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DOCUMENT RESUME

ED 307 232 SP 031 135

TITLE Bridges to Strength: The TEA-AEL Beginning Teacher'sHandbook.

INSTITUTION Appalachia Educational Lab., Charleston, W. Va.;Tennessee Education Association, Nashville.

SPONS AGENCY Office of Educational Research and Improvement (ED),Washington, DC.

PUB DATE Dec 88NOTE 33p.

PUB TYPE Guides Classroom Use - Guides (For Teachers) (052)

EDRS PRICE MF01/PCO2 Plus Postage.DESCRIPTORS *Beginning Teachers; *Classroom Techniques;

Elementary Second=ry Education; InstructionalMaterials; Parent Teacher Cooperation;*Recordkeeping; *Stress Management; Teacher StudentRelationship; *Time Management

ABSTRACT

This handbook addresses the concerns and needs ofbeginning teachers in the sequence in which they often arise. Thefirst two sections offer a checklist of things to attend to beforethe beginning of school, tips on the physical and visual classroomenvironment, a supplies checklist, and suggestions ranging fromorganizing the classroom and making smooth transitions to the planfor the first day teaching. Classror" management is the focus to thenext section that includes sample rules for various grade levels andhiAts for effective time management. The next section offerssuggestions on coping with stress, provides guidance for preparationfor a substitute teacher, and presents recommendations for effectiveparent conferences. Policy and procedural information is providednext, followed by information on the development of study groups forassisting educators in conducting/using research. A final section onresources and references includes classroom management andinstructional strategy publications as well as additional resourcesdeveloped for the beginning teachers and their mentors. (JD)

***************:.**************************************ft***************** Reproductions supplied by EDRS are the best that can be made *

* from the original document. *

*****************i*****************************************************

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Bridges to Strength: The TEA-AEL Beginning Teacher's Handbook

oFildago ?© afteaggith°The TEA-AEL Beginning

Teacher's Handbook

A Joint Study Conducted By:

TEATennessee Education Association

and

61-13Appalachia Educational Laboratory, Inc.

Charleston, West Virginia

December 1988

Funded by the

OEMOffice of Educational Research and Improvement

U. S. Department of EducationWashington, D. C.


The Appalachia Educational Laboratory (AEL), Inc., works with educators in ongoing R & D-based efforts to improve education and educational opportunity. AEL serves as the Regional Educa-tional Laboratory for Kentucky, Tennessee, Virginia, and West Virginia. It also operates the ERICClearinghouse on Rural Education and Small Schools. AEL works to improve:

professional quality,curriculum and instructioncommunity support, andopportunity for access to quality education by an children.

Information about AEL projects, programs, and services is available by writing or calling AEL, PostOffice Box 1348, Charleston, West Virginia 25325; 800/624-9120 (outside WV), 800/344-6646 (in WV),and 347-0400 (local).

This publication is based on work sponsored wholly or in part by the Office of EducationalResearch and Improvement, U. S. Department of Education, undercontact number 400-86-0001. Itscontents do not necessarily reflect the views of OERI, the Department, or any other agency of the U.S. Government.

AEL is an Affirmative Action/Equal Opportunity Employer.

A

Bridges to Strength: The TEA-AEL Beginning Teacher's Handbookmosomon

ACKNOWLEDGEMENTS

Members of the TEA-AEL Study Group onMentor Programs assumed responsibility for theplanning, research, and writing of this docu-ment. Their comr.iitment to a product of qualityand practical value to Tennessee educators wasevidenced through each stage of development.Members of the study group are:

Barbara AbramsShelby County Schools

Carolyn AbernathyGiles County Schools

Jan HayesMiddle Tennessee State University

Ida K. MartinMetro Nashville Schools

Assistance was also provided by TennesseeEducation Association staff:

Gloria DaileyInstruction and Professional Develop-ment Coordinator

iii

Al ManceAssistant Executive Secretary

Appalachia Educational Laboratory staff whocontributed include:

Pat CahapePam CoePeggy DentJane HalveShirley KeeneMaryrita Miller

The Tennessee Education Association hostedthe study group meetings. Development of thethree informal surveys involved three studygroup membersJan Hayes, Carolyn Abernathy,and Barbara Abrams. Survey responses fromeducators in Giles County, Shelby County, andthose enrolled in surveyed classes at MiddleTennessee State University are appreciated.

Bridges to Strength: The TEA-AEL Beginning Teachers Handbook

EXECUTIVE SUMMARY

Beginning to teach is rarely an easy process,regardless of the personal experiences or teachereducation background the new teacher brings tothe first position. Nor is yearly induction of anumber of new teachers to the rules, procedures,and mores of the school an easy process forcolleagues and school. administrators. Yet thatfirst year of teaching can mean the beginning ofa life of learning, leading, and sharing withstudents, or it can be a disillusioning hard lookat one's chosen career and self-concept. Bridges;9 Strength: The TEA-AEL Beginning Teacher'sHandbook is designed to help beginning teachersanticipate and cope with the challenges of thefirst few months of teaching.

The concerns and needs of beginning teach-ers in the sequence in which they often ariseform the framework of the handbook. Beginningwith checklists through which the teachersecures information or materials on class sched-ules, roll and grade books, curriculum guides,supplies, textbooks, etc., the handbook movesfrom organizing one's classroom for maximumteaching effectiveness and smooth transitions tothe plan for the first day of teaching. Classroommanagement, the greatest survival concern forbeginning teachers, is the focus of the nextsection that includes sample rules for variousgrade levels and hints for effective time manage-ment.

The "Tips for Survival" section offers sugges-tions on coping %,'Ith the stress experienced inthe first year of teaching, provides guidance forpreparations should a substitute teacher beneeded, and contains recommendations foreffective parent conferences. Finally, the "Re-sources and References" section can be a sourceof further assistance. It includes classroom

management and instructional strategy publica-tions as well as additional resources developedfor the beginning teacher and for those men-toring or assisting them.

Bridges to Strength: The TEA-AEL Begin-ning Teacher's Handbook is not designed tosupplant, but to supplement any local, state, orassociation-developed references for the begin-ning teacher. The developers, members of aTEA-AEL study group on assistance to begin-ning teachers, hope that the handbook will beused in conjunction with mentoring programs atthe state or local level. Two companion publica-tions developed by the study group may behelpful to those organizing a mentoring programor serving as mentors. Bridges to Strength:Establishing a Mentoring Program for BeginningTeachers, an Administrator's Guide can assist inthe decision to organize a beginning teacherassistance program. Bridges to Strength: TheTEA-AEL Mentor Teacher Resouire Book offersguidance for educators serving in a mentoringprogram or interested in assisting those new tothe profession. Contact TEA at 615/242-8392 orAEL at 304/347-0400 for information on theavailability of these publications.

Let Us Hear From You

Readers are asked to complete the ProductEvaluation Form included in this publicationand return it to AEL. AEL welcomes any com-ments regarding the usefulness of Bridges toStrength: The TEA-AEL Beginning Teacher'sHandbook and any suggestions readers mayhave for other publications.


TABLE OF CONTENTS

Page

WELCOME! 1

PURPOSE 2

GET READY, GET SET 3Checklist of To-Do's 3Room Environment 4Instructional Supplies Checklist 4Do You Know? 5

GO! 6Let's Begin: Further Hints on a Successful First Day 6Simple Class Rules 7More First Day Do's 8Ask! Ask! Ask! 8

STEADY AS YOU GO 9Time Management 9Expectations 10Student Behavior Management . 10

TIPS FOR SURVIVAL 12Handling Stress ,..12Substitute Teacher Provisions 13Parent-Teacher Conferences 14

LET'S MAKE SURE 16School/District Policy Information 16School/District Procedural Information 16

STUDY GROUP DEVELOPMENT 17Planning the Study 17Conducting the Study 17

RESOURCES AND REFERENCES 19Resources for Assistance in Classroom Management 19Resources for Assistance in Instructional Strategies 20Mentoring Bibliography 21

APPENDICESAppendix I: All Purpose Record SheetAppendix II: Sample Monthly Calendar

vii


WELCOME!

OU ARE ABOUT TO BEGIN a most im-portant career. You will experiencesuccess, frustration, laughter, and tears

as you travel a journey that can make a markeddifference in the lives of children. As ChristaMcAuliff said, "We touch the future." How willyou feel as you begin?

Overwhelmedthis is probably the mostaccurate word to describe the experience ofbeginning teachers. In the first few weeks of theschool year all the hope, skill, and talent of anaspiring teacher meet head-on with the needsand expectations of students, parents, andadministrators.

It is little wonder that the new teacher feels

like a blindfolded juggler trying to keep a crate oforanges in the air!

All the skill Pnd knowledge acquired duringteacher training must now be integrated toenhance learning in a real classroom. The mosturgent need at this point for most beginningteachers is to sort through this information over-load and organize a system to work through thetasks at hand such as room arrangement, supplystorage, lesson planning, and setting standardsof behavior.

We hope this handbook will make yourbeginning classroom experiences more successfuland enjoyable. Welcome to teaching, the great-est profession in the world!

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Bridges to Strength : TlieTEA-AELBeginning Teacher's Handbook

PURPOSE

oi ECOGNIZING that organization is themoat immediate need of beginningteachers, the TEA-AEL study group

developed Bridges to Strength: The TEA-AELBeginning Teacher's Handbook of checklists,tips, and resources to help you survive thecrucial first month of school, avoiding manycommon difficulties through prior knowledge andplanning. This handbook is intended as asupplement to a state, school system, or associa-tion mentoring programs or beginning teacherhandbook.

The following sections are organized accord-ing to the sequence in which you may need them."Get Ready, Get Set" presents tasks to be organ-ized and issues to be considered before thestudents arrive. Consideration is given to suchthings as room environment, supplier,, andsources of information. "Go" offers many helpfulsuggestions for a successful first day. Some sug-gestions are quick, to-the-point strategies andothers offer a structure for planning curricularactivities and student behavior management."Steady As You Go" offers classroom manage-ment techniques related to instructional time,teacher expectations, and student discipline, aswell as resources for further information. "Tipsfor Survival" offers suggestions for handlingstress and providing for substitutes in case ofabsence. "Let's Make Sure" helps you determinewhether or not you have all the information youneed to begin a successful year. "Study GroupDevelopment" outlines the process by which thisdocument was planned, researched, and devel-oped. The final section, "Resources and Refer-ences," provides a listing of valuable resourcesfor further assistance in classroom management

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and instructional strategies followed by a bibli-ography of references used for this handbook.

If every beginning teacher had a well-trainedmentor, there would be no need for this hand-book. The handbook is not designed to take theplace iv!' a mentor or to take the place of theschool system handbook we hope every begin-ning teacher is given. Its purpose is limited: tohelp beginning teachers get through their crucialfirst months of school, by providing checklists toassist in organization and by suggesting re-sources available to any new teacher.

Some of the suggestions in the handbookderive from the experience of the teachers in thestudy group. Most of them are adapted from avariety of resources that the study group teach-ers have found to be helpful, especially thefollowing:

New Teacher's Handbook. (1987). Nash-ville, TN: Metropolitan Nashville EducationAsscciation (MNEA),

Orientation Guide for New Teachers. (1987).Memphis, TN: Shelby County Schools, and

Tips for Substitute Survival. Nashville, TN:Tennessee Education Association (TEA) In-struction and Professional DevelopmentCommission.

The final test of usefulness of this handbookwill be its appearance two or three months afterschool begins. If this handbook is dog-eared,smudged with chalk, checkmarked, underlinedand if it falls open to favorite sections whendropped on the floor, the efforts of the studygroup will be rewa-ded.


GET READY, GET SET...Before the First Day of School

Attending to the following preparations as earlyas practical, or within the week prior to the startof school, should prevent some last minuteproblems.

Ch. Icklist of To-Do's

1. Obtain a tentative schedule and studentroster. Write student names and markattendance on the All Purpose RecordSheet until you are ready to enter thisinformation in the permanent record ofattendance book or grade book (seeAppendix I).

2. Familiarize yourself with students'names; make name tags, if appropriatefor your grade level.

3. Secure textbooks, teacher guides, andcurriculum guides.

4. Complete student textbook forms, to thedegree possible.

5. Plan the following for the first day:

a getting-acquainted activity,an introduction to classroom policiesand grading procedures,motivational first-day contentactivities, andan informal preassessment of stu-dent abilities.

6. Secure and review the standardized ordepartment-developed tests for thesubject/grades you will be teaching.

7. Prepare your classroom to accommodateteacher- and student-centered activities.

8. Meet with a colleague from your gradelevel or teaching area to determineprevious school-home communications.Prepare a memo to students and/orparents outlining expectations regardingthe following:

supplies,student conduct,textbooks,assignments (classwork, homework,special pi ojects),progress evaluation, andparent-teacher communication.

This checklist is a general listing of items towhich any beginning teacher in any school willneed to attend. However, each school has aparticular pattern of operation derived fromcharacteristics of the community, staff, andphysical plant of the school building. For thisreason, other teachers in your school a.-e aninvaluable resource for information and support.At every opportunity, begin to make connectionswith other staff members, while cultivating anattitude of friendliness and openness t, newideas. If you are not assigned a mentor, considerasking an experienced colleague, preferably onthe same grade level or in the same subject area,to assist you. Your mentor may welcome a copyof Bridges to Strength: The TEA-AEL MentorTeacher Resource Book, available through theTennessee Education Association or the Ap-palachia Educational Laboratory. Throughoutyour first year in teaching or in a new school,remember to ask questions.

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iimsgmmmiBricigimmi=olmegntwzmwth:TeTEA-AEl. Beginning Teachers Handbook=1An all purpose Record Sheet is included as

Appendix I of the handbook for your use untilyou receive a permanent record book.

Room Environment

After attending to all the immediate tasks ofpreparing for the beginning of school, it is a goodidea to step back and examine the physical andvisual aspects of the room environment. Consid-eration of the following details will help assurethat the flow of activity and the attention of thestudents care more purposeful with fewer inter-ruptions or distractions.

Physical. A good room arrangement allowsstudents to move about without disturbing eachother and enhances learning in student- andteacher-centered activities.

Be sure students can see you, the chalk-board, and, if used, the projection screenand demonstration areas without havingto move seats.

Be sure you can see students easily fromall parts of the room.

Store books and supplies where they areeasily accessible.

Separate high traffic areas, for instance,teacher's desk, pencil sharpener, andactivity centers.

Orient your planning for each lesson to thearea where you will conduct large group instruc-tion. If at all possible, have desks face awayfrom possible distractions, like doorways andwindows. Sketch a plan of your arrangement,keel ing in mind traffic patterns and preservinga clew- line of sight between teacher, students,and instructional materials such as audiovisua,aids. C insider student seat assignments care-fully to further minimize distractions.

If you use learning centers in your class-room, place centers where you can monitor themclosely. Make sure all the necessary equipmentis available and in working order. For areas ofsmall and large group work, arrange seating sothat transitions can be 'made to accommodateparticular activities. It is often a nod idea towalk through room arrangements, simulatingactivities both as a teacher and a student.

4

Visual. Bulletin boards, maps, models,charts, etc., can serve as sources of motivation,interest, and instruction for students. Areas youmay wish to include in the room are:

wall and shelf space for displayingstudent work,

areas for instructionally relevant mate-rial,

classroom rules list, and

wall or chalkboard space for assign-ments, messages, etc.

Items may be teacher-made or commerciallyproduced. Take care to make each section teachand to change your displays to reinforce lessons.Consider including bulletin boards students canadd to or displays involving lesson extensionideas or "puzzlers" for extra credit to keepstudents interested in your visuals. While youwant an attractive room, uo not spend so muchtime on the decor that you neglect other impor-tant tasks necessary to ensure a successfulbeginning of the year.

With your room completed, now check to seethat you have all essential materials and sup-plies.

Instructional Supplies Checklist

Supplies vary greatly between grades andsubjects. Secure those items that are essentialto particular lessons well before they are neeLd.A typical list of classroom supplies includes:

manuals/curriculum guides,grade book,attendance book,paper (ditto),paper (note),pens and pencils,grading pencil or pen,chalk,chalkboard erasers,scissors,stapler and staples,paper clips,

Bridges to Strs^gth: The TEA-AEL Beginning Teacher's Handbook

thumbtacks,cellophane tape,bulletin board fadeless paper,bulletin board edging (optional),construction paper (ail colors), andother (make a list of other essentials for yourclassroom)

5

Do You Know?

Procedure for obtaining supplies

Procedure for obtaining textbooks anareference materials

Ask other teachers to describe what theschool provides and what you must furnishyourself. They should also be able to explainprocedures and forms needed to get supplies.

You might walk through several otherclassrooms and list materials you would like inyour own room. Next, think about storage.Things that will be used oftentextbooks, forexampleshould be on book shelves or in easilyaccessible areas. Things for occasional use maybe stored in closets or on top of cabinets. Storematerials in convenient places, but be sure theyare not distracting to students.

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Bridges to Strength: The TEA-AEL Beginning Teacher's Handbookvomisionoma

GO!Tips for Day One

Jitters are expected on your first day ofteaching. The following suggestions may helpyou create a business-like atmosphere beginningwith Day One.

Be flexible, positive, and assured. Be incontrol.

Learn students' names. Recheck the spell-ings and pronunciations with students. Callstudents by name often. Provide name tagsfor lower primary students. Help studentsbecome acquainted. Be certain studentsknow and use your name.

Outline your expectations of conduct in theclassroom, in the hall, and on the playgroundor cempus. Be sure students know that youexpect them to behave appropriately. Forelementary students, reinforce appropriatebehaviors you observe.

Discuss your work standards, homework,and grading policies.

Review lunch, recess, and other operatingschedules if appropriate. To the extentpossible, describe the routines that elemen-tary children will follow.

Issue textbooks (if applicable) and completetextbook forms. (Assigning a seatworkactivity to be completed while texts are

6

issued can reduce off-task behavior.)

Begin individual or group assessment andreview of reading and math skills or othersubject areas.

Give a specific first-day writing and discus-sion assignment (if appropriate) such as:

"The best thing I did during the summer...."

"When I think of school, I think of...."

"This year I hope...."

Send home memos you and/or the schooladministrator have written to parents.

Believe that your students want to do theright thing.

Review class activities and assignments (ifappropriate), and end the day in a positivemann' r.

Let's Begin: Further Hints for a SuccessfulFirst Day

A good way to start the first day is to standnear the door and greet students as they enter.If a student enters in an unacceptable manner,stop the student, explain to him or her thebehavior you expect, and ask the student to

13

Bridges to Strength: The TEA-A EL Beglnnln

repeat the entrance appropriately. After allstudents are seated, begin with a brief introduc-tion of yourself-your hobbies, your family, etc.,followed by a sh, --t activity in which studentscan get acquair I.

When ever one has settled down and hashad the opportunity to speak, give an overview oftopics and activities the students can lookforward to for the year. Follow this with adiscussion of classroom rules. Your school mayhave a handbook of rules and policies. Below areexamples of behavior rules that teachers havefound successful at various grade levels (Canter,L. & Canter, M., 1976). Remember, these areexamples, and you will need to tailor a set ofrules to your classroom. A set of five to eightrules should be enough to cover the most impor-tant areas of behavior.

Sample Class Rules

Primary: Klndergarten-3rd Grades

A. 1. Follow directions.2. Only walking is allowed in the class-

room.3. Raise your hand and wait to be called on

unless given permission to do otherwise.4. Keep your hands and feet to yourself.5. Return materials to their proper storage

place when you are finished with them.

B. 1. Follow directions given by all teachersand parent helpers.

2. Be seated quietly in the listening centerwhen the bell rings.

3. When directed to change centers, do sowithout talking.

4. Leave playground balls outside theclassroom.

5. Get permission to bring toys and play-things to class.

C. 1. Follow directions.2. One person may talk at a time. No

disruptions are allowed.3. Have pencils and paper at your desk,

ready for work.4. Speak kindly to one another.5. Scissors, paint, and other art supplies

may be used in the art corner only,unless permission is given.

Teachers Handbook

Upper Elementary: 4th-6th Grades

A. 1. Follow directions.2. Be in your seat when the bell rings.3. Have all appropriate materials and

supplies at your desk, ready to beginwork when the bell rings.

4. Permission and a pass mu, t be grantedbefore leaving the classroom.

5. Keep your hands, feet, and other objectsto yourself.

B. 1. Follow directions.2. No swearing, teasing, or obscene ges-

tures are allowed at any time.3. Put away all materials and wait to be

excused by the teacher before leaving forrecess.

4. Sitting on the desk tops or counters isnot allowed.

5. You must be in your seat with pencils,paper, and reading material ready whenthe bell rings.

C. 1. Follow directions.2. In classroom discussions, raise your hand

and wait to be called on.3. Remain in your seat unless given permis-

sion to do otherwise.4. Complete all assignments and have them

checked by the teacher before going tothe "free time" center.

5. Have all homework assignments, books,and writing materials at your desk,ready to begin work when the bell rings.

Secondary: 7th-12th Grades

A. 1. Follow directions.2. Remain silent when announcements are

being read by the instructor or over theloudspeaker.

3. No food, candy, or gum shall be eatenduring class.

4. Come to class with all your materials.5. Be seated, ready to work when the tardy

bell rings.

B. 1. Follow directions.2. Swearing or obscene gestures are not

allowed.3. Get a proper hall pass before leaving the

classroom.4. Check out all lab materials before use

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and return them by the end of the period.5. Re in your assigned seat with all neces-

sary materials when the tardy bell rings.

C. 1. Follow directions.2. Follow all appropriate safety rules and

directions when using classroom equip-ment.

3. Wear safety glasses when operatingequipment.

4. Clean all stations before dismissal fromclass.

5. No equipment, tools, or projects may beremoved from class without theinstructor's permission.

D. 1. Follow directions.2. Avoid interruptions or personal remarks

during open classroom discussion.3. Avoid side-talk during lectures or group

discussions.4. Be in your seat and prepared with the

proper materials when the tardy bellrings.

5. Turn in all homework assignmentsbefore class begins.

Share your list with the students, explainingeach rule carefully as it is introduced. Keep yourlist concise, clear, and POST IT! This will helpto reinforce the importance of the class rules.Discuss the consequences of violating school orclass rules with students. Reinforce rulesconsistently and fairly for all students. If aproblem develops which is not covered by a rule,use the opportunity to discuss an appropriaterule and consequences with students. Remem-ber, losing your temper or criticizing studentsmakes you appear to be out of control. State theinappropriate behavior and consequence, avoidgeneralizing from behavior to the student.

More First Day Do's

Your beginning activity should be onestudents can complete with success and withlittle or no help.

Teach whole-class and seatwork proceduresimmediately.

Remember, since this is a new situation for

8

the students also, repeat rules, procedures,and consequences.

Set a pleasant, positive tone to the end of theday, and students will look forward toreturning to class. Let them know you arelooking forward to an enjoyable year.

PLAN! PLAN! PLAN!

The first day, second day, and the first weekof school set the tone for the entire year. Byknowing what you are going to teach and byhaving the materials you need, you will beprepared for a successful beginning and feelmore confident.

Students will try to see if you really aregoing to make them follow the rules. BE CON-SISTENT in holding students to your expecta-tions. Ignore misbehaviors that do not interruptthe lesson or interfere with others.

Remember that many of the things happen-ing in your classroom during the first few weeksare happening also to all teachers. Many thingsare "first few weeks" problems that have to' esolved every year with each new class (Wildman,1985). Meet each problem and solve it as quicklyas you can. It is nct the severity of punishmentbut the certainty of it that deters unacceptablebehavior. Again, talk to experienced teacherswho have gone through the beginning of school"blitz." Some problems can be averted or easedsimply through conversation.

Ask! Ask! Ask!

After your long-anticipated and well-plannedfirst day of teaching, you and your students willhave learned a great deal about one another.Some mutual expectations will have been estab-lished in terms of behavior, procedure, andattitude that will direct the course of learningthroughout the year. Naturally, those expecta-tions will be refined and amended as the needarises. The following section deals with concernsof classroom management that may help youavoid unexpected disruptions of the learningprocess within your classroom. Suggestions forrestoring order are offered for those inevitableoccasions when the classroom routine is dis-rupted.


STEADY AS YOU GO:Classroom Management

OR EFFECTIVE INSTRUCTION, anorderly businesslike environment isnecessary. There are no magic formu-

las for good classroom management. There is noONE best way to teach. Don't lose heart. Manyof the problems of classroom management can besolved by planningeven by a beginner. Man-agement, however, begins with you.

Time Management

The following hints for time managementmay help you begin to lay a good foundation:

Decide early in the year which routineactivities can be student responsibilitiesand which you will do yourself.

Have a "to-do" list for each day, andcheck off items as they are completed.

Develop a "Swiss cheese" approach totasks. With a big task, do a little bit at atime. This discourages procrastination.

Get in the habit of planning at the sametime each day or night.

With each sheet of paper on your desk,

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do one of the follow;ng:

A. ACT on it.B. GIVE it to someone else for action.C. FILE it in a proper place.D. TOSS it away.

Use a loose-leaf notebook for lessonplans, so pages can be added easily.

Use a monthly calendar for unit planning(see Appendix II).

Let your students know what generaltopics will be covered each six weeks, orprovide weekly or unit outlines or assign-ment sheets.

Check attendance by seating chartinstead of by roll call.

Invest in a set of folders, and add class orunit labels. Learn to file papers aftergrading instead of stacking them on thecorner of your desk. Students can learnto file their papers for your Itter atten-tion or to share later with parents.

Ask questions of other teachers Theymay have a variety of solutions.

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Organize your classrcom and desk toallow you to work efficiently. This setsan example for your students, too.

Learn to say NO!

When in a panic for time, ask yourself,"Would anything really terrible happen ifI didn't do this?'' Hale answer is no,don't do it (Metropolitan NashvilleEducation Association, 1987).

Expectations

A second factor in good management isexpectations. While having high expectations foryour teaching and student learning will notguarantee success, research suggests thatexpectations tend to be self-fulfilling. If theteacher thinks she or he is capable and thestudents think they are capable, then theseattitudes become the norm (Wildman, 1985).The following are some basic teacher expecta-tions:

A teacher's main responsibility is toteach.

A teacher should enjoy teaching.

A teacher must understand the crucialaspects of teaching.

A teacher should expect that all studentsmeet minimum objectives.

A teacher should expect to teach indi-viduals, not groups.

A teacher should assume good intentionsand positive self-concepts from students.

A teacher should expect to be obeyed.

A teacher should have realistic expecta-tions of students' behavior and perfor-mance.

A teacher should like children.

A teacher should expect to experiencesome difficulty (Good & Brophy, 1984).

Student Behavior Management

Effective discipline or student behaviormanagement is probably the area about whichyou will be most concerned. Again, there are nohard and fast rules that apply to each and everyclassroom. Classes have "personalities," andwhat you do will be guided by that "personality"and by your own.

There are several things that may helpfacilitate and maintain classroom control. Beginby having "eyes in the back of your head." Inother words, know what's going on in yourclassroom. If off-task behaviors occur, use mildcorrections before the behaviors become serious.Compliment students for acceptable behavior,and remember to TEACH STUDENTS WHATTO DO. Try to anticipate potential problemswith activities or transitions, and prevent orwarn against misbehaviors.

Transition, or getting from one activity toanother while maintaining a businesslikeatmosphere, is very important. Stating andclarifying transition instructions can help. Thistakes practice. Good management requires hardwork, and LEARNING TO TEACH TAKESTIME.

A third trick of the trade is to wait until youhave a break to respond to tardy slips, parentalnotes, and/or paperwork that can be delayed.Your during -class responsibilities are yourstudents.

A fourth suggestion is to keep students asinvolved as possible but to expect some problems.You can use alerting cues (standing by thestudent, putting a hand on the student's shoul-der, giving a "teacher" look) to let students knowthat you may call on them or that their off-taskbehavior should stop.

Finally, when students know they will beheld accountable, their involvement in workincreases (Wildman, 1985). Call on each studentas often as possible. Collect, grade, and reviewassigned work, tests, and quizzes.

What if some students fail to respond toclassroom conduct expectations? Other methodsof student behavior management will be neces-sary. This list suggests a sequence of steps youmay wish to consider.

Change the student's seat.

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Hold a private conference with thestudent.

Deny privileges.

Telephone the parent(s) or have a parentconference.

Seat the student away from other stu-dents.

Establish a contract with the studentwhich contrins rewards, contingent onacceptable behavior.

Consult the counselor and/or otherteachers.

Refer the student to the guidance coun-selor.

As a last resort, after you have tried allof the preceding steps, refer the studentto the principal. For extremely disrup-tive behavior, such as fighting, immedi-ate referral is warranted (Shelby CountySchools, 1987).

As a beginning teacher or teacher new to theschool, you may wish to ask for an appointmentwith the principal before problems arise, todiscuss your proposed classroom managementtechniques and to enlist his or her input andsupport. At this time you can learn his or herphilosophy and expectations.

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TIPS FOR SURVIVAL

Handling Stress

CCASIONALLY there will be days whenyou will feel as if you had been hit by aMack truck. This stress can make you

cry, make you angry, or even make you want towalk out of class and not return. Before you doanything so drastic, read "The TherapeuticThirteen," which suggest positive ways to handlestress.

The Therapeutic Thirteen(Positive Ways to Handle Stress)

1. Escape fora period. When stress begins tomount, escape from it either mentally orphysically. This can be done by changingyour thought pattern or by leaving yourwork and going for a short walk. It isineffective to work when tired. Learn torelax. Use humor.

2. Develop release activities. Use crosswordpuzzles, exercises, hobbies, and otherinterests. Indulge yourself.

3. Find an individual or supportgroup thatyou can talk to about your concerns. Con-sider organizing other beginning teachers inyour school or district or joining an existinggroup within your grade, department, orschool.

12

1)

4. Try to keep an uncluttered desk. (Acluttered desk is usually perceived as disor-ganized and stressful.)

5. Examine your diet. Does it provide foryour nutritional needs? Does it includemedication? Whatever you do, do not self-medicate.

8. Establish a life balance. Aim for 8 hours ofwork, 4 hours for family, and 4 hours forself. Make a schedule and stick to it. Leavehome problems at home and work problemsat work. While school work may occupysome hours at home, try to deal with prob-lems as soon as possible after they occurduring the day.

7. Take things one at a time. Make a `To Do"list. Zero in on one area and try to improveit rather than trying to overhaul your lift,completely at one time.

8. Don't try to be "Superteacher." Establishpriorities and putyour emphasis on quality,not quantity. Remember the 80-20 prin-ciple: 80% of the value may come from thefirst 20% of work time, or 80% of the valuemay come from 20% of the items on your "ToDo" list. Remember, all of your students'problems are not yours; help or refer to helpwhen you can and don't worry for them.


9. Delegate responsibility wheneverpos- 1.Bible.

10. Hone your professional skills. Go back toschool. Being a student is a good rolereversal technique that gives you thestudent's perspective. Read current litera-ture, or seek advice or suggestions fromthose you consider to be "good teachers."

11. Learn to be a professional. Support yourcolleagues and principal. Do not speakunkindly of them. Be prepared in yourteaching. Involve your students in theinstructional process. Participate in yourprofessional organizations. Use protocol intrying to resolve problems, or use the "chainof command" approach. Respect your stu-dents as individuals.

12. Know thy self. Become aware of whatsituations cause stress for you. Then eitheravoid these circumstances or desensitizeyourself to them. This might require thatyou learn to compromise. You do not alwayshave to be right.

13. Use the self - renewal, "Food for Thought"Idea. Grant me the courage to change thethings I can change, the patience to acceptthe things I cannot change, and the wisdomto know the difference (adapted from ShelbyCounty Education Association, 1981-82).

Good luck! Plan, ask questions, and keep trying.Remember, one day you will be the "experiencedteacher," in fact, by this time next year.,

Substitute Teacher Provisions

There may be a time when you will have tobe absent. In order not te worry about a "lost"day, provide your substitute with adequatelesson plans and materials.

The following information can beEt beutilized by a substitute if organized in a clear,concise manner in a specially labeled 'SubstituteNotebook" or "Substitute Folder" and placed 13.where it is readily available.

14.

Schedule of classes

A. Regular classes

B. Special classesday and time1. Music2. Art3. Physical Education4. Library

C. Alternate plan in case of cancellation ofspecial classes

2. Names and schedules of students who leavethe classroom for special reasons (e.g., medi-cation, resource, speech, etc.)

3. Class roll, including seating chart

4. Opening activitiesA. Absentee reportB. Procedures for reporting free, reduced

price, and paid lunches, etc.

5. Lesson plans f'or day(s), including specificinstructions or d procedures for each activ-ity, such as moving from one lesson toanother, rest room, etc.

6. Classroom rules and discipline procedures(special problems should be noted)

7. Location of all manuals and other materialsto be used

8.

9.

10.

11.

Location of extra work for students

Procedures for use of audiovisual materials

Names and schedules of aides and/or volun-teers

Name(s) of pupils who can be dependedupon to help with routine classwork orerrands to the office or other classrooms

12. Name and location of a teacher to call uponfor assistance

Procedures for sick or injured children

Procedures for early and regular dismiss&

13ti()


15. Floor plan of building

16. Procedures for emergency drills (fire,tornado, etc.)

17. Names of faculty and staff

18. Floor plan or map of classroom

If possible, let students know what theyshould accomplish while you are away.

Help to set the tone for a positive day bywriting a brief note of greeting to the substitute,thanking him or her for filling in and extendingbest wishes for a good day (Tennessee EducationAssociation Instruction and Professional Devel-opment Commission).

Parent-Teacher Conferences

Your first parent-teacher conference mayoccur before you are feeling really settled andconfident of your teaching. Individual confer-ences with a host of parents or guard' gns intenton the progress of their children can be addedstress to your busy schedule, but remember thatparents generally are very thoughtful andcooperative with teachers. The following sugges-tions for preparation may help you confidentlyapproach the conferences and conduct themproductively.

Remember that the sole purpose of a confer-ence is to allow the parent and teacher to under-stand more fully the student's performance inschool and ways to enhance that performance.Communicate this purpose to parents. Keepingthis in mind keeps the focus of discussion effi-cient and productive and discourages extraneousissues.

Whether a conference is requested throughyour phone call or letter or part of a schoolwidenight of conferences, a note to parents suggest-ing issues to think about before meeting can behelpful in making the conference productive andsetting the tone for mutual information sharingand problem-solving. List some possible ques-tions the parents may want to ask, such as:

What are my child's areas of strengthand weakness?

Is my child involved in any specialinstruction?

What mathematics group is my chi14 in?

What reading group is Tay child in?

What method is used to evaluate orgrade school work?

What is the teacher's policy on hoz ie-work?

Are there any special problems relatingto discipline or socialization?

What can I do at home to help my childto improve in a difficult subject?

How well does my child communicate?

Is my child motivated?

What are the learning objectives for eachsubject during the current report cardperiod?

What specific suggestions for improve-ment does the teacher have for my child?(Norcel & Tobin, 1988, p. 40)

Also, encourage the parents to discuss theplanned conference with the child, asking ifthere is anything the child would like the parentto see or to discuss. If one parent is unable toattend, explain that a list of questions from theabsent parent is welcome, and that the attendingparent is free to take notes. Point out that it is agood idea for parents to confer with the childafter the meeting, relating to the student anyappropriate information learned in the confer-ence and reinforcing the idea that the teacherand parents are working together in the child'sinterest.

In preparing for the conferences, gather anyinformation pertinent to the student's perfor-mance: grades, sample work, standardized testscores, attendance reports, and other pertinentdata. It is also wise to have on hand informationabout rules and procedures that parents have

14

f.

Brielest1Stremaimatianiansen th:TheTEA-AEL Beginning Teacher's Handbookmessmnamow

revciv-c1 prior to the conference. Be prepared todiscuss ett,h child terms of:

ability to do school work,

grade levels in reading and math,

special interests and abilities,

relationships with other children,

level of self-esteem, and

behavior in and out of clas.., lorcel &Tobin, 1988, p. 40).

As the conference begins, greet the parents in awarm and friendly manner so they will becomfortable in asking questions and sharing inthe discussion. As you talk with parents, keep inmind these four principles:

1. Speak in everyday language. Avoid the useof educational jargon that tends to confusethe message and to distance the parentsfrom the purpose of the conference. Whenyou must use technical terms, explain themwith concrete examples. For instance, if thestudent is learning "regrouping" in math,mention that it is also called "carrying" anddemonstrate a simple problem, if necessary.

2. When describing student behaviors, describethe circumstances and conditions surround-

ing the behavior. This allows the parents tounderstand their child's behavior in contextof the situation when it occurs.

3. Throughout the conference, invite questionsand comments from the parents, respondingwith 2ositive comments about their contri-butions. Communicate your understandingof any difficulties they are experiencing withthe child, yet maintain a focus of studentperformance.

4. Avoid emotionally charged words that alarmparents and prevent them from objectivelyexploring their child's progress. Labels suchas "hyperactive" or "immature" are detri-mental to parent-teacher communication, asare polarizing words such at. "humanism"and "permissive" (Lawrence & Hunter,1978).

As you begin to conclude the conference,summarize important topics of discussion,checking with parents for mutual understandingof important issues and plans of action As theparents prepare to leave, encourage them to getin touch with you later if they wish. Conveyyour appreciation for their interest and involve-ment in their child's schooling.

Write a brief anecdotal record on the confer-ence for future reference.


LET'S MAKE SURE

HECK TO see what you have and whatyou still need. At some point, you willneed to have the following information:

School/District Policy Information

Materials the school/district furnishes

Policy for setting up the room (i.e., whetherit is permissible to put staples in the wall)

Teacher evaluatit. procedures

Discipline policy

Procedures for referral of students fortesting and teacher responsibilities inplacement meetings

Achievement test(s)

Copies of test(s)

Directions for scoring and interpretation

School/District Procedural Information

Lesson plans

Unit plansBehavior documentation (if needed), miscon-duct form, etc. Grading procedures

For grade book

For report card

Student attendance

Daily schedule

How to take class to lunch, library, etc.

Personnel policies concerning sick or profes-sional leave days

Field trip forms

Student cumulative records

Assistance to handicapped and/or specialeducation students

REMEMBER, IF YOU DON'T KNOW, ASK!OTHER TEACHERS WILL REMEMBER WHAT IT WAS LIKE TO BE A BEGINNER.

16

23

BrdSe=jimaartmth:Timmlimraim.leTEA-AELBegirs Teacher's Handbookvoimmomms simmoomon

STUDY GROUP DEVELOPMENT

T The Appalachia Educational Laboratory(AEL) seeks to provide professional development opportunities to educators by

working with and through their associations.Since 1985, the Classroom Instruction (CI)program has assisted associations through thecreation of study groups. AEL's purpose for astudy group is to assist educators in conductingand/or using research.

A study group is compond of educators whoare organized to conduct a study of an educa-tional issue. The study group generally producesa product that is useful to other educators.Associations and AEL jointly select topics forstudy groups, although the selection of membersis handled by the association. AEL staff partici-pate in meetings as members of the study groupand usually take a facilitative role. AEL pro-vides a small grant to the association to assistwith the group's costs, but the association orindividual members generally make in-kindcontributions that far exceed AEL's grant. AELprovides additional services, such as editing,layout, and typesetting of the group's finalproduct. The responsibility for disseminationlies with both AEL and the association. Usually,AEL provides dissemination to the other threestates in its Region while the association dis-seminates the study in its own state.

Planning the Study

A February 1988 meeting between KatieStanton Harris, president of TEA; Gloria Dailey,instruction and professional development (IPD)coordinator of TEA; and Jane Hange, director ofthe AEL Classroom Instruction (CI) programresulted in the formation of the TEA-AEL studygroup on assistance to beginning teachers. Theassociation staff nominated members of TEA'sIPD internship and teacher education subcom-mittee for study group participation. Membersof the group were already deeply involved in theissue of beginning teacher induction and had

particular interest in teacher mentoring pro-grams.

At its initial meeting in April 1988, th,group decided to focus on the issue of teachermentoring programs as a key component ofassistance to beginning teachers. While theydecided to conduct informal surveys of teachersin their own systems about new teachers' needsfor assistance and support., their primary prod-uct, they decided, would be "how to" guides fornew teachers, mentor teachers, and administra-tors in school systems instituting mentoringprograms. Recommendations of a state board ofeducation committee on which one study gro'ipmember sat influenced the direction of the °Ludygroup. In November 1988, Tennessee StateBoard of Education action established an induc-tion program for new teachers in Tennessee,including provisions for mentoring all categoriesof new teachers. Study group members saw that"how to" guides could soon be needed in manyTennessee school systems.

This handbook is one of a series of guidesproduced by the study group. In addition to thishandbook, intended for use by beginning teach-ers, the series includes the following titles:Bridges to Strength: Establishing a MentoringProgram for Beginning Teachers, anAdministrator's Guide and Bridges to Strength:The TEA-AEL Mentor Teacher Resource Book.

Conducting the Study

The study group decided to rely primarily ona review of the literature on teacher mentoring,in order to use experience developed in otherparts of the country to inform Tennessee schoolsystems of the most useful program features. Inaddition, they decided to poll mentor and begin-ning teachers in their own school districtsinformally, to identify the areas in which begin-ning teachers need help, the role of the mentorteacher, benefits of the mentor/prot4g6 relation-ship, and how this relationship could be im-

17

14


proved. While their surveys were informal, thethree study group members who polled theircolleagues or students reported very similarfindings, verifying the utility of the group'sproducts for Tennessee teachers. In addition tothese activities, the group requested the presi-dent of the Tennessee Education Association(TEA) to send a letter to all local associationpresidents requesting copies of any materialsthey might have developed on mentoring. Oneresponse was received, from the MetropolitanNashville Education Association (MNEA).Results of all these informal surveys are dis-cussed at more length in 'rips for Survival,"located in this document.

The study group compiled a large amount ofmaterial on mentoring, in part from the Ken-tucky, Virginia, and Tennessee state depart-ments of education and from AEL resources, in

part from a nationwide literature search. Thegroup looked over and discussed these materialsas a whole group, then planned the variouspublications, chose topics on which to write, andtook copies of the literature that r ert2ineci totheir individual topics to stud:, more carefullyand incorporate into their writing. Each studygroup member took responsibility for developingdiscrete sections of the products. The entir,product (three publications) was edited bystudy group members and the TEA presideand IPD coordinator before receiving a final aitfrom AEL staff writers. AEL staff were respon-sible for layout and typesetting of the docu-ments. TEA received a camera-ready copy of thedocument so that the association can dissemi-nate this study in Tennessee while AEL pub-lishes and distributes the publication at cost inKentucky, Virginia, and West Virginia.

18

Brid. es to Siren the The TEA-AEL Be nning Teacher's Handbook

RESOURCES AND REFERENCES

S YOU OVERCOME the "forest" ofinitial trials of teaching, you will beginto focus on particular "trees" of interest,

either in classroom management or instructionalstrategies, that apply to specific situations inyour classroom. The following resources arelisted to assist you in discovering alternativestrategies for managing those situations as youbecome more skilled in your profession. Thelistings are not all-inclusive; they may providethe specific information you need, or they mayprovide a good base of departure in your search.The final listing is a bibliography of referencesused in the development of this handbook.

Resources for Assistance In ClassroomManagement

Brookover, W., Beamer, L., Efthim, H., Hatha-way, D., Lezotte, L., Miller, S., Passalacqua,J., & Torna.zky, L (1982). Creating effectiveschools: An in-service program for enhancingschool learning climate and achievement.Holmes Beach, FL: Learning Publications.

Canter, L. (1988, January). Assertive disciplineand the search for the perfect classroom.Young Children, 43W, 24.

19

Canter, L. (1979, June). Taking charge ofstudent behavior. National ElementaryPrincipal, 50(4), 33-36.

Canter, L., & Canter, M. (1976). Assertimdiscipline: A take charge approcch fortoday's educator. Santa Monica, CA: Canter& Associates.

Davis, D. H. (1989, December). Facilitatingdevelopmental guidance through behavioralmanagement. Elementary School Guidanceand Counseling, 15(2),1, 04-13.

Erickson, H. L (1988;. The boy who couldn't bed::sciplined. Principal, 67(6), 36-37.

Grossnickle, D. R., & Sesko, F. P. Promotingeffective discipline in school and classroom:A p (3ctitioner's prospective. Reston: VA:National Association of Secondary SchoolPrincipals.

Good, T. L., & Brophy, J. E. (1984). Looking inclassrooms (4th ed.). New York: Harper andRow.

Johnston, J. H., & Markle, G. (1986). Whatresearch says to the middle level practitioner.Columbus, OH: National Middle SchoolAssociation.

?G


Jones, F. H. (1979, June). The gentle art ofclassroom discipline. National ElementaryPrincipal, 56(4), 26-32.

Kushmuk, J. (1986). Effective Chapter I practicein the Portland Public Schools. Columbus,OH: National Middle School Association.

Kyle, R. M. J. (Ed.). (1985). Reaching forexcellence: An effective schools sourcebook.San Francisco: CA: E. H. White Company.

Lipham, V. (1978, August-September). Mr.Glasser's gentle rod. American Education,14(7), 28-30.

McCormack, S. (1987). Assertive discipline:What do we really know? (ED286618)(PS016814), 14 pp.

Medick, M. (1979, December). Effective class-room strategies for three problem behaviors:Hostile-aggressive, passive-aggressive, andwithdrawn failure image. Occasional Paper#30. East Lansing, MI: Michigan StateUniversity, Institute for Research of Teach-ing, 213 pp.

MidCominent Regional Educational Laboratory.(1984-85, Winter). What's noteworthy on:Beginning the school year, time manage-ment, discipline, expectations, motivation,instruction, coaching. Noteworthy. KansasCity, MO: Author.

Oregon University, ERIC Clearinghouse ofEducational Management. (1988, April).Classroom discipline. The best of ERIC oneducational management, #52. Eugene, OR:Author.

Williams, V., & Krager, J. M. (Eds.). (1980).Positive school learning climates. Omaha:Nebraska University, Center Urban Educa-tion; Burlington: Vermont University,Teacher Corps Youth Advocacy Loop. Spon-soring Agency Department of Education,Washington, DC: Teacher Corp.

Resources for Assistance in instructionalStrategies

Bey, T. M. (1986, May). CPR: Helping teachersachieve success with underachievers.NASSP Bulletin, 70 (490), 91-93.

Brophy, J. (1986, February). Socializing studentmotivation to learn. Research Series No.169. East Lansing, MI: Michigan StateUniversity, Institute for Research on Teach-ing.

Brooks, D. M. (1985, Winter). The teacher'scommunicative competence: The first day ofschool. Theory into Practice, 24(1), 63-70.

Crosswhite, F. J. (1986, October). President'sreport. Better teaching, better mathematics:Are they enough? Arithmetic Teacher, 34(2),54-59.

de Bono, E. (1986, September). A technique forteaching creative thinking. Momentum,17(3), 17-19.

Dewalt, M. & Ball, D. W. (1987, July-August).Some effects of training on the competence ofbeginning teachers. Journal of EducationalResearch, 80(6), 343-47.

Drinkard, B. P. (1986, September). The best oftimes, the worst of times. Clearing House,60(1), 11-13.

Evans, P. R. (1982, October). Improving in-struction through PET. Educational Leader-ship, 40(1), 44-45.

Gusky, T. R., & Gates, S. L. (1986, May). Syn-thesis of research on the effects of masterylearning in elementary and secondaryclassrooms. Educational Leadership, 43(8),73-80.

Hart, L. A. (1986, May). A response: All "think-ing" paths lead to the brain. EducationalLeadership, 43(8), 45-48.

20 0 -1.'. o


Henson, K. (1986, Summer). Inquiry learning:A new look. Contemporary Education, 57(4),181-3.

Jackson, IL M. (1986, May). Thumbs up fordirect teaching of thinking skills. Educa-tional Leadership, 43(8), 32-36.

Jones, B. F. (1986, April). Quality and equalitythrough cognitive instruction. EducationalLeadership, 43(7), 4-11.

Nummela, R. M., & Rosengren, T. M. (1986,May). What's happening in student's brainsmay redefine teaching. Educational Leader-ship, 43(8), 49-53.

Osborne, J. (1986, May-June). Reading compre-hension. Curriculum Review, 25(56), 9-10,12, 14, 16-26.

Slavin, R. E. (1986, Summer). Learningtogether. American Educator: The Profes-sional Journal of the American Federation ofTeachers, 10(20), 6-11.

Stallings, J. A. (1982). Effective strategies forteaching basic skills. In G. Wallace (Ed.),Developing Basic Skills Programs in Secon-dary Schools. Virginia: Association forSupervision and Curriculum Development.

Stoner, M. (1986, April 17-19). The art oflearning, the art of teaching, and the art ofrhetoric: A modern trivium. Paper pre-sented at the Annual Meeting of the CentralStates Speech Association, Cincinnati, OH.

Wilen, W. W. (1983, Winter-Spring). Developingeffective questioning techniques. Southwest-ern Journal of Social Education, 13(1), 21-27.

Yinger, R. J. (1986, September). Balancing theart and techniques of Teaching: Renewingthe profession. NASSP Bulletin, 70(491), 75-80.

Yinger, R. J. (1987, Fall). Learning the languageof practice. Curriculum Inquiry, 17(30), 293-318.

21

Mentoring Bibliography

Academy for Educational Development. (1985).Teacher development in schools: A report tothe Ford Foundation. New York: Author.

Bluestein, J. (1982). The beginning teacher'sresource handbook. Albuquerque, NM:I.S.S. Publications (Instructional SupportServices).

Brooks, D. M. (Ed.). (1987). Teacher inductionA new beginning. Reston, VA: Association ofTeacher Educators.

Brzoska, T., Jones, J., Mahaffry, J., Miller, J. K.,& Mychals, J. (1987, July). Mentor teacherhandbook. Portland, OR: Northwest Re-gional Educational Laboratory (NWREL) &Evergreen Collegial Teacher TrainingConsortium.

Canter, L., & Canter, M. (1976). Assertivediscipline: A take charge approach fortoday's educator. Santa Monica: CA: Can-ter & Associates.

Galvez-Hjornevik, C. (1986, January-February).Mentoring among teachers: A review of theliterature. Journal of Teacher Education,37(1), 6-11.

Kentucky Department of Education, Office ofInstruction, Division of Teacher Educationand Certification. Kentucky BeginningInternship Program. (1988). Handbook forbeginning teachers and beginning teachercommittees. Frankfort, KY: Author.

Lawrence, G., & Hunter, M. (1978). Parent-teacher conferencing. El Segundo, CA: TIPPublications.

Metropolitan Nashville Education Association(MNEA). (1987, August). New teacher'shandbook. Nashville, TN: Author.

Norcel, J., & Tobin, M. F. (1988, May). Success-ful parent-teacher conferences just don'thappen. Principal, 67(6), 39-40.


Pyron, P., Fulwood, B., Raines, J., & Weaver, M.J. (1985). Mentorship. Memphis, TN:Shelby County Schools. (Adapted from theTennessee Department of Education Mentor-ship Development Program).

Shelby County Education Association (SCEA).(1981-82). Why teachers burn out. Mem-phis, TN: Author.

Shelby County Schools. (1987). Orientationguide for new teachers. Memphis, TN:Author.

Tennessee Education Association (TEA) Instruc-tion and Professional DevelopmentCommission. Tips for substitute survival.Nashville, TN: Author.

22

Virginia Department of Education. VirginiaBeginning Teacher Assistance Program.(1987). Beginning teacher orientationhandbook. Richmond, VA: Author.

Virginia Education Association. (1984). Let'stalk about children: The subject is excel-lence. Richmond, VA: Author.

Wildman, T. M. (1985). Beginning teacher'shandbook. Blacksburg, VA: Virginia TechCollege of Education.

Bridges to Strength: The TEA-AEL Beginning Teacher's Handbookmismeimmomimm.

APPENDIX I

All Purpose Record Sheet

(reprinted with permission from Orientation Guide for New Teachers,Shelby County Schools, Memphis, TN, 1987)

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MI MMINIMMINIMEMMOMMINIEMEMMEMMOMME MEMEMERMMEMOMMINIMME MMINIMMEME MMOMMEMEMMEMEMMEIMIMMINIMMINIMMEMMEMMEMEMOMMOMMINIMMINIMMMEMMINIMIIMMEMMUMEIMMIMMEMMIII MEMOIMMEMEMEMMEMMINI

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O MMEMMINIMMEMMEMMEMMEMEMOMMEMMMINIMME =MRMMEMMINIMMENIMM OM=MINIMMOMMMOMMEMM Min11111111111111111.111111111111M111111W


APPENDIX 11

Sample Monthly Calendar

(reprinted with permission from New Teacher's Handbook, Metropolitan Nashville EducationAssociation, Nashville, TN, August 1987)

32

SAMPLE MONTHLY CALENDAR TO IMPROVE TIME MANAGEMENT

Month

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY SATURDAY SUNDAY

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