Education Week - June 12, 2013 - (Page 44)

44 EDUCATION WEEK n JUNE 12, 2013 www.edweek.org n COMMENTARY www.edweek.org/go/commentary n A GOOD TIME FOR PROGRESS IN TEACHER PREP 38 n ARE NEW TEACHERS READY TO TEACH? 38 n TEACHING TOWARD UTOPIA 39 n LETTERS TO THE EDITOR 41 ‘You’ll Get the Hang of It’ By Otis Kriegel I t was time for dismissal. I did my best, organizing my class of 23 1st graders into a line with partners. It’s what I was taught to do. Some of them stood still and quiet, listening, while others bounced around, chatting and giggling with each other. I led them in two lines across the school- yard to the dismissal area, where they would shake my hand before leaving for the day. I stopped at our “spot” and turned around, expecting to see 23 pairs of eyes focused upon me. But I did not. The front of the line was intact, as was the back. But the middle chunk was gone. It looked like someone had scooped up a group of my students and thrown them around the yard. They were everywhere, running, playing tag, or rolling around on the concrete in fits of laughter, backpacks tossed midstride. Frus- Teacher PREP trated and embarrassed, I yelled after them, but my voice landed on deaf ears. I abandoned the line of kids who had walked with me and ran across the yard to chase the others back over. By the time I returned—my shirt un- buttoned, undershirt damp—my other students had dismissed themselves. What had gone wrong? My principal looked at me, half laughing, half serious, and said, “You’ll get the hang of it.” The question I had was why, during two years of graduate school, including a year of student-teaching, didn’t anyone tell me how to avoid a problem like this? Moving a classroom of kids from one place to another was just one of the many practical aspects of the teaching profession that I had to learn on the job, along with how to be prepared for a new student to walk in the door on a Wednesday afternoon halfway through the year, or how to organize and run a parent-teacher conference. What would it take to teach these skills in teacher-preparation programs alongside those all-important theories and curricular skills? Is it really necessary for new teachers to reinvent the wheel every September? We all know the statistics. Twenty-four percent of teachers leave after two years, and nearly 50 percent leave the profession within five years—a burnout rate that costs our nation’s school districts more than $7 billion a year in turnover. Why do only half of teachers survive the learning curve? eran master-teacher who has already implemented most of the routines needed to run the classroom smoothly. The student-teacher helps with some daily planning and teaches a few lessons, but doesn’t have the opportunity to fully understand what makes that classroom run, beyond seeing that the teacher is “really good.” These veteran teachers are often too busy to take the time to reveal what it is they do that makes them effective. Then the following fall, the new teachers are expected to hit the classroom floor running, ready to go. Effective teachers rely upon far more than just a strong theoretical background and an understanding of the material they’re supposed to teach. Their secrets of running a successful classroom are pragmatic things, such as knowing how to set “ Effective teachers rely upon far more than just a strong theoretical background and an understanding of the material they’re supposed to teach.” up desks for easy traffic flow and leaving a spare set of clothes in the closet so they can change out of wet pants when an art project goes awry. I have spoken to hundreds of preservice Steve Braden New teachers enter the profession scared. There are many reasons for the feelings that paralyze them, but one issue stands out beyond the rest: They are not prepared to deal with the many practical aspects of running a classroom. So they teach scared. And when people are scared, they don’t rely on the skills they know. They feel shaken and their self-esteem is low, which doesn’t help them to teach well or be effective. Most teacher-preparation programs assume the practical skills will be absorbed when teachers are in a student-teaching position, if the programs even require that. (Some don’t.) Although very important, student-teaching is an inconsistent practicum. There are many dedicated cooperating teachers who do all they can to show the new teacher the ins and outs of running a classroom. But many studentteachers are paired with a so-called vet- teachers and those new to the career, and they all say the same thing: “I wish someone would have told me how to ... fill-inthe-blank (with a practical skill).” Many teacher education programs turn their noses up at skills-based teaching because it isn’t “academic,” but any teacher will tell you it’s these very skills that save them, day in and day out, and allow the breathing space for them to successfully educate their students. New teachers should feel excited and anxious to start this amazing career that involves making a difference in the lives of young people. But because they are PAGE 40 > OTIS KRIEGEL is a former elementary school teacher who conducts workshops for those new to the classroom, an adjunct faculty member at the Steinhardt School at New York University, and the author of Everything a New Elementary School Teacher REALLY Needs to Know (But Didn’t Learn in College), which was published in March by Free Spirit Publishing. ▲ http://www.edweek.org http://www.edweek.org/go/commentary

Table of Contents for the Digital Edition of Education Week - June 12, 2013

Education Week - June 12, 2013
DIGITAL DIRECTIONS: Obama Plan Champions E-Rate Fixes
States Seek Flexibility on Testing
FOCUS ON: SCHOOL LEADERS: Chicago Initiative Aims to Upgrade Principal Pipeline
Questions Arise About Algebra 2 For All Students
Year-End Exams Add Urgency to Teaching
Contents
News in Brief
Report Roundup
Race on to Ready N.Y.C. Teacher Reviews
Districts Turning Summer School Into Learning Labs
Preschools Aim to Better Equip Low-Income Parents
After Early Progress, SIG School Struggles To Improve
Progress, Persistence Seen in Latest Data on Bullying
INDUSTRY & INNOVATION: ‘MOOC’ Plan Could Spawn Dual-Enrollment Courses
Virginia Joins Ranks of States Creating State-Run Districts
Blogs of the Week
NCLB Bills Split Over Federal Role in K-12
Policy Brief
States Fold Teaching Into Preschool Rating Factors
Peer Review Quietly Put On Hold For State Assessment Systems
State Opposition Jeopardizes Common-Core Future
OP EDUCATION: Are New Teachers Ready to Teach?
EDWARD CROWE, MICHAEL ALLEN, & CHARLES COBLE: A Good Time for Progress in Teacher Prep
JULIE GORLEWSKI: Teaching Toward Utopia
Letters
TopSchoolJobs Recruitment Marketplace
OTIS KRIEGEL: ‘You’ll Get the Hang of It’

Education Week - June 12, 2013

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