours of sleep). On Friday, I stayed long enough to prep for the next week, but not past 5:30 or so. If it wasn't one of my late nights, that teacher was shooing me out the door by 3:50. I was very grateful for that.
posted by SamanthaK at 12:40 PM on July 28, 2010
posted by SamanthaK at 12:40 PM on July 28, 2010
Best answer: Grade 4 & 5 teacher here. Teaching kids this age is a wonderful, endlessly fascinating, exciting, rewarding, hope-restoring job. The first year is also confusing, stressful, and exhausting. Be sure to focus on the amazing moments to avoid being overwhelmed by the less-great moments.
Always treat your kids with respect. Remember that behavior problems usually arise from a student not knowing how to express hurt, sadness, or frustration -- not from a kid's desire to "be bad." Try to find out what's causing a kid to act out and deal with that issue rather than punishing the inappropriate action without understanding the context.
These are probably strategies you've heard about in school, but I've found them to be really important on a day-to-day basis:
Have a routine for getting kids calm and attentive during transition times (coming in from recess, switching classes or teachers, getting ready to go to music/art/P.E. [if your school is still lucky enough to have "specials"]). Plan your strategy for transition time well ahead of the first day, and implement it from the beginning of the year. However, be aware that your most thoughtful and practical-seeming plans will probably change as the year goes on, based on your new experience and your kids' personalities and learning styles. Be flexible and be ready to change things as necessary.
One colleague of mine has her iPod on a speaker in the classroom; during transition times, she plays a snippet of a song for 1-2 minutes. Her kids know that, at the end of the music break, they're expected to be at their desks and quiet. It works very well.
A counter-example: you may encounter teachers who switch off the lights until their kids are quiet. They'll stand at the switch, saying loudly and flatly, "I'm waiting. I'm waiting..." until the kids calm down, at which point the lights will be switched on. This can go on for MINUTES. It's awful. And while the teacher is "waiting" for quiet to turn the lights on, he or she is losing teaching time, as well as the kids' attention (and, if you ask me, their respect, too).
During transition times, when my kids are having trouble calming down, I usually speak very, very quietly, giving instructions to the kids. Sometimes my instructions are practical:
"Take your Science text from your desk and turn to page 114."
Other times, I give silly instructions:
"Lift your left hand over your head. Point one finger to the sky. Now touch your nose with that finger."
In either case, a few students will listen right away and follow the instructions. The other kids notice that something's going on, and soon they start to listen, too. Soon the whole class is super-attentive and engaged in the task at hand. This has worked extremely well for me, and it saves me (and the kids) from condescending words, shouting, or waiting a long time to start a lesson.
Finally, before the school year starts, make your classroom as welcoming and comfy as you can. If you can, get some soft furniture (it can be inexpensive or used) and set up a corner of your room as a reading / thinking area. If you can get ahold of a lamp or other indirect light source to warm up the light in this area, bonus. Try to make at least a corner your classroom feel like a family room, warm, safe, and familiar. When the kids start to make art and do projects, decorate the room with their creations. When the kids feel like your classroom is "their room," they are much more comfortable, open, and confident about being creative.
Good luck. Get ready for a fantastic year!
posted by Spinneret at 12:45 PM on July 28, 2010 [5 favorites]
Always treat your kids with respect. Remember that behavior problems usually arise from a student not knowing how to express hurt, sadness, or frustration -- not from a kid's desire to "be bad." Try to find out what's causing a kid to act out and deal with that issue rather than punishing the inappropriate action without understanding the context.
These are probably strategies you've heard about in school, but I've found them to be really important on a day-to-day basis:
Have a routine for getting kids calm and attentive during transition times (coming in from recess, switching classes or teachers, getting ready to go to music/art/P.E. [if your school is still lucky enough to have "specials"]). Plan your strategy for transition time well ahead of the first day, and implement it from the beginning of the year. However, be aware that your most thoughtful and practical-seeming plans will probably change as the year goes on, based on your new experience and your kids' personalities and learning styles. Be flexible and be ready to change things as necessary.
One colleague of mine has her iPod on a speaker in the classroom; during transition times, she plays a snippet of a song for 1-2 minutes. Her kids know that, at the end of the music break, they're expected to be at their desks and quiet. It works very well.
A counter-example: you may encounter teachers who switch off the lights until their kids are quiet. They'll stand at the switch, saying loudly and flatly, "I'm waiting. I'm waiting..." until the kids calm down, at which point the lights will be switched on. This can go on for MINUTES. It's awful. And while the teacher is "waiting" for quiet to turn the lights on, he or she is losing teaching time, as well as the kids' attention (and, if you ask me, their respect, too).
During transition times, when my kids are having trouble calming down, I usually speak very, very quietly, giving instructions to the kids. Sometimes my instructions are practical:
"Take your Science text from your desk and turn to page 114."
Other times, I give silly instructions:
"Lift your left hand over your head. Point one finger to the sky. Now touch your nose with that finger."
In either case, a few students will listen right away and follow the instructions. The other kids notice that something's going on, and soon they start to listen, too. Soon the whole class is super-attentive and engaged in the task at hand. This has worked extremely well for me, and it saves me (and the kids) from condescending words, shouting, or waiting a long time to start a lesson.
Finally, before the school year starts, make your classroom as welcoming and comfy as you can. If you can, get some soft furniture (it can be inexpensive or used) and set up a corner of your room as a reading / thinking area. If you can get ahold of a lamp or other indirect light source to warm up the light in this area, bonus. Try to make at least a corner your classroom feel like a family room, warm, safe, and familiar. When the kids start to make art and do projects, decorate the room with their creations. When the kids feel like your classroom is "their room," they are much more comfortable, open, and confident about being creative.
Good luck. Get ready for a fantastic year!
posted by Spinneret at 12:45 PM on July 28, 2010 [5 favorites]
Response by poster: Just wanted to pop in and say thank-you for all the great suggestions! I will go through and mark favorites the like once the thread seems to be dying down. Great work!
posted by iftheaccidentwill at 12:47 PM on July 28, 2010
posted by iftheaccidentwill at 12:47 PM on July 28, 2010
I'm a substitute, so I'll leave all of the "real" teacher advise for other people. But I do have some advise to make things easier when you're not there.
Make sure the class knows what you expect when you're not there. I'm perfectly capable of telling you who didn't behave. The classes where I had the least amount of trouble were ones where the kids essentially got double punishment because they'd miss recess/etc. with me and then again when the teacher got back. Not saying you should necessarily do that, but make sure they know that you being gone =/= them not needing to behave.
Make things easy for the sub. If you can have things out and ready to go. I know that isn't always possible. But being able to go into a class and not having to dig through your desk to find the work and familiarize myself with everything is wonderful.
Likewise, 4th graders for the most part know when the work a sub gives them is just filling the time. I'm not telling you to let a complete stranger teach your class. But if you're going to give them work that essentially doesn't count at least make it fun and/or fill the entire time allotted. I once had a 2nd grade teacher leave in the plans to spend an hour filling in a hundreds chart.
posted by theichibun at 12:56 PM on July 28, 2010
Make sure the class knows what you expect when you're not there. I'm perfectly capable of telling you who didn't behave. The classes where I had the least amount of trouble were ones where the kids essentially got double punishment because they'd miss recess/etc. with me and then again when the teacher got back. Not saying you should necessarily do that, but make sure they know that you being gone =/= them not needing to behave.
Make things easy for the sub. If you can have things out and ready to go. I know that isn't always possible. But being able to go into a class and not having to dig through your desk to find the work and familiarize myself with everything is wonderful.
Likewise, 4th graders for the most part know when the work a sub gives them is just filling the time. I'm not telling you to let a complete stranger teach your class. But if you're going to give them work that essentially doesn't count at least make it fun and/or fill the entire time allotted. I once had a 2nd grade teacher leave in the plans to spend an hour filling in a hundreds chart.
posted by theichibun at 12:56 PM on July 28, 2010
4th graders are the best!
For management with kids of that age, be sure that you have thought of how kids are going to do pretty much....everything. How are papers going to be turned in? What will you do to make sure they are ready to leave the classroom in a quiet line? What's your pencil-sharpening system? How will kids be expected to organize their desks/binders/selves? How will you return their work? Harry Wong's The First Days of School has lots of lists of these types of things that are great to look over and consider, if I remember correctly.
Kids love structure and they thrive on knowing what to expect, even the older kids (middle school) that I now teach. Once you have routines and systems (especially for transitions) worked out, most management problems disappear.
posted by charmedimsure at 1:08 PM on July 28, 2010
For management with kids of that age, be sure that you have thought of how kids are going to do pretty much....everything. How are papers going to be turned in? What will you do to make sure they are ready to leave the classroom in a quiet line? What's your pencil-sharpening system? How will kids be expected to organize their desks/binders/selves? How will you return their work? Harry Wong's The First Days of School has lots of lists of these types of things that are great to look over and consider, if I remember correctly.
Kids love structure and they thrive on knowing what to expect, even the older kids (middle school) that I now teach. Once you have routines and systems (especially for transitions) worked out, most management problems disappear.
posted by charmedimsure at 1:08 PM on July 28, 2010
Oh, and the very best thing that you can do the first year is find yourself a mentor, hopefully one who teaches the same grade you do. It's even better if they're in the same school. Good teachers love helping new teachers and sharing their feedback and materials, and can be very helpful in helping you figure out the culture of your school/district, troubleshooting problems and keeping you feeling accountable to someone. My current district has an official program matching mentors/mentees which even gives a little bit of release time for observations (both ways, or the mentor/mentee can go together to watch an exemplary teacher elsewhere in the district); see if yours does, and if not ask your principal or someone you already trust in the district if they have a recommendation.
posted by charmedimsure at 1:13 PM on July 28, 2010
posted by charmedimsure at 1:13 PM on July 28, 2010
Spinneret's whole comment was great, but the last part about making your classroom cozy and welcoming reminded me of my fifth grade classroom's little book corner, which was my favorite place ever. I was an avid reader earlier too, but being able to escape to that spot pretty much sealed the deal. Anyway, this article has some good tips on creating a welcoming library-like space in your classroom (disclaimer: I work on that website). The site also has a section on first year teachers; I think it may be more technique-technical than you were looking for, but including it anyway, so you can decide.
posted by sa3z at 1:24 PM on July 28, 2010
posted by sa3z at 1:24 PM on July 28, 2010
Being strict is really difficult and can backfire if you are inexperienced.
As a rule, focus on what the student *should* be doing, and not how the child is misbehaving. Don't make it personal. There will always be different interpretations of how a student was "being bad", but there is never any misunderstanding about what they should be doing.
Don't fire all your cannons - always keep them in reserve.
Don't send kids to the principal (unless you need to call the police). However, if children are seriously misbehaving, call them on it.
Don't single out kids. Address the class as a whole. Instead of saying "Tommy was throwing paper airplanes while we were supposed to be reading", say "someone was throwing paper airplanes while we were supposed to be reading." Then move on. Kids want to behave.
Don't reinforce negative behaviours.
It is difficult for children to listen, so try not to talk too much.
Children grow restless after about 20 minutes of the same activity. If you have a somewhat decentralized activity that can't be wrapped up easily (an art project), make sure there are other things for bored children to do.
Set learning goals and benchmarks, and just focus on attaining them on time. Keep it simple.
posted by KokuRyu at 2:35 PM on July 28, 2010
As a rule, focus on what the student *should* be doing, and not how the child is misbehaving. Don't make it personal. There will always be different interpretations of how a student was "being bad", but there is never any misunderstanding about what they should be doing.
Don't fire all your cannons - always keep them in reserve.
Don't send kids to the principal (unless you need to call the police). However, if children are seriously misbehaving, call them on it.
Don't single out kids. Address the class as a whole. Instead of saying "Tommy was throwing paper airplanes while we were supposed to be reading", say "someone was throwing paper airplanes while we were supposed to be reading." Then move on. Kids want to behave.
Don't reinforce negative behaviours.
It is difficult for children to listen, so try not to talk too much.
Children grow restless after about 20 minutes of the same activity. If you have a somewhat decentralized activity that can't be wrapped up easily (an art project), make sure there are other things for bored children to do.
Set learning goals and benchmarks, and just focus on attaining them on time. Keep it simple.
posted by KokuRyu at 2:35 PM on July 28, 2010
I taught 4th grade for seven years and loved it. I recommend Tools for Teaching by Fred Jones for all new teachers. It helps you learn how to set up those classroom expectations and structures that keep you from getting frustrated and tired of dealing with classroom management and discipline. I began using his recommendations after thirteen years as a teacher and it transformed my classroom!
I always tried to plan in some time every week for a built in catch-up time for students. If they hadn't finished an assignment, or were absent, or for whatever reason had some unfinished work, it gave us all a chance to catch our breath. Students who were finished with everything got to work on something fun or do an extra art project or something like that.
posted by tamitang at 3:18 PM on July 28, 2010
I always tried to plan in some time every week for a built in catch-up time for students. If they hadn't finished an assignment, or were absent, or for whatever reason had some unfinished work, it gave us all a chance to catch our breath. Students who were finished with everything got to work on something fun or do an extra art project or something like that.
posted by tamitang at 3:18 PM on July 28, 2010
The first year is the hardest. It gets exponentially easier after that. The second year is no picnic either, but after that you've got a groove.
First year teachers are always surprised by how little free time they have the first year; you're creating content, you're grading, you're tired, you're frantic ... schedule some you time to recharge, but don't make super-grand life plans for the first year!
(I'm on a school board. I teach a couple college classes.)
posted by Eyebrows McGee at 4:00 PM on July 28, 2010
First year teachers are always surprised by how little free time they have the first year; you're creating content, you're grading, you're tired, you're frantic ... schedule some you time to recharge, but don't make super-grand life plans for the first year!
(I'm on a school board. I teach a couple college classes.)
posted by Eyebrows McGee at 4:00 PM on July 28, 2010
Sorry, one last thing. Yes, there are many excellent books to help you figure out strategies, etc.
But maybe the most important thing is this: try as hard as you can to relax.
What I love about teaching is that I know there's always a better way to work with the kids, there are always approaches I haven't tried, lessons I didn't know, things I could be doing better. And if you stay in the profession, you will always be improving (and also always convinced that you're a lousy teacher).
But you have to know when to stop making yourself crazy. You can't expect every moment of every day to be something from "Dead's Poet's Society;" it doesn't work like that.
Another mentor once told me that if you had the classroom's full attention 5% of the time, you were ahead of the curve. It's true.
So for example, have more simple goals like, "Will kick ass in today's math lesson," not "Will kick ass all day today."
Not every moment of every day is going to rock. That's cool. Pick some moments where you can be creative and yourself, but don't try to be "on" all day...it's a fast way to burn out.
posted by dzaz at 4:01 PM on July 28, 2010 [1 favorite]
But maybe the most important thing is this: try as hard as you can to relax.
What I love about teaching is that I know there's always a better way to work with the kids, there are always approaches I haven't tried, lessons I didn't know, things I could be doing better. And if you stay in the profession, you will always be improving (and also always convinced that you're a lousy teacher).
But you have to know when to stop making yourself crazy. You can't expect every moment of every day to be something from "Dead's Poet's Society;" it doesn't work like that.
Another mentor once told me that if you had the classroom's full attention 5% of the time, you were ahead of the curve. It's true.
So for example, have more simple goals like, "Will kick ass in today's math lesson," not "Will kick ass all day today."
Not every moment of every day is going to rock. That's cool. Pick some moments where you can be creative and yourself, but don't try to be "on" all day...it's a fast way to burn out.
posted by dzaz at 4:01 PM on July 28, 2010 [1 favorite]
For the cozy corner - consider an old fashioned bath tub with some pillows.
Try to let the parents know what you're doing so that they can check in with the kids at night. As a parent I love getting a biweekly email or letter that describes what's going on. It sure beats the "what did you do in school today?" "I don't remember."
From the mouth of a newly graduated fourth grader who loved her brand new math teacher and her more experienced language arts teacher: "help them with their multiplication facts. Do hands-on activities and don't make them sit at their desks for long times. It makes them feel sleepy. Do projects like the President one [where they researched, presented to the class and made a poster]. Keep pencils in your classroom. Do spelling tests, but don't let everyone else know how people did or make it into a race. Some teachers are too nice and don't know when to put their foot down and the classroom is crazy. But don't be too strict or no one really likes you"
posted by Sukey Says at 4:07 PM on July 28, 2010
Try to let the parents know what you're doing so that they can check in with the kids at night. As a parent I love getting a biweekly email or letter that describes what's going on. It sure beats the "what did you do in school today?" "I don't remember."
From the mouth of a newly graduated fourth grader who loved her brand new math teacher and her more experienced language arts teacher: "help them with their multiplication facts. Do hands-on activities and don't make them sit at their desks for long times. It makes them feel sleepy. Do projects like the President one [where they researched, presented to the class and made a poster]. Keep pencils in your classroom. Do spelling tests, but don't let everyone else know how people did or make it into a race. Some teachers are too nice and don't know when to put their foot down and the classroom is crazy. But don't be too strict or no one really likes you"
posted by Sukey Says at 4:07 PM on July 28, 2010
And ask parents to help out. We know budgets are tight, and can provide tissues, baggies, pencils, etc. if you ask at the parent teacher night or in a newsletter. Many of us like to volunteer...as a working mom, I can't be in the classroom every week, but I have typed up stories at home and been in the classroom for some events.
posted by Sukey Says at 4:16 PM on July 28, 2010
posted by Sukey Says at 4:16 PM on July 28, 2010
Oh, one more thing! If you use an iPhone, there is a fantastic app called Attendance. It helps you keep track of attendance really easily, and also has some great classroom-management tools, like cycling through all students in random order, or a true random selector (which is fun, because students often don't expect to be called on twice!). I love it.
I think you can even do grades and stuff, though I haven't used it for that.
posted by rockindata at 8:03 PM on July 28, 2010 [2 favorites]
I think you can even do grades and stuff, though I haven't used it for that.
posted by rockindata at 8:03 PM on July 28, 2010 [2 favorites]
One more idea that's really powerful is having everyone's name on the board at the same spot for the whole year. Next to it you can keep track of the following things:
– attendance
– hwk
– detentions
Also, assign each student a number alphabetically and have it next to that name on the board. Whenever they hand something in have them put their number (as well as their name on it). It becomes very easy to keep track of who's not passing in work this way (you can find out in 10 seconds).
Finally, if you have mailboxes it allows you to return the work of a student even when they're not there instead of trying to hold onto everything yourself.
The inflow/outflow starts to become really important after awhile.
posted by fantasticninety at 5:48 AM on July 29, 2010 [1 favorite]
– attendance
– hwk
– detentions
Also, assign each student a number alphabetically and have it next to that name on the board. Whenever they hand something in have them put their number (as well as their name on it). It becomes very easy to keep track of who's not passing in work this way (you can find out in 10 seconds).
Finally, if you have mailboxes it allows you to return the work of a student even when they're not there instead of trying to hold onto everything yourself.
The inflow/outflow starts to become really important after awhile.
posted by fantasticninety at 5:48 AM on July 29, 2010 [1 favorite]
Another fun thing to remember is to say what you want, not what you don't want.
"Walk" as opposed to "don't run".
"Quiet" as opposed to "stop talking".
When you get into the habit of this it starts making your instructions more clear.
posted by fantasticninety at 5:52 AM on July 29, 2010
"Walk" as opposed to "don't run".
"Quiet" as opposed to "stop talking".
When you get into the habit of this it starts making your instructions more clear.
posted by fantasticninety at 5:52 AM on July 29, 2010
Response by poster: Thank-you everyone! Your suggestions were much appreciated. I wish MetaFilter had a follow-up feature, so I could report back a month or two in, and let people know what was working especially well.
posted by iftheaccidentwill at 7:04 AM on July 29, 2010
posted by iftheaccidentwill at 7:04 AM on July 29, 2010
Although earlier I spoke as a former teacher, speaking as a parent now, I sure wish that schools could change from paper-based information management. Everything is paper paper paper. While I understand that sending consent forms home with children helps them learn responsibility, sometimes it would be nice if the important information were posted online, in blog format.
You could organize a simple blog that briefly talks about daily activities, including learning outcomes, planned learning activities (next month we're going to learn quadratic equations), and also planned outings (next week is trip to the museum. Drivers needed).
You could organize simple categories. It would make it so much easier to keep in tune with your child's school life, and I think having a blog with a simple calendar would not take that much time to set up and manage.
posted by KokuRyu at 11:55 PM on July 29, 2010 [1 favorite]
You could organize a simple blog that briefly talks about daily activities, including learning outcomes, planned learning activities (next month we're going to learn quadratic equations), and also planned outings (next week is trip to the museum. Drivers needed).
You could organize simple categories. It would make it so much easier to keep in tune with your child's school life, and I think having a blog with a simple calendar would not take that much time to set up and manage.
posted by KokuRyu at 11:55 PM on July 29, 2010 [1 favorite]
This thread is closed to new comments.
posted by thorny at 11:50 AM on July 28, 2010 [3 favorites]