Mrs. Sally remembers her first year as an educator at Cypress Lakes Elementary. She was assigned a mentor teacher that was helpful as she faced many challenges during her first year. Mrs. Sally valued her mentorship so much, that she volunteers to mentor other new teachers every year. My first teacher mentor will always be with me too. I think about her a lot and use the teaching strategies I learned from her every day. New teachers need mentor’s; therefore, I believe Florida school districts should call upon experienced teachers as well as retired teachers to become mentors. School districts are looking for strategies that ensure new teachers have a mentor and I believe experienced educators should volunteer their time to mentor new teachers. Teachers who are considered experienced are educators who have taught at least five years, are currently teaching in the same grade level, and are teaching at the same school. My friend Katelyn had a mentor for the first two years of her teaching career. The mentor was right across the hall from her class and helpful whenever she had a question or concern. The first year of teaching is the most stressful one for new teachers. Having a successful mentorship program to support new teachers their first year ensures they receive the …show more content…
Retired teachers have years of knowledge and practical application to share with new teachers. I learned this first hand when I volunteered with a retired teacher in a preschool class. I learned how to talk children through tantrums and the value of reading stories using funny voices. There are many practical strategies retired teachers can share, which new teachers can utilize in their teaching career. These retired teachers can volunteer their time in the classroom and will accessible to new
Mrs. Schuette was the teacher who made me want to become a teacher. She showed me how much of a difference I could make in my students’ lives. She also helped me find opportunities to start my teaching career by helping with the kids in the special education program in my high school. This gave me the opportunity to be caring, warm, and become interested in the total well-being of the students I worked
A teacher must have a relationship with their students, their colleagues, the parents of their students, and just everyone in their building. When one thinks of past teachers, they don 't remember the lessons they were taught, the books they read, or the grades they got. No, what we remember when we think of our old teachers are the relationships we had with them. We remember the jokes, the condolences, the drama, and the smiles. My favorite memory of elementary school wasn 't the learning, though I did enjoy that aspect of my education.
Tuesday at 10:00a.m., I interviewed with Dr. Ann Griffith about becoming my research mentor and working in her lab. As a potential mentor, Dr. Griffith seems to be prefect in compatibility. She has a great personality and seems to really understand my concerns and schedule. I may bond better with her because she is a woman and she understands a lot of the struggles women endure every day, especially working mothers. She has several publications, one for instance: “Metabolic Damage and Premature Thymus Aging Causes by Stromal Catalase Deficiency”. This paper really gives good insight into understanding the lab’s interest and where I may possible fit into the balance. In the course of our meeting, I was better able to assess Dr. Griffith as my potential mentor based on these aspects and other informative topics from our discussion that would personally affect me the most.
They said when you show positive side, children may show happiness every day. To become a professional teacher, we must also control our emotions so that it wouldn’t spread negativity thoughts towards to children. Mentoring children also plays an important role to teacher. Mentoring is a way that can encourage children to strive to be the best they can. Thus, it also encourages children to enjoy learning and to build their confidence and helps to be a successful one by taking step by step.
I loved how he gave everyone in our homeroom nicknames, for instance, mine was “Higgy-Baby”. To this day I do not know how he came up with a name like that, but I know that while I was in his classroom, I was never called just Alyssa. While I learned many new and interesting things in his science class, I remember more of the life lessons that he taught during his homeroom. He was one of the teachers that was there for me when life got rough, he looked out for me during and outside of class. For me, knowing that I had him keeping an eye out for me made me feel safer going to school again.
As an education major at State College, I’ve decided to become a teacher for several reasons. As I progressed through elementary, middle, and high school, many of my teachers were great role models for me. This has inspired me to become a role model for someone in the near future. My love for science and math has also influenced my desire to teach and make a difference in a child’s life. I want to teach students the subjects that I love so much. I want the feeling that I helped a child accomplish or learn something they couldn’t understand. One of the main reasons I want to become an educator is because I feel education has really lost teachers who truly love teaching and those who truly love teaching and those who have the desire to make a difference. I feel I can really help make a difference in the education world and bring back the love to teach.
As the time approached, my attitude toward student-teaching was one of confidence and in some ways overconfidence. I believed that I was equipped with all of the tools necessary to be a superior teacher. Little did I know what truly goes on behind the scenes of a teacher. Between grading papers, attending meetings, and preparing lessons, I would often feel overwhelmed. Still, student teaching would prove to be much more valuable than I anticipated. It would teach me to appreciate the wisdom of mentors and experienced teachers, value or being organized and prepared, and lastly the resilience of students.
A successful new teacher induction model should increase new teacher effectiveness and retention, reduce district recruiting costs, expand teacher leadership opportunities, and, ultimately, increase student achievement (Keep, Morgan, & Williams, 2018). Historically, most new teacher induction programs involve a weeks worth of “front loading” of generic information related to district policies and procedures followed by several mandatory school meetings prior to the first day for students. Handouts and related materials are often filed in a three-ring binder and placed on a shelf. Additionally, to meet state requirements, first year teachers are assigned a mentor and must attend monthly meetings.
Coaching and mentoring is a constant process that occurs all throughout a future teacher’s journey. While attending a university, it is common while in the teacher preparation program to undergo several coaching sessions and mentoring periods, which is great! Normally this continues through the first year of teaching, but something happens after that first year. If a relationship isn’t built, encouraged, and made intentional, the coaching stops. For teachers, this is strange. We are taught to constantly coach, encourage, mentor, and teach our students, but when it comes to our peers, those under us, etc., we assume that each teacher has suddenly “made it” as if someone who can make it through their first year is automatically “good to go” and will not encounter any hiccups along the way to becoming a veteran. In some instances, the teaching community is a selfish profession for the fact that you do what needs to be done for you and the students you serve, but not for your peers. You do not share your lessons, ideas, concerns, etc. Some teachers are still under the impression that if they are struggling, they are doing it wrong or they are not a “good” teacher. This is a fallacy that needs to be talked about. There is a reason that peer coaching
I never had a teacher that I clicked with. Changing from school to school was hard and anytime I would get close to someone, I would end up changing schools. I never knew what it meant to have a teacher care about a student so much. That all changed when I moved to Delafield, Wisconsin in 2007. I started a new school in the fourth quarter and everything felt the same. All of a sudden, when seventh grade came around, I felt like a whole new person. This is the year that I met the teacher who became a part of my life. Mrs. Wroblewski has positively inspired me to follow my dreams and be who I want to be. Mrs. Wroblewski is an inspiration to me and a role model because she defended me when I was bullied, gave me great opportunities, a great listener, and is always there for me not matter what.
As it relates to special education, modeling is beneficial for general education teachers. Most general education teachers do not receive the same specialized training as specialists. That being said, special education teachers have a duty of supplying the general education teacher with unknown information. This can be achieved through teacher mentoring. Teacher mentoring is a strategy to increase retention and bolster teacher quality, particularly in hard-to-staff areas such as special education (Moses, 2011). Special education positions are becoming increasingly scarce and it is imperative that the current special educators actively help general education teachers understand the policies of special education. At issue is whether practices in both special and general education teacher mentoring follow formal policies (Moses, 2011). This means that there are questions about the regulation of the mentoring process. To begin, special educators should make efforts to convey a message of collaboration to general education teachers. When conveying information, specialists should use empathic listening skills and have an authentic desire to help (Eccleston, 2010). Listening efforts should be put forth to make certain that all parties are heard and no person is
Mrs. Ladd was not the most popular, funniest, hardest, easiest, nicest, nor the meanest teacher. I remember her for some other reasons. When I think of Mrs. Ladd, I think about how hard she made me work. But I also think about how she challenged me. Most of all, I remember how she influenced me.
My cooperating teacher has been employed in the field of education for 19 plus years. She has been in her current position as a Pre-Kindergarten teacher at the Lighthouse Learning Center for 12 years. Observing a teacher who has so many years of experience in the classroom is very beneficial. She shared with me this week her teaching philosophy that has evolved from her many years in the classroom. The components of her philosophy include a focus on people, strategies, and tools.
According to Portner (2005), “Successful induction programs are complex systems supported at all levels of the education process, from the state level, to district administrators and school principals, to individual colleagues in each school.” A new teacher induction program simply orientates new teachers to the rituals and routines of a school. It should be conducted prior to a new teacher entering the classroom. New teachers must be properly trained and supported in order to have a chance to succeed in the classroom. Research indicates that teachers leave the profession for a number of reasons; however, one of the main reasons is lack of proper training and support. According to Jones & Frank (2013), “Success for both beginning general and special education teachers depends on their ability to achieve multiple goals: they must (a) acquire instructional and classroom management skills, (b) become familiar with district curricula, and (c) adapt to the professional norms and procedures of their individual schools.” Teachers are often overwhelmed by the responsibilities that set in once they enter the classroom. It doesn’t matter what type of preparation program a teacher has matriculated through and how well prepared the teacher thinks he/she is for the job, if a support system is not in place, that teacher will more than likely fail.
When I was growing up, I remember attending elementary school, learning a new language seems to be difficult at first, but I was able to learn the English language because of the dedication of one of my teachers. Now, as I reflect on this experience, it is obvious that she was dedicated and enjoyed teaching her students to be successful. I know today that she made a difference in my life as I navigated through my education experience and high school years to present.