Tips for New Teachers
WES T ER N CARO L I N A U N I V ERSI T Y
Center for the
SUPPORT of
TEACHERS Beginning
2007- 2008
2 WES T ERN CAROL I N A U N I V ERSIT Y
A Message from the Dean
Welcome to a timely publication for beginning teachers
published by Western’s Center for the Support of Beginning
Teachers. Teacher Tips is a collection of teaching tips posted
by Western North Carolina first- year teachers participating in
the Center’s online support program to share with one another
and with other new teachers.
Teacher Tips: A Collection of Ideas, Plans, and Strategies
for New Teachers by New Teachers invites us to look into
the classrooms of first- year teachers as they face the
challenges of becoming accomplished teachers. Through
suggestions, strategies and stories, they share their
dedication, commitment and overwhelming desire to make a difference in the lives
of the students they teach. This is a resource that can be revisited often by both
experienced and beginning teachers as issues and events surrounding planning,
classroom environment, instruction and professional responsibilities unfold.
Western’s College of Education and Allied Professions, the Center for the Support of
Beginning Teachers and our school partners are committed to providing a variety of
opportunities for beginning teachers to network, collaborate, and support one another—
to help them stay connected and avoid the feelings of isolation that drive some from the
profession. The children of Western North Carolina will be the beneficiaries.
Best Regards,
A. Michael Dougerty
C e n t e r f o r t h e S U PPORT o f B E G I N N I N G T EACHERS 3
T EACHER T IPS
A Collection of Ideas, Plans, and Strategies for New Teachers by New Teachers
Submitted by first- year teachers participating in Western Carolina University’s
Center for the Support of Beginning Teachers 2006- 2008 online support program:
Jackson County
Macon County
Mitchell County
Summit Charter
Swain County
Yancey County
Alleghany County
Cherokee County
Cherokee Central
Clay County
Graham County
Haywood County
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C e n t e r f o r t h e S U PPORT o f B E G I N N I N G T EACHERS 5
Acknowledgements
We would first like to take this opportunity to thank the Z. Smith Reynolds Foundation
for their very generous support. Our first Z. Smith Reynolds project, the Beginning
Teacher/ Teacher Leader Program ( 2002- 2004), became the seed that led to the
establishment of Western’s Center for the Support of Beginning Teachers. In May
2006, Z. Smith once again provided funds for a two- year beginning teacher support
program— Project START: Supporting, Training, and Retaining Teachers. The goal of
Project START is to establish an online network of support, bringing together beginning
teachers in Western North Carolina outside the constraints of geography.
We extend appreciation and thanks to the beginning teacher coordinators and public
school and university E- mentors whose efforts and talents have made this project
possible. It is a privilege to work with this extraordinary group of individuals who are
truly committed to beginning teachers. Each week they encouraged the new teachers
in their group to build on what they were doing well, supported them as they tried new
ideas, and helped them sustain their passion for teaching.
The beginning teachers in this project are amazing— generous and patient in responding
to our requests for information and feedback. Thank you for opening your classrooms
and teaching lives to us and to each other. We are fortunate you are working with the
children in our region and sincerely hope you never lose your passion for teaching.
A very special thanks must go to Dean Michael Dougherty for his vision, encour-agement,
and unfailing support of the work of the Center. Under his leadership CSBT
is recognized as a leader in beginning teacher support in the state.
Janice and Kristy
Janice Holt, Director
Center for the Support of Beginning Teachers
holt@ wcu. edu
Kristy Nickles, Coordinator
Online Support Program
knickles@ wcu. edu
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C e n t e r f o r t h e S U PPORT o f B E G I N N I N G T EACHERS 7
Table of Contents
tips for teachers: PK- 2
Planning and Preparation............................................................ 09
Classroom Environment............................................................... 13
Instruction.................................................................................... 17
Professional Responsibilities....................................................... 19
Other Tips.................................................................................... 20
tips for teachers: Grades 3- 5
Planning and Preparation............................................................ 23
Classroom Environment............................................................... 25
Instruction.................................................................................... 28
Professional Responsibilities....................................................... 29
Other Tips.................................................................................... 30
tips for teachers: Middle Grades
Planning and Preparation............................................................ 35
Classroom Environment............................................................... 37
Instruction.................................................................................... 40
Professional Responsibilities....................................................... 42
Other Tips.................................................................................... 42
tips for teachers: High School
Planning and Preparation............................................................ 47
Classroom Environment............................................................... 50
Instruction.................................................................................... 56
Professional Responsibilities....................................................... 57
Other Tips.................................................................................... 59
tips for teachers: K- 12 Certified
Planning and Preparation............................................................ 63
Classroom Environment............................................................... 64
Instruction.................................................................................... 69
Professional Responsibilities....................................................... 71
Other Tips.................................................................................... 72
tips for Working with Your Mentor............................................... 75
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tips for teachers: PK- 2
Planning and Preparation
Organizing: Day- to- Day
Benicia Kennedy: PK
This is my second year teaching preschool. I have learned a lot from my first year
of teaching. My first year, I spent a lot of my time at work. I was learning all of the
paperwork, regulations, preparing my lessons, etc. It was a very difficult year— as far
as me learning everything I needed. The most useful thing that I learned as a beginning
teacher was learning the routine of school ( paperwork, meetings, IEPs, etc.) and how
to use my time wisely. Now, I use my nap time as a planning period. I try to get my next
day ready while the children rest. There are days when things happen unexpectedly, but
for the most part, I do not spend as much time at work. I just want to let other first- year
teachers know that your first year is the hardest, but it does get easier.
Coral Litzau: K
I have picked up a few useful tips to save time and be better prepared for the day:
1. Instead of using a traditional grade book, I have created my own table in Word. In
K there are so many things that you do EVERY day— such as calendar, nap time,
Centers, etc.— that I have found it much easier to have it already set up and saved.
This way, I only have to fill in a few slots to finish the day/ week planning.
This saves SO MUCH TIME!!!
2. Have a folder for every day of the week on- hand and easily accessible. ( Mine are
on my desk.) This way, I simply reach for the day’s folder and all of my papers are
waiting for me. This tip is courtesy of a first grade teacher, here at East.
3. Take- home folders are your friend. These are so useful and handy, I don’t know
what I would do without them. You can communicate with the parents on a regular
basis ( well, most of them), and it is easy to relay materials back and forth. I also
have a behavior chart stapled inside of my calendar, where I have drawn smiley
faces on each day. If they flip a card that day, that is the color their smiley face will
be. Underneath I write what that child did to have to flip a card. In a perfect world,
the parents would look at the folders daily and sign that they had seen it. At the end
of the month, I put the behavior charts in the student folders so that I can refer back
to them as needed. This is a good way to document behavior patterns. Also, you
can easily keep parents informed of upcoming events or deadlines.
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Hannah Johnson: 1st
At our school, we have a school- wide system for planning. For each lesson you plan, you
must follow the provided outline. You must include a review, your objectives, materials,
guided practice, independent practice, and next- day expectations. Although this is very
time consuming, it really makes you stop and think about how you are going to tie all of
your lessons together from day to day. For each lesson, you have to think about what
you will do the next day ( to follow up) and about what you did yesterday, to bring the
concept back to life for the students. This has been really helpful for me as a first- year
teacher. Also, while I am planning, I like to implement at least one fun thing to do with my
students every day. My mentor was the one who encouraged me to think about this. She
commented that, for some kids, this is the only place where they can come and have fun
in a safe environment, and we need to provide that for them. They need to be having fun
and laughter every day. I mean, come on— they’re six!
Organizing: Year- to- Year
Affie Hightower: PK
Already this year I have accumulated a couple of filing- cabinet drawers, notebooks,
and boxes full of planning materials, which I plan on using year- after- year. In an effort
to organize some of this material, I am going to make monthly lesson plan boxes. This
way I will be able to safely store those materials that will not fit into a filing cabinet or
notebook and also keep everything together that I will need for the months ahead. In
order to carry out this plan, I am going to purchase 8 to 10 fairly large Rubbermaid
containers. I am going to label each container with a different teaching month. I will then
place the materials that I have accumulated for that month in the box. I hope next year,
as I begin to plan for a particular month, that I can pull one of these boxes and have a
good base to begin my planning.
Lisa Burch: PK
I have been saving all my lesson plans from this year and putting them in a notebook.
I’m hoping that next year I can pull from some of the lesson plans and not have to start
from scratch. Also, I find my co- teachers are a great resource in planning. They all have
great ideas and don’t mind if I borrow from them!
Karen Thompson: PK
This year has been so much easier for me in regards to planning and preparing mat-erials
for my lessons. I am in my third year of teaching in NC and fifth year overall, so I
have five years of lessons from which to pull. I began my first year like many first- year
teachers. I had to start from scratch. I saved my lessons online and placed all materials
in a folder arranged by themes. I am in the process of becoming even more organized
by using the under- the- bed storage boxes to store all materials, books, etc. according
to themes/ months. By doing this, next year will be even better and, all materials are
neatly stored.
Julia Norman: K
This year— being a first- year teacher— I have had a lot of work to do: coming up with all
new lessons and activities for my students. However, as I have been going along I have
been saving my activities and work in a weekly folder. So now I have 24 weeks worth of
lessons that I can use next year. Also, all plan books are different; therefore, I made a
table in Word to type out my schedule. This way I can cut and paste, I can remove days
easily, and I can edit as I go without having to white out and erase. In this table I place
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my daily schedule ( put in the SCOS), Homework, Show & Tell list ( for each day), and
the Spelling Word list. This is very effective for me— so much so that my entire team
has switched over to it. Also, it will be handy for years to come because you can just
edit the already- made document.
Planning for Next Week
April Woody: K
I created a plan on the computer that helps me write my weekly lesson plans. I have a
time- slot schedule that I copy and paste from. My Language Arts is basically the same
time each morning— such as calendar time, weather, welcome song, morning message,
and the predictable chart. Other areas that change little are music, PE, lunch time,
and snack time. This way I can spend more time on my other areas like units and crafts.
It also helps me in my weekly report which has to be turned in to the principal.
Amanda Sutton: K
I plan for my entire week on Thursday or Friday of the previous week. By that time, I can
pretty much tell where we will be by the next week. I make all my copies and place them
in folders labeled Monday through Friday. I also put a list of materials I will need for
hands- on activities, etc. This way, I can just go to the hanging folder for that day and
pull it out to see what is going on. I can gather all the materials and be prepared.
Additional Note from E- mentor
Sherry Maney: PK- 2nd E- mentor
I plan several days in advance ( usually by Wednesday of the week before). I typically use
Thursday to gather materials and make lists for my assistant as to what things I need
for her to help prepare. As I am gathering work or materials, I write each child’s “ magic
number” on individual work to be done. This helps me when a child forgets to write
his/ her name, someone is absent, and when I am putting completed work into take- home
folders. I simply put the work in numerical order, check for any missing work and then it is
easier to fill folders ( which are also placed in numerical order). Another planning strategy
that works well is the use of pacing guides. Our Kindergarten team has a common pacing
guide for each subject area that we write at the beginning of each school year. I regularly
review this guide to help with planning for SCOS goals. With input from informal and
formal assessments ( K- 2 assessments), the pacing guides keep me on track.
Sherry Maney: PK- 2nd E- mentor
And... as far as the help from janitors... I couldn’t do my job without them! They are
wonderful at our school! In the past, I have had an appreciation day, where my students
helped make a special snack and made cards/ gifts to give to our special helpers in
our school. We invited the janitors, bus drivers, cafeteria workers, secretaries, etc.
The students served the snack, handed out the cards/ gifts, and sang songs for the
entertainment. This event was so enjoyed by all. Our helpers in the school need to
feel appreciated, as well.
Long- Term Planning
Krishna Allison: 1st
One thing that I have learned over this year is that no matter how much I plan ahead, in
the end, my lessons never follow the time- table that I had planned. Therefore, I now plan
week by week, and if my students are ready to go on, we go; if not, we take some more
time to focus on the particular concept at hand.
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Miscellaneous
Kimberly Dixon: K
Be flexible. Make a lesson plan for the week, but then feel free to make modifications
as necessary. Don’t make school your life. At the beginning of the year I spent 99%
of my time at school or at home working on projects for school. Now, I set aside
time to do work, and when that time is up I quit. I’m a better teacher now that I have
time for myself and my family.
Genetta Gift: K
Planning is something that I enjoy doing. I like to search the Internet for activities that
go along with each unit. Along with the activities that I find, I also use resources from
my Kindergarten team. I think it is important to see what the rest of your grade level is
working on; and typically, they also have great ideas for activities. Usually I plan over
the weekend so I can just sit down and focus. It takes about two hours if I already have
activities in mind that go with a theme. I plan morning work, which allows the students to
practice handwriting, cutting, coloring, and gluing. Other routines that we have every day
are a time for math, writer’s workshop, and Centers. At the beginning of this past year, I
just had one time- slot for Centers, and the children stayed in them the whole time. Now I
have working Centers, where students accomplish some task, and free- choice Centers,
where they have more time to socialize. It is important to have a plan in mind, but I think
flexibility is important as well. There are times I will change my mind about what I want
to accomplish that day, and we will work on something different. Planning is one of my
favorite aspects of teaching because, as a first- year teacher, it provides me with guidance
and structure. Having a plan for the week gives me something that I am sure about.
Audrey Tipton: 1st
I have designed my own planning sheets with room to reflect. On my desk I have folders
for each day of the week. Being prepared for the following week keeps me from taking
work home.
Missy Johnson: 1st
I know that we have all heard it before, but no matter how well you plan out your day you
have to be flexible— especially this first year. You may plan to teach a topic a certain way,
but during your first year, it is hard to know whether the students will be receptive to your
methods. Monitor their reactions and comprehension, and if necessary, quickly modify
your plan. Also, be aware of external circumstances that could affect the success of your
plan; such as, at the end of the day ( when they may not give their full attention to you),
the weather, or an abnormal routine for the day.
Anne Bernotski: 2nd
Definitely be flexible. There is no telling when something might change with your plans.
After hearing people at my school complain about how things change so quickly, I have
learned to make plans that can easily be changed or postponed.
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Classroom Environment
Community and Behavior
Dannelle McCall: PK
In my classroom, I sat down with my children on the first day to discuss what they thought
the rules should be and elaborated on what the rules actually were. This allowed the
students to gain a clear understanding of our expectations. We also use rewards and
consequences to enforce the rules by implementing a “ three- strikes, you’re out” method.
This allows each student three chances to correct his/ her behavior by talking with us
about why the behavior is inappropriate before dealing with the consequences. As a
reward for appropriate behavior, we have a treasure box and offer incentives such as
extra outside time, stickers, and plenty of praise. I feel like if you set a clear basis for
what the rules are and stay consistent, then you are more likely to have a calm and well-maintained
classroom environment.
Julia Norman: K
1. I like to start out each day as a new day. I have a system to pop a balloon each
day to get rid of all of “ yesterday’s troubles.” My students know that those problems
aren’t mentioned any other day. The children love this and they know they get a
fresh start.
2. Community in the classroom is important. I have my children sitting four at a table,
and they have to share materials like markers, scissors, and glue.
3. Family. In my classroom we are a family. Therefore, when some of our family are
fussing or fighting with each other, we have a Family Meeting. In this meeting the
kids get to say whatever they would like and no one gets in trouble. We talk about
what is happening and how to solve our problems. This is very effective for them,
and it gives them a time to tell their friends that they hurt their feelings and that
they are sorry.
Kimberly Dixon: K
Have clear rules and do not bend them. Actually listen to what the students have to say.
Give LOTS of hugs.
Christy Pruett: 1st
I think that it is important for children to always be able to “ start over” their day. I have a
behavior chart where you can move up or down. If you started out having a bad morning,
you can always change the day around and be able to move up by the end of the day.
This way a student will not feel that they are going to have a bad rest- of- the- day.
Jessica Adams: 1st
I think that a comfortable environment is really important in a classroom. As a mother
and a teacher, what has really helped me in working to create and sustain a comfortable
environment is having the mentality to try and teach/ treat each child the way that I would
want my own child taught/ treated.
Teresa Stepp: 1st
It is important to create a classroom environment of mutual respect. I start with a few
simple rules: i. e., do your best, show respect, and help each other. I set up a system for
rewards and consequences relating to those rules. Classroom discussions about the
rules, rewards, and consequences help the students know what to expect. I start out
being a stickler and follow through on rewards and consequences.
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I set up routines for my students and teach those routines in the first few weeks of school.
In addition to lining up, moving through the halls, lunchroom etiquette, and bathroom
breaks, I implement class jobs, which change weekly. The students enjoy having a job
in the room, and it helps them have a feeling of ownership. My class jobs are teacher
helper, front- line leader, book Center helper, writing Center helper, math Center helper,
table cleaners, etc.
Cassie Bryson: 2nd
I think it is important to create a community in your classroom— this includes sharing
supplies. I have a bookshelf in my room where we all share crayons, markers, and
even pencils. We have a pencil cup of sharpened pencils, then a cup for pencils to be
sharpened. These are little things, but it really helps create a community of sharing. Also,
this does away with some children having ridiculous pencils, notebooks, etc. and other
children not having anything. We also have a class meeting to discuss what was great
about the week and what we need to improve on.
Pam Gunter: 2nd
In our classroom we have a reward for positive behavior— for the whole class. I put
up blanks ( like for hangman), and the students earn letters to find out what they get.
They can earn letters for things like walking down the hall quietly, getting a brag from a
specials teacher, ( music, art, etc.), having excellent behavior during independent work,
etc. The kids love trying to figure out what they are going to get.
However, the students can also lose letters if they have a really bad day— this is as a
whole class. I can see a huge difference in class behavior since we have started this.
Everyone is working to be their best so that they can earn a letter. We also have a clip
system for individual students.
Jennifer Smith: 2nd
I have found that creating and maintaining an effective classroom environment is very
important. To create an effective classroom environment I have stressed to the students
that “ in our classroom we work as a team.” We have jewels that the whole class is
working to earn. Students know that if they fill up a small jar by the end of February, they
are going to receive a special surprise. This helps the students work as a team, and they
have to realize that in order to get the jewels, everyone in the class has to be the best
student that he/ she can be. This strategy is really working well in maintaining an effective
classroom environment.
Anne Bernotski: 2nd
I begin each day almost as if it were the first day of school. I welcome each of my
students individually as they walk through the door. Every morning I give a note to my
students welcoming them to school and providing a list of tasks for them to complete
once they are ready to begin the day. As questions, problems, or concerns arise
throughout the day, I address each one individually in the most positive manner that
I can think of at the time. I encourage a lot of choices and decision- making from my
students; I do this by providing two or three things to do and then allow them to vote for
the one they would like to do. The majority rules at the time, but we always work to get
each task accomplished, even if it is the next day. Even though my name is outside the
door, I work very hard to make the classroom belong to not just me, but all of my students
as well. We do several activities that produce artwork and other decorative items— which
we hang around our room and in the hallway for the school to see. This encourages my
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students to do their best work, which in turn guides them to work productively throughout
the day. Obviously, we not only work, but we have time to play as well. We go outside
to play when the weather permits, as well as joke and laugh throughout the day. I think
this really helps my students get to know me and each other; it definitely helps me get
to know my students. The most important thing I do to maintain an effective classroom
environment is encourage my students. I never tell them that they can’t do something,
even when they claim to be unable to do any task. I see that as an opportunity to re-explain
my expectations ( not only of the task), but of the students as well. I make a point
of finding out what specific part of the task is troubling and then work to clarify it by
working one- on- one with the students.
Hailey Caldwell: 2nd
I try to keep everything in my classroom as kid- friendly as possible. I play music every
morning as the students enter the room so that I can set the tone for the rest of the day.
The students know exactly what tasks they need to complete every morning ( book bag,
notebook, lunch choice, check your job) before they start their morning work. I greet
every child with a smile as he/ she walks in the door, and I always try to say something
nice to or about everyone each morning. I have labeled everything in the room at eye
level so that it’s easy to see and accessible for every child. I just added a comfy loveseat
to my classroom— which has worked out great for when I meet to read with students,
conference about writing, or just allow them to snuggle up and read. Our classroom rules
and procedures are posted in two places in the room, and the students know exactly
what the consequences of each inappropriate action will be. I try to be as fair as possible.
I never let one student do something that I have not let another do, and I give my students
a lot of responsibility in how our classroom operates. A lot of times they seem more in
control of their actions, and those of their classmates, than I do; which is nice because
they want their classroom environment to be a comfortable, fair, and chaos- free one.
An Efficient Environment
Karen Thompson: PK
I believe it is very important for children to feel comfortable in their classroom. I have
many needy children in my class and have made their environment feel homey and
inviting. I feel children, even at the Pre- K level, should have responsibilities during their
day. We have a job chart, “ Helping Hand.” I have 14 students; 10 have jobs each day.
These jobs range from line leader to cot helper. My students love it!
Anna Kate Shook: K
I believe that a lot of student behavior depends on the classroom environment. I feel
that by keeping a neat classroom, without “ too much” clutter, kind of sets the mood for a
calm class. When I first came into my classroom in November, there was a lot of “ stuff”
I inherited from previous teachers. Kids were tripping and falling over it. Since I began
teaching, I have slowly but surely tossed what was junk and arranged Centers so that the
room flows a little better. Since the classroom is now less chaotic, so are the students.
Also, I feel a set routine is also very beneficial. If the students have jobs ( such as
cleaning a certain Center, wiping a lunch table, lining up to go somewhere) there is much
less craziness! Finally, I think that in order to have a calm, cool, and collected classroom
environment, the teacher needs to portray that. The teacher sets the mood for the day. A
teacher that goes with the flow and takes everything in stride will have it a lot easier than
a teacher who gets frazzled easily.
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Pam Gunter: 2nd
I was running myself crazy for the first few weeks in the classroom— trying to do
everything. Then I realized that my kids could do these things. So I made a job chart with
clips. Now the students do things like hand out and take up papers, clean the room, pass
out the snacks, anything that they can do. It helps me feel less frazzled by the end of the
day, and the kids love doing it. It also gives students who finish work early things to do so
that they don’t get in trouble.
Physical Environment
Tammy Lowe: Title I
In my classroom I have tried to make it extremely user friendly. I have two tables pulled
together that can seat 8- 10, if we squeeze. I like that we are all together; it gives me a
sense of family. So many of our classrooms are set up with individual desk arrangements.
Some teachers try and pull them together and make a “ table” area out of them, which is
great. But I feel that when students come to my room, I would like them to have a sense
of security. Some of these children do not know what it is like to sit down at a family table
for dinner or even to do their homework. I hope that in my room they will develop that
sense of family.
Dannelle McCall: PK
I believe that setting up a classroom- environment based on the different “ sound” areas,
and having an organized classroom, helps keep the mood calm. We set up Centers
based on loud, medium, and quiet zones. This keeps the children in the loud zones
from disturbing the children in the quiet zones. I also agree that keeping a lot of clutter
out of the way and having a labeled, organized space ( for everything in the classroom)
keeps the children from being over- stimulated and allows them to know where everything
belongs when it is time to put things away.
Amanda Cook: PK
Well, I would have to say from my experiences this year that I have found that placing the
book/ reading Center in a corner by itself really makes the environment more comfortable
and appealing to the readers of the classroom. At first it was not in the corner, but still
in a quiet place in the room; however, it still wasn’t being explored. Because of this, I
changed it to create more interest, and it worked!
Teresa Stepp: 1st
My students sit at tables. All seats at the tables are positioned so they can see the front
and back of the room where I am most likely to be when teaching the whole group. I
arrange the seating so that each table has students with different ability levels. Except
during testing, I encourage my students to help each other. This seating arrangement
facilitates students helping each other. When students are working in small groups, I
choose students from different tables to make up those groups. I also change the seating
arrangement about twice a quarter.
Krishna Allison: 1st
I think that in order to make an effective classroom, the environment needs to be inviting.
I am constantly changing the way my room looks, according to the holidays in each
month or a specific theme. For example, everything in our room is red, pink, and purple. I
think the room having a different look, the students are more excited about learning what
each month has in store. Also I am changing the seating arrangement in my room every
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two weeks. I noticed that students often get bored with their seating arrangements, so
I like to switch up. For my classroom to run effectively, the rules stay the same and the
consequences for breaking those rules are always consistent. I enjoy changing my room
each month, and watching my students’ reactions is amazing!
Additional Notes from E- mentors
Debbi Madill: PK- 2nd E- mentor
I have found over the years that the physical layout of my classroom impacts my
Kindergartners’ learning ( and behavior) in so many ways. The past few years I’ve found
what works for me and my students and have kept the room arranged pretty much the
same way. A lot of it is just common sense and seeing how things work out. When I teach
small groups at my table, I am facing out so I can monitor the rest of the class while
they do Center activities. My assistant’s table is on the opposite side of the room— she
faces out also and can monitor the class, too. I have well- defined Centers so the children
know the boundaries ( lots of low shelving), and they know how many children can be in a
Center at a time. I rotate materials so there’s not a ton of stuff out at a time— the children
can pick up easier when there’s a place for everything. During the first weeks of school,
I have seen too many teachers put out too much stuff thinking the room is inviting, but
it’s usually overwhelming for the children. ( I’ve heard those stories about teachers who
put all their puzzles on open shelving and the first day of school every puzzle piece gets
mixed together.) I have areas where children can be active ( blocks, housekeeping, etc.)
and passive ( reading, easels, computer, etc.). I “ divide and conquer”— which means I
use all my space so the children are spread out and busy. When I have group time on
the carpet, there is room for all, and every child can see what’s going on. My classroom
furniture is positioned so no child is out of view. A well- thought- out environment can
prevent a lot of problems!
Instruction
Karen Thompson: PK
I use a lot of music and movement along with rhymes in my class to help my students
learn. It’s a lot of fun, and the kids love it!
Amanda Cook: PK
I have found that the shorter you keep your lessons the better; and sometimes, no matter
what the lesson, there are still a few squirmers in the bunch who have a hard time
staying focused and interested. So I started using puppets, yes puppets, funny voices
and the whole nine yards. They LOVED it! No more squirmers, and if so, they don’t
squirm very long!
Julia Norman: K
In my Kindergarten class, we started the use of tallies at the beginning of the year to add
up how many days we have been in school. This also helps them count by 5’ s and add.
After Christmas break, my class started counting down the days and counting money;
therefore, during math we substituted dimes, nickels, and pennies for the tally marks.
Now my students are still counting tens, fives, and ones, and we are having to exchange
money each day. This is reinforcing my counting lesson. They are having fun with it and
getting really good!
tips for teachers: PK- 2
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Nichole Mathis: K
In my Kindergarten class, we have started using learning contracts during Center time.
These contracts provide a structured way for each student to manage their own work in an
independent way. At the beginning of the week, I introduce the contract for the week. On
the contract, there are activities that they must do each and every day that week. There
are also activities that must be completed by Thursday. Due to special classes on Friday,
we only have a limited amount of Center time. This week I also provided “ choices” on the
contract because I had some Centers that the students rarely ever went to. The students
have really enjoyed the contracts. They have a clipboard, and they keep their contract and
a pencil clipped on the board. The contracts are very easily managed, and the students are
responsible for getting their work done in a timely manner. The contracts also help manage
the behavior and activity in the classroom. I have really enjoyed doing the learning contracts.
I like to have the children act out things as they are learning— for example, after reading
a nonfiction book on penguins, I had two little boys pretend to be daddy emperor penguins
and stand still keeping their plastic egg warm while two little girls ( the mommy penguins)
flopped on their bellies and pretended to slide into the ocean to catch fish, etc. Two other
Kindergarteners curled up small and pretended to hatch from their eggs, and so on— the
kids have a blast and come up with their own parts to do. Next week we will read a great
picture book on the underground railroad and the freedom quilts. They will color quilt
squares ( each one has a special meaning) and pretend to escape like the slaves did by
following the secret meanings from the quilt squares. The more involved children can be
in their learning, the more they retain. Sometimes my big group time can go on for awhile,
but I always make sure the kids do some kind of movement after 15 minutes or so of sitting,
and then quiet down again— it helps get that oxygenated blood back to their brains.
Another great instructional strategy is using “ Thinking Maps.” Our school has provided
training in this, and if you ever have the opportunity to get trained, do it!
Kimberly Dixon: K
Interactive activities... get those kids up and moving! : ) Try to make smooth transitions.
I have found that singing a song, in between, makes the change in subject much easier.
Have activities and games that can be modified to different ability levels. For example,
if one group is sounding out words, another might be identifying the beginning sound.
Jessica Hughes: K
I have found in my classroom that everyone pays attention and learns faster when we have
a movement activity, or a song, that goes along with a topic. Also, I have used many poems
in my class throughout the year. Periodically we go over the poems, and they can still say
every one of them by memory!
Hannah Johnson: 1st
Since my kids are only six, I really have to think about planning my instruction so that it
lends itself to their attention span. I make sure to vary my instruction at least every fifteen
minutes, usually by moving to another part of the room. We do a lot of movement between
the carpet and our seats. This has seemed to be very effective in keeping their attention.
Although it creates more transition time, the time is well spent if it helps to keep them
interested in what I am saying.
Teresa Stepp: 1st
I have also learned to be flexible and reflective regarding my teaching methods. If one way
doesn’t work, try a different way.
tips for teachers: PK- 2
C e n t e r f o r t h e S U PPORT o f B E G I N N I N G T EACHERS 1 9
Eric Gerace: 2nd
For me, instruction is all about teaching the same topic in a dozen different ways. I like
to mix it up as much as possible. For those students who learn right away, there is a
great deal of re- teaching and review. For other students, it may take one of those more
interesting strategies to get those brainwaves flowing. Each lesson involves a ton of
class participation, movement, outside- the- box thinking, and humor. Studies have shown
that laughter and fun fuel educational success. My classroom can often be considered
chaotic, but I like to think it’s a controlled chaos, full of learning.
Wendy A. Cable: Elementary Media
I am very fortunate to have access to a SMART Board in our library classroom. I feel
that the hands- on activities and interaction that the students get to experience only adds
to the learning activities. I thought I would share some interactive web sites for anyone
who was interested or had an opportunity to use a SMART Board: www. starfall. com,
www. firstschoolyears. com, and www. rainforestmaths. com. These sites can also be
used without an interactive board. I hope you find them useful.
Additional Note by E- mentor
Debbi Madill: PK- 2nd E- mentor
I’m fascinated by some of the “ Brain Research” that’s out there and wish I had time to
learn more— I try to incorporate some of it in my instruction. I find the children retain so
much more when rote things ( days of the week, letter names and sounds, names of the
seasons, body parts, etc.) are put to music and acted out. Dr. Jean’s CDs have been
mentioned a lot, and they are great for this.
Professional Responsibilities
Administrative Tasks ( paperwork, meetings, etc.)
Karen Thompson: PK
At the school where I teach, we have four Pre- K classrooms. We meet weekly for grade
level meetings to determine what our themes are going to be and to share any ideas. We
also send home monthly newsletters and communicate with each parent on a daily basis.
Julia Norman: K
Have a meeting with your team members at least once a month. This is great at BRS
because we can talk about what is happening, get help, and share ideas with the other
teachers. At my school the PK- 2 grades meet as an elementary team and we converse;
this keeps us in check with what is going on and things we all need to work on.
Parents
Julia Norman: K
Provide parents with newsletters to keep them up- to- date on what is going on and what
is coming up within your classroom, school, and community. Also, let them know the
concepts you are teaching so that they can reinforce these concepts at home.
Christy Pruett: 1st
I have found it very helpful to send newsletters home every week. This really helps me
keep the parents informed, and it helps me communicate what the children are learning.
tips for teachers: PK- 2
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“ Extra” Duties
Cassiopea Parsons: 2nd
As a first- year teacher, don’t be afraid to take on added responsibilities. It’s good to show
administrators and fellow teachers that you are ready and willing to give a helping hand.
When you do, just be sure that you aren’t getting in too far over your head. Helping out
with parent pick up or volunteering your room for the entire grade block to come and
watch a speaker is a good way to help out. On the other hand, planning and organizing
the grade block’s big trip to Dollywood may be a bit more than you can handle. Take it
from someone who has experience; don’t volunteer to take care of the Dollywood details
for the grade block in your first year. Make sure you know your own limits. It’s great to
show everyone else that you can help out, but you don’t want to be so overwhelmed that
you fall behind in your everyday responsibilities. There will be plenty of time for you to try
and take on the larger tasks later.
Other Tips
Priorities
Amy Thomas: K
I think that teaching is the most rewarding profession. However, it can also be one of the
most socially and emotionally draining professions as well. I think that developing and
maintaining good working relationships with your colleagues is important. They have
been, or will be, experiencing similar situations and can be there for words of encourage-ment
and support. My relationship with my mentor has also been a tremendous asset for
me. She has offered invaluable advice and support in my teaching; as well as reminding
me to take time for myself and family.
Shannon Knott: K
As a beginning teacher, you can sometimes get lost in your teaching. You want to make
sure that you are doing everything correctly and at a high level. At times, you’ll feel that
your life becomes the classroom, and sometimes you end up taking your day home with
you. What I have learned from this year ( especially since I have two young children at
home) is to make sure that you make time for yourself and your family. It is okay to leave
your work in the classroom and take some time for yourself. Now, you can’t do this every
day, but if you set aside one day a week— that you are not going to worry about school—
your nerves, brain, emotions, and your family will thank you.
Bobbi Blake: 2nd
As a new teacher, it is important to make time for yourself as well as your family. Teaching
is very rewarding, but it is also very time consuming. We work so hard to try to do every-thing,
and do it perfectly, that it can take over our lives. Going in early, staying late, and
taking work home can become routine quickly. There are times that we must do that, but
do not let it take over your personal life.
Hailey Caldwell: 2nd
You have to decide early in the year that there must be a balance between school and
home. Use every minute of your day wisely. Don’t just sit around at school while your
students are working on an independent task, PLAN! Monitor your students for a while
and then plan, plan, plan. Otherwise you will end up taking home more work than you do
tips for teachers: PK- 2
C e n t e r f o r t h e S U PPORT o f B E G I N N I N G T EACHERS 2 1
in a single day. I agree that teaching is a very time consuming profession, but it truly is
rewarding. Oh, and whatever you do... DON’T WAIT UNTIL THE LAST MINUTE TO DO
ASSESSMENTS! If you teach K- 2 the assessment process is a long and tiring one, but if
you work on it continuously throughout the year, not only will you know exactly how your
children are performing, but you will also prevent cramming it all in at the last minute!
Help!
Karen Thompson: PK
During my first year of teaching a few years ago, I spent a lot of extra time at school.
I’d arrive very early and depart well after everyone had left for the day. I felt I had to
do everything perfectly. I soon realized I needed to slow down and find time for myself.
Spending a lot of extra time at school can cause burnout. Always make time for yourself
and use resources available to you.
Jacqueline Smith: PK
It is so important that you ask questions. I have learned so much from the other teachers
at the school. At first I was shy about asking questions because I felt like I had to know
everything, but I learned quickly that this is not the case. Putting my ideas with the ideas
of other teachers has helped make my lessons more meaningful. I started teaching in the
middle of the school year, so I had to learn and ask lots of questions about assessments
and how they should be done. I feel that by asking questions I gained more knowledge
about various tasks, which made me more prepared the next time.
Julia Norman: K
The most useful thing I have learned as a beginning teacher is to use my resources.
There are a number of teachers around me who are ready and willing to help me, if
I will ask them. And they are my experts.
Also, if you want stuff done, be nice to your janitors. I don’t know how many things I was
able to get for my room over the summer because my janitors knew where it was and if it
was being used or getting ready to be thrown out. Always show them your appreciation.
Bobbi Blake: 2nd
The most useful thing I have learned is to ask questions, ask questions, ask questions.
I believe there is no such thing as a dumb question. I would also rather ask questions
and do it right the first time. I talk to my mentor, other teachers in my grade, as well
as other teachers in the school. These people have helped me on PEPs, grading
assessments, retention letters, and lesson plans.
Reflection
Genetta Gift: K
One thing that I have learned over this year is that there is a lot that children in Kinder-garten
have to do and be able to know. Instead of focusing on the fact that I am new and
unsure, I try to focus on the fact that I have great support behind me with my mentor
and my Kindergarten team. I truly feel that they would not let me fail. This understanding
takes some of the pressure off, so that I can focus on planning and teaching to the best
of my ability. Each week or two, I try to focus on something different that I would like to
do better. We cannot be master teachers in one day— it takes time. I feel good about
my support system because they provide me with materials, advice, emotional support,
and so much more.
tips for teachers: PK- 2
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C e n t e r f o r t h e S U PPORT o f B E G I N N I N G T EACHERS 2 3
tips for Grades 3- 5 Teachers
Planning and Preparation
Organizing: Day- to- Day
Chelsea Yearick: 3rd
Stay organized!! I am a very organized person, and I think that has really helped me with
my planning. I have folders for each day of the week; and any materials that I might need
for that day are in the folder. I also have binders for every subject with dividers in each
for all the objectives. When I find a lesson plan or an activity for any subject, I put it in the
binder so it will be easy to find if I need it again next year!
Melissa Gibson: 5th- 6th Math
Now that my first year is almost under my belt, I have found that it is crucial to plan for
EVERYTHING. The old adage “ Expect the Unexpected” is no truer than in a classroom.
Procedures for everything, from entering a classroom to pencil sharpening, are neces-sary
to maintain a controlled classroom- environment. Sometimes your students will
forget the proper manner in which you do business in your classroom; and you will
have to provide a refresher lesson for them. Just last week, my students and I practiced
walking in a straight line quietly. Also, always remember it is better to over- plan than
under- plan. Keep a handful of activities set aside to use as time- fillers if your lesson
runs short. Being prepared is the key for all classroom teachers.
Planning for Next Week
Dixie Shore: 4th
For me, planning helps keep me and my classroom- environment organized. I try every
Friday to have the next week planned with all I need for the lessons. I quickly pencil into
a planner book the topics, then I complete a Word file that contains an empty planner.
I attach a copy of everything needed in the event a student loses a copy. Everything is
kept in pockets of a hanging holder that is easily accessible each day. At the end of the
week, the planner and attachments are filed away for next year. This isn’t to say I don’t
change my plans sometimes. When a teacher shares a great idea with me, I may change
to that. It means I scramble the night before preparing, but it is usually worth the effort.
Also, my classroom has a small white board where only homework assignments are
written each day. It is the responsibility of each student to write this info in their planners.
A few of my students need help with this, which I try to do at the end of the day before
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they pack up. There are a few cubbies in the room where they pick up homework sheets
if it isn’t a workbook sheet. If sheets are in the cubbies, they know to pick one up, then we
will discuss it later when we go over the homework assignments.
Students take a morning work sheet— whichI’ve left out before I leave for the evening—
to begin the morning. They file their homework in their homework folder, which hangs in
a file crate. When I am not prepared, my students catch on and they become rowdy. My
problem is sometimes I pick up something, walk around with it, lay it down, then forget
where I put it. I arrive at school early enough to see that everything is in place, and ready
for each day. This assures me it is going to be a great day. I know many of you have
already figured all this out, but I am still trying and learning, planning and preparing to
make my teaching much easier.
Dixie Shore: 4th
I have implemented a chart with three columns: date, homework assignment and reason
homework was not completed. At the end of each week I mail it to the parent. It doesn’t
need to be returned, because I make a copy for my files. This is also done for their
reading log. Of course, this didn’t seem to help the student for whom I was aiming, but
at least it gives me a record, in addition to the homework check off sheet, as to what has
been done. Before I mailed the first ones, I passed them by the principal; and he thought
it was a great idea. When students are slack with homework, I begin keeping them in
during bus play- time. This seems to impact the deepest.
Kellie Chapman: 5th
I like to do my planning one week before I teach a lesson. I have been going by this idea
for a long time, and it has worked. I taught Pre- K before 5th grade, and it also worked
in my Pre- K classroom. It is easier to teach a lesson if you know what you are going to
teach. Making my lessons one week in advance helps me to pull resources that I might
not be able to find if I were to plan a lesson and teach it that day. This idea also helps me
to be organized.
Additional Note from E- mentor
Trudi Gunter: 3rd- 5th E- mentor
I do something in my class that helps my students stay organized. I have a weekly
contract that I use to help them see what they are supposed to be doing each day. At the
end of the week, my students have to take it home to let their parents see what work was
not completed. It is a good method for keeping the parents informed and for keeping the
students on track. If you ever get a chance to use a contract, I highly recommend it. It
takes a little while to get the students used to the routine, but it really pays off after they
get it down. It also cuts down on the number of questions we have from our students. All
they have to do is look at their contract to see what they need to work on next.
Long- Term Planning
Anna Blakley: 4th
The way I reconcile with the pressure to make learning meaningful is by planning ahead.
It is kind of hard to plan a lesson that is truly meaningful to your students by rushing and
throwing it together at the last minute. Also, taking the students’ interests, background
knowledge, and experience into consideration is important to hold their attention
throughout the lesson.
tips for teachers: Grades 3- 5
C e n t e r f o r t h e S U PPORT o f B E G I N N I N G T EACHERS 2 5
Additional Notes from E- mentors
Tamara Houchard: 3rd- 5th E- mentor
One of the best pieces of advice a professor gave me many years ago was to visualize
where I wanted my students to be, assess where they were now, and decide how
many steps it would take to move them to the finish line. The “ chunking” part is very
important, both for you and the students. By breaking it down in chunks, the students
can be successful; and you can evaluate on a smaller scale what has been mastered
and what needs to be re- taught. Having a good lesson plan template helps because it
reminds you to think of the different aspects of a good lesson— from materials needed to
differentiation for AIG and EC students to emergency contingencies. I highly recommend
that you write on those lessons after the day ( on the very same day, if at all possible)
about what went well and what needed to be adjusted ( it is almost every time for me!).
One of the templates I like was developed by Bernice McCarthy called the 4MAT lesson
plan. This plan can be used for one 45- minute lesson, a week- long lesson, or a unit. It
hits on every student’s strong and weak sides, and goes from the introduction of concept
to true integration of knowledge. And lastly, always go back to your core question/
concept that you want the students to really “ get” by the end. If they don’t get every detail
down, that is okay, as long as they can see the big picture and understand how it fits into
everything else they have been learning.
Janet Nichols: 3rd- 5th E- mentor
Flexibility is key for a teacher. There might be times when a lesson runs over, or the kids
just don’t grasp the content and you have to scrap your plan and try something new.
Having the plan is a great place to start, but also knowing when to deviate and make
professional decisions concerning the needs of your students in the here- and- now is
beneficial as well.
Miscellaneous
Nicole Cabe: 5th
One thing that I have learned, and has really helped me survive this year, is that I do not
know it all. There was no way for me to know it all and be prepared for everything that
has happened this year. I walked in the first day and learned quickly that things don’t
always go as planned. You have to be willing to change what you had planned at the
drop of a hat and be okay with that. There are things that are going to come up that will
be more important to discuss than what you have planned, or issues that arise that need
to be talked about right away. There are always programs that pop up at the last minute,
and it is not worth getting upset. Do what you have to do and move on. None of us has
the time we need within the classroom to get everything done; so be prepared to just do
the best you can, use class time wisely, and take the unexpected with a smile. Another
thing that is important to understand is that it is okay to make mistakes. That was the
hardest thing for me to do! I didn’t want to mess up, especially with it being my first year.
tips for teachers: Grades 3- 5
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Classroom Environment
Community and Behavior
Lindsay Merritt: 3rd
It feels like I live in my classroom, but that is not what I mean by making your classroom
a home. A lot of my students come to me from broken homes. I could count on one
hand how many of my students have both parents at home. I make sure that each of my
students know that I love and care for each of them. I am constantly bringing pictures of
trips that I have taken ( since most stay around the area), and I even brought my wedding
album ( I got married in July) and showed them my family. I have found that the students
not only “ know” me better, but they appreciate me more and look at me as a person
who cares for them— not just a robot in the front of the room. Before each student can
leave in the afternoon, he/ she has to give me a hug or a handshake. At first I got mostly
handshakes, but now everyone gives a hug. It means so much to see how the kids care
about me, all because I show that I care for them. I specifically remember a couple of
days when I was sick and the students brought me things to make me feel better and
checked up on me. It was great!
Kristin Buff: 3rd
There are lots of good ideas about creating a classroom environment, but people don’t
talk a lot about maintaining it. As the year has gone on and my stress level has gotten
higher, I’ve needed a little reminder to help me avoid messing up our great environment.
Even on the days when I have a short fuse, the class is acting crazy and that kid who is
always whining comes up and whines some more, I have to remember to stop, take a
deep breath and respond in love. We’ve worked hard to get this environment, and I refuse
to let one bad day start us down the road to messing it up. After all, most of the time it’s
not the class’ fault that I am stressed out.
Lisa Finch: 3rd
I think that in the world we live in, making our classroom a safe place is key to student
learning. Students need to feel free to share feelings and to make others feel safe as they
share. Sometimes sharing a bit of yourself is necessary for making that real. You have to
be careful not to share too much, but let them know there is more to you than just being
their teacher. We talk a lot about the “ perfect family” in our classroom, because so many
are from split parents. One of the students shared such a touching story the other day
about not knowing her mother. We all were just quiet as she shared such a huge part of
her personal life. I told them they should all feel really special that she felt safe enough
with us to share such an important thing in her life. My classroom, physically, may not be
as homey looking as others, but I think it “ feels” homey and safe to my students.
Veronica Pitman: 3rd
I think that the classroom environment needs to be bright and cheerful. It also needs
to be a place where the students feel secure. You can create that feeling of security
by not allowing bullying and ridicule of students. I also think that a teacher needs to
treat the students with respect and be honest with them. When making class rules, it
is a good idea to let students have some ownership in setting the guidelines— and the
consequences. Keep the atmosphere as positive as possible.
tips for teachers: Grades 3- 5
C e n t e r f o r t h e S U PPORT o f B E G I N N I N G T EACHERS 2 7
Kelly Hilton: 3rd
A classroom environment needs to be one in which students feel safe, welcomed, and
loved. To me, the most important thing a teacher can do to ensure a positive learning
environment is to build a relationship with the students. Taking the time to get to know the
students shows them that you care. When they feel cared about and respected, they are
more open, trusting, and willing to learn.
I also believe a positive attitude about learning is contagious, and encouragement leads
to a push to excel. If you show excitement and an interest, it will rub off on the students.
A positive attitude is very important because if you don’t seem interested in the subject
matter, why should you expect the students to be interested and involved?
Melissa Gibson: 5th- 6th Math
As I reflect on the many lessons I have learned in my first- year teaching, one seems
to leap into mind that will be useful to all when they first walk into their schools. Never
assume anything! That goes for teachers and students alike. Leave any pre- conceived
notions at the door because you will truly be proven wrong on more than one occasion.
I have sometimes made the mistake that my kids fully understand what I am trying to
instruct them to do. They come back the following day, and I realize they didn’t get the
message at all. I have learned that sometimes we get so used to speaking our “ grown-up”
language that we forget that our audience is children. Always clarify directions in
their words, and you can avoid this problem.
Jeff West: 5th
I’ve learned to be consistent and fair. This can be so hard and you will be tested many
times, but students need consistency. They also need to know you are a fair teacher.
They will quickly pick up on fakes as well, so I try to just be myself.
An Efficient Environment
Rich Harvey: 3rd- 5th E- mentor
One way that I find really gets my students focused is when I set up scientific activities
within the classroom. From pulley systems to stream tables, topographical models to
large scale diagrams drawn on the bulletin boards, I find my students inquiring about
what these apparatuses are for and when they get to “ play with them.” I love this idea
of “ playing with science” because that is really what it is. We learn a lot through play.
There is a great sense of freedom to learn how the various systems of our earth work
and interconnect. The more experience I have with providing hands- on activities in
the classroom, the more I realize that these activities really become a focusing agent
for the current and future lessons. This innate curiosity drives an effective classroom
environment and promotes student motivation.
Physical Environment
Tonya Greene: 3rd
I feel that an effective classroom environment is one where the students feel at home
and safe to be with you. I have tried to achieve this by using music in the room, allowing
students to work in the floor as much as possible, and having students do jobs such as
watering the plants or keeping the floor clean. I also have a fountain with rocks at the
front of the room for a nice quiet sound ( especially useful when testing). I generally keep
one light off to create a soft- light feel in the room. The kids seem to enjoy all of this and
remind me when I forget some of it.
tips for teachers: Grades 3- 5
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Michelle Calogero: 4th
I have found that the way my classroom is organized is a big factor in how the students
react and move around the room. I have moved several pieces of furniture and the
student desks so that everyone, including me, has optimum learning space. One design
worked great for me because it gave me space by having the computer table sticking out,
but it caused a distraction to the students. Therefore, I moved the computer table to the
back of the room against the wall. Now I can see how they are using the computers, and
there is no place for them to hide.
Additional Notes from E- mentors
Tamara Houchard: 3rd- 5th E- mentor
One of the most important things for me is that I too need to enjoy my classroom, as well
as the students. I am not a big fan of the overhead fluorescent lights and usually have
only half of them on, or none at all. I use lamps and candles ( a candle warmer is safe and
works as well) around my room and have music playing most of the time. Curtains help
students ignore the distractions outside the room. The walls, and even the ceiling, are
covered with posters and interactive bulletin boards. I work on keeping the clutter down,
and the students usually do better with this than I do with my own personal space, but
it does make it a warm place for the students to come to learn. I am working on having
more alternative student seating for silent reading time ( right now I use carpet squares
that I got at a rug shop).
Instruction
Erin McAleer: 3rd
You cannot do it all and do it all well— especially in your first year. Pick one area of
the curriculum to focus on, and make it your priority for the year. Attend trainings and
seminars for that subject area, do research on best practices in that subject area, and
work on gathering materials and unique lessons for that subject. Work at being really
good at one area, and then pick another area to focus on next year. This will help prevent
burnout and will keep you focused throughout the year!
Heather Hyatt: 4th
Vocabulary! Ten vocabulary words are introduced on Monday. The students get out their
vocab books ( composition book) and open it to show facing pages. On the first page,
the students write the word and definition. The words are used in a sentence and then
written on the board. Then the class discusses the word meaning. The teacher writes
the definition on the board and the students copy it into their book. For homework, the
students write a sentence on the opposite page using the word correctly. On Tuesday,
the class shares their sentences, and words are discussed. Then the students take
a vocabulary test on the words. The same process is repeated on Wednesday and
Thursday. The vocab words are taken directly from our reading, science, social studies,
math, or even the EOG words to know.
Jonathan Burnette: 4th- 5th
Using the Active- board in my classroom has helped a great deal with motivating and
involving students in a lesson. I have also recently started using web quests more than
I did in the first half of the year. My kids love these, and it also helps them improve their
technological skills.
tips for teachers: Grades 3- 5
C e n t e r f o r t h e S U PPORT o f B E G I N N I N G T EACHERS 2 9
Heather Sutherland: 4th
My advice to new teachers is to teach their students at the students’ level, even if it
means that what you teach is not specifically in your grade’s curriculum. For example, if
you have fourth graders come to you at the beginning of the year not knowing their basic
multiplication facts ( even though they were suppose to have learned them in third grade
and it is not in your curriculum), start with that. You have to teach the students on their level
if you expect them to grow and learn; otherwise, there will be holes in their knowledge, and
they will struggle with more advanced topics. For example, if I had not decided to re- teach
my children basic multiplication, they would have never been able to learn 2 digit by 2 digit
multiplication or long division. Also, involve the parents and let them know that you care. A
helpful piece of advice is to call a parent three times about something positive before you
ever have to call him/ her about something negative. This ensures that the parent knows
you care about his/ her child and he/ she will also be on your side and will not worry that you
are “ picking on” or singling out the child.
Additional Note from E- mentor
Tamara Houchard: 3rd- 5th E- mentor
I love Erin’s comment about choosing one area to be the focus of your continuing
education— it is so true that you cannot do it all! Some of the criteria you can use to
choose that area is to look at your school’s improvement plan. Is a particular subject
causing concern? Has the school spent money/ time on a particular program and materials?
Becoming well- acquainted with it would be a good idea and place you as a valuable team
member for your school. Also think about areas that you need to work on for your own
understanding. I have also been working on converting many of my lessons into multi-curricular
units of study; and as I learn of a new way to teach— say, fractions— I will create
lessons that relate to several units of study in order to reinforce that teaching. It is a good
way to get multiple uses out of your learning and help students review many times.
Professional Responsibilities
Administrative Tasks ( Paperwork, Meetings, etc.)
Julie Waldroup: 3rd
From my first year of teaching, I have learned that it is crucial to keep good records. During
the school day it is so hectic. It is hard to find time to write every note you need to write to
parents. In my classroom, my students all have planners in which they write their homework
down. I also write notes home in them. Lately when the students have behavior problems,
I make them sign the classroom conduct book and also sign their planners themselves—
writing what they got in trouble for. I have a copy of the conduct book pages for my records,
then they have the note home to their parents in their planner. This saves time and makes
the day a lot easier. It is so important to keep copies of all of the notes you send home to
parents and the notes you get from parents. Another tip is to make a section on each letter
that you send home where the parents sign and date it. This gives you a record that shows
that they have seen and read the letter and the date they read it.
tips for teachers: Grades 3- 5
3 0 WES T ERN CAROL I N A U N I V ERSIT Y
Additional Note from E- mentor
Trudi Gunter: 3rd- 5th E- mentor
It is really important for all new teachers to know all the paperwork that is expected of
them. Remember the PEPs, the absences, the parent meetings and phone calls; and
when necessary, always keep a copy of students’ work ( especially the ones that may
need to be tested or retained). I have always been good at keeping good records, and
I have found that it is nice to pull out what you need and not have to struggle to find
things when suddenly confronted by a parent or your administrators. Keep in mind all the
paperwork that has to go into a student’s permanent record. I hope this helps because
I did not know about all the different kinds of paperwork my first year, and it was a hard
lesson learned when I was struggling to get it all completed before the end of the year.
Parents
Kelly Hilton: 3rd
Like most new teachers, I was a little anxious about parent conferences. To help me, I
keep a folder for each student. In the folder, I put all correspondences, copies of previous
progress reports, tardy slips, copies of work that was less than their best, etc. When I
have a parent conference, I just pull the folder. Everything I need is right there.
Additional Note from E- mentor
Richard Harvey: 3rd- 5th E- mentor
A big idea that caught me by surprise was understanding custody issues. For students
from a divorced, split, estranged, or abusive home, there may be court- ordered
limitations regarding visitation; phone contact with a child, or teacher’s child; or pick- up.
Often these court orders are attached to the inside front cover of the student’s main
school file. At the beginning of the year, I write a quick note about any issues I’m required
to follow. For example, a student may have a parent who was only allowed to visit him/
her at school during the lunch hour on Friday. Lunch must be in a supervised location.
Sometimes it can be that specific. If you have questions about some court orders, then
you should ask the principal how to deal with it.
Miscellaneous
Ashley Hooper: 5th
College really can’t prepare us for the wide- range of challenges that we face in the
classroom. For example, I know when to report student concerns and when not to; but
more scenarios on how to handle certain situations would have been beneficial. The only
way I’ve been able to handle these situations is by talking to other teachers, my mentor,
and the school nurse. I’ll have to say that my first year has been quite a ride so far. That’s
just how life is; you learn as you go.
Other Tips
Priorities
Tenisea Griffin: 3rd
I realize that the kids are most important. There have been days when I began to stress
over little “ petty” things that, in the realm of things, don’t seem to matter when it comes to
the success of the kids in the classroom.
tips for teachers: Grades 3- 5
C e n t e r f o r t h e S U PPORT o f B E G I N N I N G T EACHERS 3 1
Tenisea Griffin: 3rd
As a new teacher, I realize now that I HAVE to have a life! I started the year working
until 5: 30 or 6 every evening. Then, I would spend all day Sunday preparing for lessons.
I quickly realized that I was getting burnt out, way too fast. I realize that there has to be
a happy medium for time spent preparing and working— just to keep your sanity! If I am
happy and less stressed, my classroom climate will reflect that.
Tina Powell: 3rd
It has been really difficult for me, as a first- year teacher, to have enough time for my
own children and my professional obligations. There were many times I felt like I had to
make the choice to do what it takes for my job, or take time to enjoy my little girls. I would
suggest to any other first- year teachers who have children to make sure to schedule time
for your kids— even when school demands increase— and don’t allow yourself any guilty
feelings. Of course, we all enter this career knowing that it will be difficult, but I had no
idea that I would have to make the choice between cuddle time or planning time. For me,
this has been the most difficult emotional battle of the school year.
Kathryn McConnell: 4th
I have heard so many people tell me “ Don’t sweat the small stuff” or “ Pick your battles.”
Both of these statements have greatly affected my first year of teaching. I try not to get
bogged down by the constant paperwork or the incessant whining from my students.
These two phrases help me to be less stressed, ( if possible), than I would have been
otherwise. “ Just take it one day at a time.”
Heather Sutherland: 4th
We all know that the first year of teaching is filled with work, work, and more work. From
grading papers to designing lessons, it is all so new, and there is so much that needs
to be done! Remember the saying: “ Rome was not built in a day” and, that you cannot
possibly do everything that needs to be done and that you want to get done. Know that
there is always something that needs to be done when you are a teacher. The list of
things to do is never- ending. Try using all of your time wisely and effectively, but also
remember to make time for yourself! It will make you a better teacher! One piece of
advice that was given to me early in my career was to actually plan and prepare during
your planning time. Try not to chit- chat or complain in the teachers’ lounge... in the end,
this gets you nowhere, and you still have work that needs to be done. Another thing
I learned during my first year is that other teachers are great! Find a couple of great
teachers whom you can go to for anything, and make them your friends! You will have a
lot of questions your first year and other teachers have been there and done that. They
are usually a sea of information.
Nicole Cabe: 5th
It’s very important not to take everything home with you. Not just the work but also all
the emotional aspects of the job. It was important to manage my time so I got most of my
work done at school and did not have to take papers home. I knew that if I started that
routine then, I would never be able to get out of it. I also made myself leave every day
by a certain time, or else I would be there all night long. There is always something that
could be done, and there is always more. Don’t worry; it will still be there the next day!
tips for teachers: Grades 3- 5
3 2 WES T ERN CAROL I N A U N I V ERSIT Y
Humanity and Humor
Amber Farmer: 3rd
It is really important to make the classroom a nice and safe place for your students. So
many of our students today come from broken and unsafe homes, that school may be
the only place they feel safe and happy. It is also important to let your students really get
to know you because they love knowing their teacher’s favorite color or favorite food.
For instance, I decorated my room with polka dots and my students quickly learned that
I loved them. Now I get pictures or gifts with polka dots on them, or they will tell me that
they saw a pocket book with polka dots on it while they were at the mall. The point is to
show your students you care, and make them feel at home in your classroom. It will make
your year a lot easier!
Anna Blakley: 4th
As a beginning teacher, I learned that it is important to try to enjoy every minute with
your children. The children really do look to you as a role model and want you to show
them that they are important and that you truly care about them. I also learned, it is very
necessary to have humor within the classroom in order to survive. My children and I are
always laughing together, and it makes the days go by quickly.
Miranda Kimsey: 5th
The one bit of advice I can give any new teacher as my first year comes to a close is
“ JUST BREATHE.” I had many days when I thought, “ what have I gotten myself into?”
I simply had to learn to put everything in perspective. Celebrate the victories no matter
how small. When you do this, you really see your class growing and you grow as a
teacher. If you only focus on the negative ( no matter how small they may be), you will
never have a good day. If you just breathe– and let it out, everything gets much better.
I got so frustrated with my class after Christmas that I cried in front of them. I was so
embarrassed— but it helped. They really saw me as a person. I think it helped several of
them realize that I do care deeply about each of them because no matter how much you
say or show it, some of them need a gut- check for it to sink in. I guess, overall, my first
year of teaching has taught me to just breathe, and that it is okay to be human.
Help!
Tenisea Griffin: 3rd
I have also learned that you must learn how to ask for help and that there are absolutely
NO stupid questions. A lot of seasoned teachers take for granted all that they know. The
only way to tap into their wealth of knowledge is to ask, ask, ask!
Jessica Woodward: 3rd
I think one of the most important things I have learned this year is that building
relationships with those who surround you is important, especially the custodians,
cafeteria staff, and office staff at your school. Someone once told me this and I thought
it was crazy, but honestly, it is true! These are the people at your school you want to get
to know. When you need something fixed, who are you going to call?... the custodians!
When you have a question about clerical matters, who are you going to call? ... the office
staff! Last but not least, when you need a little extra scoop of mashed potatoes, who is
going to give it to you?... the cafeteria staff! Going out of your way, every once in a while,
to let these people know they are appreciated is important. Hey, we like to know we are
important and appreciated— and they do too!
tips for teachers: Grades 3- 5
C e n t e r f o r t h e S U PPORT o f B E G I N N I N G T EACHERS 3 3
Jessica Woodward: 3rd
Please do not be afraid of asking a question if you don’t understand something. I think as
new teachers, we feel such immense pressure to know what everything is and what we
are supposed to do. Honestly, I think veteran teachers and faculty are so used to knowing
how things are done that sometimes they forget that we don’t know. So, if you have a
question, ask it! Don’t assume, and don’t be afraid.
Lindsay Merritt: 3rd
Something I have learned while in my first year is that no one expects you to be perfect.
Until just recently, I had been trying so hard to be the perfect teacher, and if someone
gave me criticism, I got very upset with myself. Your first year is for learning new things!
Take the time to reflect on your teaching, and learn all you can from other teachers
around you!
Tonya Greene: 3rd
The one teaching tip I have found the most helpful is to find someone in your building that
you feel comfortable with asking for help, bouncing new ideas off of, etc. This will make
your life so much easier. Let’s face it; we’re not all perfect at what we do and will always
need help and fresh ideas.
Alison Chrisawn: 5th
As a new teacher, you learn many things from many different people. Coworkers, friends,
and family will be willing to give you information and advice when you need it. However,
they might not know to do so unless you ask! Don’t be scared to ask for help. You are
not expected to know everything during your first few years. In fact, other people will
admire your strength and leadership when you show concern for your classroom. Asking
questions has become my saving grace during my first year of teaching!
Additional Note from E- mentor
Tamara Houchard: 3rd- 5th E- mentor
A good person to get to know is the curriculum director of your LEA. That person may
have resources that could be of great benefit, or may be able to give you a heads- up on a
workshop that you have expressed interest in taking.
Reflection
Sarah Woods: 3rd
As I was in my apartment cleaning the other night, I was reflecting on how far I’ve come
from the beginning of the year to now. My advice for next year’s new teachers would be
to KEEP ON TRUCKIN’! Hang in there! Teaching, and everything that goes along with it,
will come to you. All of a sudden you will be teaching or sitting at your desk during your
planning time and think, “ WOW! I’m actually doing this! I am a teacher, and I’m loving it.”
Jeff West: 5th
I’m not the type of teacher who likes to yell or nag, and my students know that; but when
I am upset, I will let them know. Sadly, I have learned that I will probably look back on my
first year of teaching and wonder what in the world I was thinking. Why did I do certain
things? Can I have a redo on other things? Every year will be a new learning experience.
A teacher will never, ever truly “ get it” because students change. This is what makes the
job interesting... and frustrating.
tips for teachers: Grades 3- 5
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Nicole Cabe: 5th
I am human, and I do make mistakes— even some in front of the class. This is okay!
The students need to see that you are human and not perfect; and, it is okay to admit
you made a mistake, learn from it, and move on. I thought that making a mistake was
the worst thing that could happen in my first year, but my mentor told me that it is going
to happen, and you might as well look forward to it. No matter how long you have been
teaching, the mistakes will come! Just take it, smile, and move on! There is a lot involved
in teaching; but I have learned that it is how you take these things, learn from them, and
move on, that truly helps you survive the year!
Ashley Hooper: 5th
JUST BREATHE. Sometimes it will seem like you’ve gotten yourself into the craziest
profession ever— and you have— but, the rewards are worth it. If I can touch only one life,
then I’ve accomplished my goal. Some children don’t want to be at school, but if just one
day you can catch their interest, they’ll be more likely to listen to you and respect you.
Always take into consideration that for the one bad day you’ve had, there have been four
other days that week. And lastly, when it seems too much to bear, remember that the
weekend is coming.
C e n t e r f o r t h e S U PPORT o f B E G I N N I N G T EACHERS 3 5
tips for Middle Grades Teachers
Planning and Preparation
Organizing: Day- to- Day
Laura Terry: MG SCI
For me, I am always easy to get up in the morning and fully functioning as my feet hit the
floor; and I go to school 45 minutes before I am required to be there­—
this time is sacred
to me! Without kids or other distractions, I get so much work done. I am no good at the
end of the day and get nothing done those last 30 minutes of the work day.
By knowing how I work best, I do my plans on Sunday nights and grades and daily prep
in the mornings. In the afternoon I do the easy stuff like clean up, write on the board,
check e- mail— stuff that takes no brain energy.
Find what system works for you and play with it. Once I developed this routine, I had such
a better sense of security that I would get all my planning done on time.
Organizing: Year- to- Year
Gianna Carson: MG E- mentor
Keep notebooks and/ or folders filedwith everything you do, so the next year you can
better your plans. Write on your lesson plans if something went well­—
or did not go
well— so that you can fix it the next semester, or year.
Planning for Next Week
Robbie Metcalf: MG LA
For me, there is no getting around the fact that I have to use my weekends to plan. ( I also
find it hard to do all I need to do in my planning period at school). If I have spent some
time over the weekend setting out my objectives for the entire week, things go so much
more smoothly. I also did quite a bit of work over the summer putting together a unit on
fairy tales. I picked out and read fairy tales and wrote a general framework for my lesson
plans. I am hoping once I get these frameworks in place for each unit, next year, all I’ll
have to do is some fine- tuning.
Kim Fletcher: MG MATH
Once a week, the seventh grade math teachers get together and we discuss where we
are. This has proven to be very helpful, because we will often come up with different
activities to share with one another. I keep my lesson plans about a week ahead. I found
that I spent more time adjusting if I did any more than a week. And, there are even times I
am still going through the constant process of changing throughout the week.
3 6 WES T ERN CAROL I N A U N I V ERSIT Y
Amanda Shuler: MG MATH
As a first- year teacher, I do not want to be overwhelmed. I have picked two days a week
and stay late to make sure the plans, and all the copies/ supplies that I need, are available
and ready for the following week. This makes my days less stressful, and I feel better
about what is happening in the classroom. I have found that when I am prepared, the day
goes smoother and the students stay on task much better. Being prepared allows me to
be able to change, add to, and take away with ease— depending on how the students
preformed on the concept being taught. I have also found that if they are moving quicker
than planned I can continue with the next lesson and not miss a step. It is nice! I have
decided to put more movement in the classroom, and I have some ideas that I am going
to try out with games and activities.
Jonathan Krieger: MG SCI
Some of the strategies I have used thus far, and continue to use, are formative and
summative assessments of student learning. I try to make my assessment tools as
surprising as my lessons, if possible, for my students because there is no reason to
always follow the status quo of testing. Usually giving myself two or three “ long hour”
days a week helps me stay afloat with my preparation and planning. Sometimes I do my
lesson framework planning at home while I am relaxed, because this is when most of my
productive thinking occurs.
Long- Term Planning
Kim Chastain: MG LA
I always plan with my fellow writing team members, and we map out our general lesson
ideas for each upcoming quarter. It is so helpful to be able to discuss the ideas, topics,
and projects we plan to work on during each grading period; and reflect on what worked
or didn’t work out so well for future reference. Since we teach different grade levels,
we align our lessons in order to provide the students with all of the essential learning
opportunities we can, without duplicating the content. Next, I plan my weekly lessons and
begin gathering materials and resources. Participating in team planning sessions is a
great way for new teachers to plan and prepare for optimal student learning.
Kristen Caplinger: MG LA
When I started this job a few weeks ago, I began planning. Wow, I felt behind! I tried
to plan for the rest of the year and was running myself ragged. When I met my school
mentor, she immediately told me to stop planning for the year! She encouraged me to
plan 1- 2 weeks at a time. This has been helpful, and I believe my lessons are positively
impacted due to this. Now, I do have a sketch of what I hope to cover and a game plan
for the rest of the year, but not in detail. It just helps me to know­—
even if it is only a
sketch— where I am going. Who knows, maybe, just maybe, I might have some extra
planning time and I will get to it! HA!
Laura Hyatt: MG MATH
I sat down over the summer and did a yearly plan in a table that I made in Microsoft
Publisher. I didn’t use a calendar because it was too spread out. Anyway, I included
workdays and holidays, etc., and all I did was put in the curriculum I wanted to teach
that week and an SCOS objective. I was able to stretch things out— like I want to do
multiplying decimals for two weeks, etc. This seems very similar to just going by the
pacing guide, but I made it my own; and I think that this planning has really helped me
stay on course for getting the things done that I needed to do this year. It helps me in
tips for teachers: Middle Grades
C e n t e r f o r t h e S U PPORT o f B E G I N N I N G T EACHERS 3 7
my planning because I can set an approximate time limit and fill in enrichment and extra
support when needed. I know it seems repetitive if your district has a pacing guide, but I
have really found it helpful in sitting down to do my weekly plans.
Jonathan Krieger: MG SCI
The most important thing to me in my first year of teaching is to plan a diverse catalog of
lessons, learn from my colleagues, and find out what works the best for me. Trying new
things is a priority at this stage of teaching for me, so that my lessons don’t become stale
and my students don’t become disinterested.
Miscellaneous
Amelia Inman: MG SS
I use a daily schedule, a “ DO NOW” for when thestudents come in, etc. I also code each
thing in a different color to help the students differentiate one from the other. Always aim
to be ahead of the game. I try to stay at least two or three weeks ahead in my planning.
This helps when there are snow days, extra meetings in a week, or anything else that
might happen in my life.
Cindy Tipton: MG SS/ MATH
I guess the one thing I could say about my first- year teaching is that consistency in the
classroom, and beyond, is key to success. Being consistent in planning and teaching,
as well as with discipline, has been a positive for me this first year. Coming into the
classroom without any preparation was very difficult. I was hired the week school started
and there was very little time to prepare; so I have spent lots of time organizing and being
consistent in how and when I planned a lesson.
Classroom Environment
Community and Behavior
Kristen Caplinger: MG LA
Maintaining control of the class is # 1! I had a bumpy first few weeks with one of my
classes. I have found it essential to stand my ground and be firm ( including enforcing the
consequences for the misbehavior). At first, it was hard because I wanted to be nice and
not discipline, but that was hindering the learning of others. I know being firm is what I
have been doing for years at home with my own children, so I decided that I would do the
same thing at school. There is a season for everything! Due to this change, I have seen
remarkable progress, and I don’t dread that class like I did.
Tara Mills: MG LA
My mentor this year introduced me to Fred Jones’ Positive Classroom Discipline. She let
me borrow her copy of the book towards the end of last year. I loved it so much that I got
on the Internet that day and ordered myself a copy. I love this book. It provides wonderful
insight as how to set up your classroom for positive discipline. I think every new teacher
should own a copy of this book.
Fred Jones also has another book entitled Tools for Teaching: Discipline, Instruction,
and Motivation. I love this book, too! I’ve got post- it- notes throughout, and I have used a
highlighter too! In the very beginning he mentions how to deal with those “ helpless hand
tips for teachers: Middle Grades
3 8 WES T ERN CAROL I N A U N I V ERSIT Y
raisers.” In order to stay away from this or to avoid this situation in your classroom, you
have to create an environment of independence. I find this funny. He also mentions
“ a full scale weaning program.” And, in section four of this book, he writes about raising
expectations. Two things we can control: quality of work or diligence; and quality of work
or excellence. “ Classroom structure is the ground upon which effective management
stands.” If you read anything in your first year of teaching, I strongly suggest Fred Jones!!!
Scarlet Carstensen: MG MATH
If I could help out a first- year teacher, I would tell him/ her that the best teaching is done
when you truly know your students. Do everything you can to get to know their interests,
their strengths, their weaknesses, and even their fears. When you know all of these
things, it makes teaching a breeze because you can develop meaningful lessons that
appeal to all the students!
Laura Terry: MG SCI
Knowing my students and letting them know me sets the tone for my classroom. Every-day
I am in the hallway ( not to “ watch” them, but to talk, hug, high- five, joke, or tease)
greeting my students and I let my students get to know me.
Let your students know you and get to know them. I have such a connection with many
of my students, I am anxious that the year is already ending!... Then I HAVE to get new
ones. I love my students.
Rob Jordan: MG SCI
As part of my classroom management plan I give out tickets to students who are on task
and doing what they are supposed to be doing. I collect the tickets each day, and at the
end of the nine weeks we have a drawing for the reward. Also, during the middle of the
nine weeks, I give a reward/ movie day for students who don’t have any grades below a
70; other students use the time to bring up their grades.
Dacia Harris: MG SCI
QUIET! This is the word that I use to repeat over and over and over again. I did not know
how to get middle school students to quiet down. I rarely had an issue with my high
school students­—
they were just quiet. I used to feel like pulling out my hair because I
didn’t know what to do. I have since reworked my classroom where the kids cannot enter
the room if they are talking. If they do I send them right back out to the hall, and they lose
their homework time. By establishing this routine the kids know exactly what to expect.
You should hear them when another student talks out as he/ she enters the room; they
are so perturbed and ticked, that they start building the peer pressure to get them to be
quiet. By establishing this expectation, I have seen such improvements with the students’
on- task time. This increase in on- task time leaves less time I have to “ manage.” I am no
longer struggling to get their focus; it is already there. If you have not had a chance to
implement this, then I recommend starting it. It is such a breath of fresh air.
Amelia Inman: MG SS
I always try to end my class with at least a minute left for my sixth- graders to talk to me,
each other, or just relax and prep for the next class. They enjoy that time. If they are a
little too talkative during the class, they will lose that time. It kills them!
tips for teachers: Middle Grades
C e n t e r f o r t h e S U PPORT o f B E G I N N I N G T EACHERS 3 9
Jared Bullock: MG SS
If I could pass on one piece of knowledge to new teachers it would be to have a well-planned
“ blueprint” for your classroom. Let me start out with the most important piece
to the blueprint: YOU are in control of the decisions that go on within your classroom;
do not ever allow the children to believe they are in charge of major decision- making.
I am not saying that they cannot be involved in some of the decisions that are made—
because they can­­—
but just make sure you maintain the control.
The second part of this blueprint is to set up classroom rules and procedures that you
would like your students to follow. Examples of procedures that I use in my classroom are
the steps students follow when they arrive to class, where students place their completed
assignments, etc.
The third and final piece of your blueprint is to prove to your students that you do what
you say you are going to do. Students will begin to believe you after only a couple of
times of putting your words to action. The worst thing that can happen to you is proving to
your students that you will back down.
Cindy Tipton: MG SS/ MATH
I have followed the PBS model my school enforced this year and feel that the con-sistency
of the program, and my enforcement of it, has made a great year for my
students and myself.
An Efficient Environment
Kristen Caplinger: MG LA
Mrs. Chadwick’s ( E- mentor) idea of hanging files is currently being used. I love them
because each student has his/ her own file. This file is the place for turning in homework
as well as receiving graded work. If students are not finished with a project, he/ she can
put them in the folder as well. Very rarely do I have students who have “ lost” their work.
Karl Kastelberg: MG SS
In my seventh- grade class, I typically have several students ( not always the same ones)
that are absent. Absences can be a huge problem for a number of reasons. I have
frequently had students raise their hand once class has started and ask, “ What did I
miss?” I have a calendar in my room that tells what we did on each day in class and
what/ when assignments need to be completed. I also have a shelf in my room with a
different cubby for each period, and three columns labeled “ This Week,” “ Last Week,”
and “ Extra Credit.” Whenever I use a handout in class, I put it in the “ This Week” shelf,
and move all other papers to the “ Last Week” shelf on Friday. Every student knows what
they need to do and where they need to find it when they are absent.
Physical Environment
Scarlet Carstensen: MG MATH
Display student work and ideas! Every day we create a lesson poster that the students
help make. This is not only an exit slip for the whole group, but it also turns into a display
until that unit is finished. The students love seeing their work on the walls and use the
posters as resources when they work on classwork.
tips for teachers: Middle Grades
4 0 WES T ERN CAROL I N A U N I V ERSIT Y
Instruction
Serena Herter: MG LA
I have let students have choices for weekly project work. Once they have shown they can
do the work under guided circumstances, then I let them choose what topics they want to
sign up for, and finally they think about the weekly project topics and formats they will be
creating for that week— and the rubrics that will be used to grade the projects for that week.
So far, this year they’ve been very consistent and responsible in their work.
Robbie Metcalf: MG LA
This tip is for both effective instruction and management of the classroom. The best thing
I have done this year is to have a classroom library. I have a small collection of my own
personal chapter books, but I increase that number to about 200 by checking out books
at Haywood County, Buncombe County, and the school library. I also use picture books.
I have done a fairy tale unit, a nonfiction unit, and a fiction unit so far. If my lesson is
shorter than I planned, or just did not go well, I have the students pick out a book and read.
( Some days there is planned independent reading.) It gives the students an opportunity
for movement in the classroom and increases student motivation to read because they
are all allowed to choose their own books rather than being assigned something from the
textbook.
Annie Stone: MG LA
For my 6th grade class, I concentrate on grammar two days per week, and writing for three
days. I have another literature class for my 6th graders— where I read novels of varying
genres all year long. With the grammar, I try to use the students’ own writing papers to
illustrate capitalization, usage, punctuation, and spelling. I find the fewer “ canned” grammar
exercises I use, the better their retention is. Writing includes journals— which I do not
grade— and writing notebooks which encapsulates the writing process from start to finish.
Publishing is the key: the students love to see their work illustrated, with a front and back
cover page, to be shared in front of the class.
Annie Stone: MG LA
I begin class by discussing the day’s agenda, which written on the board. That is
followed by a GOAL. For example, today in Language Arts I wrote the following:
1. Write your rough draft for your “ Animal” story.
2. Have two peers read your draft to look for the following:
a. Did the draft have a beginning, a middle, and an end?
b. Did you write three paragraphs with 6 to 8 sentences each as instructed?
GOAL: To become excellent writers by using the writing process!
Susanna Barbee: MG LA
I also begin class with the day’s targets, and interestingly enough, students cited this as
something they liked on a survey given a few months ago. I think students like to know what
to expect out of a class. Furthermore, I don’t have to answer the question, “ What are we
doing today?” a hundred times! Also, I start class with a bell ringer, which helps significantly
as far as getting students settled and on task. The bell ringer may be revising a paragraph,
writing sentences using homonyms, writing a paragraph based on a story starter, etc. On
unusual days, when we don’t have a bell ringer for some particular reason ( i. e., we have to
be in the library within ten minutes of class starting), I can see a huge difference. With no
bell ringer, or some other type of focus activity, it is unclear when class begins.
tips for teachers: Middle Grades
C e n t e r f o r t h e S U PPORT o f B E G I N N I N G T EACHERS 4 1
Elaine Hyatt: MG MATH
One of my favorite strategies for teaching is allowing my students to “ teach.” When they
are teaching, I am there supporting them and asking questions. The other students enjoy
being taught by their peers and I find that everyone, even my struggling students, want a
turn to teach. This process is great for the students’ understanding, and it also helps me
see where there is confusion or misunderstanding.
I begin each of my classes with four problems. These problems are a review of something
we did the day before. The students work out the problems on their white boards. This
enables me to see where they’ve made a mistake. They write their answers on their
4- Problem sheet. I let a student “ teach” each problem. This helps me see where they are
confused or where their strengths are. I also find that the other students listen well to their
peers. My students are always eager to “ teach.” I am teaching Title I Math. This has been
a great confidence- builder for my students.
Jennifer Oetting: MG MATH
I like the idea of having the students do some of the teaching. I, too, start each class
with a few “ warm- up” problems, which we review as a class. But I find the same group
of students participating. I have to really pull to get other students to respond, so maybe
having the students act as teachers would help.
Megan Cogburn: MG MATH
I love for my students to interact with the materials and the concepts they are learning.
For each lesson or each new concept that we learn, I try to have an enrichment activity
after the lesson, or a fun, exciting activity for the students to do before we learn the
concept. Presenting an activity before the lesson, I have found, really makes the kids
interested in what you are about to discuss. I know it is hectic and much more time
consuming to plan for these daily activities, but when the students are smiling and
interested in what they are learning, your hard work has really paid off.
Amelia Inman: MG SS
I am on a sixth- grade inclusion/ pull- out team. I use read- aloud, hands- on activities;
“ picture- walks” to introduce a topic; thinking maps; PowerPoint, etc.
The kids enjoy learning and then applying their knowledge to something, and allowing
their other classmates to see their finished product.
Ben Davis: MG SCI
One of my best classroom management techniques is to mix things up every day. The
students don’t come into class dreading taking notes or reading, if they don’t know what
they will be doing in advance. This means they need to pay attention at the beginning of
class to instructions for the day, and continue to stay focused while working on whatever
assignment they have for that day.
Ben Davis: MG SCI
Since I’m a lateral- entry teacher, I had not been in a middle school classroom before
August of this year. My previous teaching experience was with college students as a
teaching assistant. In those classes, the kids were more ready to learn and listen.
I have learned to get their attention early and to try my best to vary the activities from day
to day using labs, activities, research in the library, and/ or anything that is not just the
same old notes, worksheet, or test routine. This “ learning by doing” has helped them to at
least think about the real- world impact of what they are studying.
tips for teachers: Middle Grades
4 2 WES T ERN CAROL I N A U N I V ERSIT Y
Additional Note from E- mentor
Kathy Proctor: MG E- mentor
Research shows that using a word at least three different ways will ensure that students
learn the word and use it effectively in the future. By using words from the context of
their classroom reading, you will help them be more successful in all of their subjects. I
would suggest a fun activity or game to give students added motivation for really making
the words a part of their vocabulary. I have found that students will learn difficult terms in
order to succeed in the games.
Professional Responsibilities
Jared Bullock: MG SS
One of the most important tips that every new teacher needs to know is to win over the
school secretaries– they can either make or break your day. The teachers at Waynesville
Middle School are so lucky to have two wonderful secretaries. As teachers, we do not
know how much they filter from entering our classrooms. In my opinion, they are the ones
who run the school. So, my tip is to do everything you can do to win them over.
Lana Brooks – MG E- mentor
I know what you mean Jared. The secretaries at my school do so much for us everyday.
The office people and the custodial staff have a very large impact on the teachers and
students daily lives. A former professor told my class to be nice to the administration, but
to make the secretaries and custodians our most important contacts. These people truely
know “ what’s happening” and more importantly they know how to fix “ what’s broken.”
Great tip for everyone!!
Jamel Anderson- Ruff - WCU MG E- mentor
Jared and Lana, this also models for students that everyone is important and the value of
treating everyone with respect. Great community building that we also want to carry over
into the classroom. Great observations!
Dayna Gerlach: MG MATH
As professionals it is our responsibility to make sure our students leave our classroom
feeling better about themselves, and not worse or put down. If we can help a student feel
better about some aspect of his/ her life, especially at an age of trying to fit in, then we
have done our job well.
Other Tips
Priorities
Thad Pickard: MG LA
I strongly believe that all first- year teachers need a healthy balance in their life, in and out
of the classroom. During a NC TEACH class that I took with Mrs. Chadwick at Pisgah
HS, I had a valuable experience. During one of our classes, we were visited by English
teachers from Pisgah. And one of the teachers said, “ You need to have a life outside of
the classroom… You need to have fun yourself.”
tips for teachers: Middle Grades
C e n t e r f o r t h e S U PPORT o f B E G I N N I N G T EACHERS 4 3
As I approach my sixth month of the school year as a beginning teacher, I have to say
that I am lucky that each week I have things to look forward to in my personal life.
I play soccer twice a week, here in Waynesville, and in Asheville. I look forward to
this because it is a healthy and fun outlet. I also make sure that I get a good rest each
evening, eat some balanced meals ( some fast- food now and then), and talk, talk, talk
with other professionals.
For me, finding other teachers to talk with one- on- one has been crucial. I have found a
group of teachers, not from my school, to talk to about my concerns, my failures, and my
successes. I need these friends in my life— teacher- friends I can turn to, who don’t know
the students, teachers, or administrators, who I am talking about. This is very important
to me. In this regard, I am free to speak my mind, and not worry about it getting back to
the people I interact with every day. I highly recommend this. It has really been a life-saver
at times.
Tara Mills: MG LA
I too had that same class with Mrs. Chadwick through NC TEACH, I also remember all of
the teachers saying that you need to have a life outside of your job. We’re human beings,
mothers, fathers, girlfriends, etc. We have lives outside of teaching.
For me, I talk to other colleagues when I feel the need to let off some steam, so- to- speak.
I go to the gym with a girlfriend. I enjoy spending an hour or more getting fit. I try to go to
the movies with my fiancé and other couples. Enjoy life because you only get one chance
to do what you want and to have fun!
April Woody: MG LA
Along with being a first- year teacher, I also took on two other positions. From the
beginning of September through December, I was a cheerleading coach, and I now work
two days a week in the After School program. Most days I don’t leave school until after
6: 00. Therefore, on Friday’s I treat myself. I try to leave by 4: 00, and I do NO school work
on Friday night— no grading papers, no lesson plans, nothing but curling up in front of the
TV with a good movie. This is like my vacation. I can’t wait until Friday comes! I believe
this also helps to get my mind back in the mode to prepare for the next week.
Cheryll Worley: MG SS
There are five friends I believe you must have in a school. These can be combined into
three or more categories, but there are characteristics they must possess.
1. You must find someone to whom you can vent... and who feels free to vent back.
This can be your next- door neighbor or someone in another building, but this is a
stressful job, and you have to have someone in the same situation who understands
what you’re talking about.
2. You must have a teammate or someone on the same grade- level that understands
just why those seventh- graders act that way.
3. You should have a friend in your subject, no matter the grade- level, who reminds
you of why you teach the subject you do and what could be worse.
4. You must have a friend on the office staff. They make the world go round. Even if
you don’t agree with all of them, having a friend in the office makes your day go so
much smoother. Never take advantage of them. They work hard, too!
tips for teachers: Middle Grades
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5. You must have an older friend who’s been in the business for a while, one who
reminds you of the rewards of the job and who knows all the ropes. They are posi-tively
invaluable. I know, my “ mother hen” has become a great friend!
These are a must in young teachers’ lives. They make your day, week, month, and year
go so much better!
Dacia Harris: MG SCI
The best suggestion I can give anyone is one that I have lived by as much as possible.
Sleep, eat, and talk it all out. Things get very hectic for all teachers but more so for first-year
teachers. Everything is SO HUGE: every kid who talks back, every test the kids
fail, every parent who complains. Everything is life- or - death as a new teacher. The way
to survive this is to talk, to ask questions of those who have been there longer. I cannot
count the number of times I asked, “ Is this normal?” I needed reassurance that I was
doing what I could, when I could. This support is vital to self- preservation. Just as our
kids need to know they are doing their work correctly, so do we. Ask questions whenever
possible. Find the answers to anything that you are not 100% sure of. This decreases the
stress level that you have to deal with on a daily basis. It is very helpful to know that it is
not just me who deals with outbursts in class. With this knowledge I found strength to go
back in the next day to deal with the situations that arise on a daily basis.
Next, it is important to eat; eat three, or more, meals daily. Pack a snack. Just like the kids
get cranky without food, so do we. Yes, I eat in front of the kids and yes, sometimes they
make me feel guilty, but it is worth it to them for me not to be running low on energy. I just
explain that if I am cranky, then the class will be cranky, and no one wants that to happen.
And finally, sleep. We have so much planning to do, tests to grade, and labs to prepare
that sometimes we neglect ourselves. Sleep is a natural way to eliminate stress; it helps
your body reach homeostasis without the use of drugs or vitamins or any over- the-counter/
holistic medicine. Sleep is a natural regulator. Tests have proven that students
succeed more when they have the appropriate hours of sleep. Guess what? We do, too.
We run herd on approximately 100 students daily, and we need to recharge our bodies.
Get as much sleep as possible. One last thing: find a routine. Find one that allows for
personal time, exercise, and deep breaths.
If you can establish these three relatively simple things, with all of the other plates you
are balancing, your first year will be much less stressful and much more enjoyable.
Humor
Robbie Metcalf: MG LA
The most useful thing I have learned this year is to allow myself to make mistakes and
laugh at myself when I make them. I have been a perfectionist all of my life, and I am
tired of beating myself up for things that are not such a big deal to others. So this year
I decided I was going to go into teaching with the attitude that I would definitely make
some mistakes, but I would not agonize over them— I would just laugh at myself. This has
helped de- stress my first year of teaching beyond what I could have hoped for. The other
teachers laugh along with me, and it just doesn’t seem that bad.
Jennifer Oetting: MG MATH
Finding the opportunity to laugh with the students has been very important to me. I find
myself becoming very focused on the SCOS, getting through all of the material, staying
on top of paperwork, etc., and then I have to stop and just relax a little with the kids. I
really like my kids, and I don’t want to become so wrapped up in classroom lessons and
activities that I forget to enjoy getting to know them.
tips for teachers: Middle Grades
C e n t e r f o r t h e S U PPORT o f B E G I N N I N G T EACHERS 4 5
Help!
Lauren Kincaid: MG- HS ENG
I have only been in the classroom for two months, but I have quickly learned that my fellow
teachers are an invaluable resource! I am a rather shy and reserved person by nature, and
I very rarely thrust myself into social situations, but I found that making a point of eating
lunch with my co- workers each day and spending at least a few minutes before and after
school visiting with my co- workers has been so helpful. It often seems like they have the
answer to any question I could ever ask. They offer constant support and guidance when I
need it most. Being able to socialize and joke with my co- workers can take the edge off of
the roughest of days.
Dayna Gerlach: MG MATH
I have found it to be important to use all of your available resources. Don’t be afraid to ask
a question, or get someone’s opinion, if needed. Also, I think it is important to surround
yourself with positive peers who will give you encouragement. Being a first- year teacher
can be stressful at times, but if you use your resources wisely, it can help you get through
the tough times.
Reflection
John Greene: MG MATH/ SCI
As I have navigated the halls of first year ( lateral- entry) teaching, I have been reminded how
very similar my experiences have been to my plebe year at one of the five federal service
academies ( in my case, the U. S. Merchant Marine Academy). I started this past summer in
the NC TEACH program— with a big time of indoctrination— in which I was immersed in a
whole new culture ( the culture of teaching) and given a lot to learn in a very short amount
of time. Then, there was the beginning of the school year, which brought more to learn
and prepare for than was humanly possible— which taught me ( again) how to discern what
is really important and what can wait, how to budget time, how to manage stress, how to
always be ready for surprise inspections, how to handle different groups of people who
made different demands, how to be “ first year” at something again, and on and on...
Throughout it all, there is a great need to maintain a sense of humor, and maintain a very
tough desire to succeed— without that desire, it would be very easy to throw in the towel
for a number of reasons. However, I am finding that my first plebe- year experience has
well informed my “ second” one, and I can now see a glimmer of light at the end of the
tunnel with June somewhere out there! Of course, another thing that is helping is that
baseball season has begun, and my coaching gives me two hours a day of sanity, and
a break from everything else.
All in all, I know that when this year is over, it is something which I will be very proud of,
and something that will help inform me for many, many years to come as I seek to grow
and improve as a classroom teacher. Of course, the growth and learning will not stop
when the second year begins— as it will present its own set of challenges, and maybe
just a few more privileges. For anyone contemplating following in the footsteps of we who
are first years, I would say, really make sure you are as prepared as possible— then jump
in with both feet!
Ben Davis: MG SCI
Also, a tip for a new teacher is to remember that not every day will go smoothly. You
will wake up at 2 am and remember that you have to do something for tomorrow, and
that’s fine— it happens to all of us. Just know that YOU CAN DO IT, and everything will
turn out just fine.
tips for teachers: Middle Grades
4 6 WES T ERN CAROL I N A U N I V ERSIT Y
Kristin Crawford: MG MATH
The main thing I could say as a new teacher is to not come into teaching the first week
and expect everything to be perfect. To be honest, I was scared to death during my first
week. I was not sure if what I had planned would work, or if we would even come close
to finishing what I had planned. What if the kids did not understand? What if they hate
my teaching style? My suggestion is to take things as they come. Why worry yourself in
the beginning when you do not even know what is going to happen? If something is not
working, change it. If you find the kids learn better when you teach a certain way, then
start spending more time using that strategy. Don’t stress. There are so many different
things you have to get ready during your first couple of weeks, so don’t stress over the
small things that can easily be changed.
Jonathan Krieger: MG SCI
My tip for new teachers is to be patient with not only your students but with yourself.
There is a never ending string of learning experiences throughout your first year of
teaching; and these experiences, although difficult, are definitely worth the strain.
C e n t e r f o r t h e S U PPORT o f B E G I N N I N G T EACHERS 4 7
tips for High School Teachers
Planning and Preparation
Organizing: Day- to- Day
Lauren Allen: HS SCI
When I design my lesson, I frequently color- code according to my color- coded pacing
guide. Example: Ch. 1 is on blue paper, 2 on pink, 3 on yellow, etc. I also have a place on
my lesson plan for reflection so that when I go back the following semester to revise/ re-teach,
I will have made myself notes for what worked and what didn’t— a tool that has
been VERY helpful this time around.
Alicia Owens: HS SS
It is essential to over plan. If you over plan, you have a variety of tasks to choose from if
one of your activities were to bomb, or not be as good as you thought it would be in class.
This way, especially in EOC classes, you make sure to cover the content and not lose a
day of important content.
Gwen Smith: HS SS
When planning, I always plan more than I will use on a daily basis. That way if we run
into extra time, I don’t have to think, “ Oh my gosh, what am I going to do for 15 minutes?”
I have a backup plan ready to go!
Kimberly Williams: HS FACS
You can never over plan! Always over plan to avoid down time in your classroom. I try
to plan about 12 ten- minute activities per 90- minute class. This includes lecture, class
discussion, and various assignments and activities. I try to “ change gears” every 10
minutes or so, to avoid the students becoming bored and losing interest.
Edith Callahan: HS VOC
Tip for New Teachers: Use your planning period for planning. The days can be filled with
total chaos, but if you can get into the habit of using your planning period for planning, it
decreases the work that you have to take home.
Jenny Roseboom: HS SPAN
I drive forty minutes, one way to school, so I have to get up very early! I am not a morning
person! I usually end up getting to school just before 8 am. To compensate for that, each
4 8 WES T ERN CAROL I N A U N I V ERSIT Y
afternoon before I leave, I review my plans and make sure that everything is in order for
my next day. I change the date on the board. I even have first period’s warm- up written
on the board and ready to go. When I walk in on any given morning, my classroom is
ready and my students have their directions waiting. It helps for a smooth transition from
home to school!
Additional Notes from E- mentors
Jenny Lytton: HS E- mentor
My biggest piece of advice is to organize all of the resources that you are making and
finding from other places. This will make your life easier and easier each year. You’ll be