By Sarah Horan
Site Leader at Matoaka Elementary School
Site Leader at Matoaka Elementary School
Link to Original Op-Ed: http://www.npr.org/sections/ed/2015/10/22/450575463/it-s-okay-to-cry-in-your-car-fighting-disillusionment-as-a-first-year-teacher
This article discusses the first year experience for a new teacher. It cites the statistic that one in ten teachers drop out of the teaching profession during the first year. First year adjustment for teachers is incredibly difficult, with meeting the demands of the classroom, the principal and each individual teacher. According to the article, first year teachers think they are less capable then they are, and they often harbor feelings of guilt at failing their students. The article provides the example that when the teacher was facing a difficult misbehaving classroom, she reprimanded her students by giving them extra homework. She later on realized it was Halloween night, and felt particularly responsible for punishing them. She also realized that homework should not be given as punishment. These types of mistakes a first year teacher makes are difficult without the help of a mentor.
Studies cited in this op-ed mention that first year teachers are much more successful in their adjustment to the classroom with a mentor. Other education system globally use mentorship programs as a common practice in all education licenses, however in the United States it is not universal.
The role of a teacher is a professional role but also an incredibly personal one. The impact of a relatable teacher is transformative for students, and is crucial as a role model. Students learn correct interpersonal relationships from teachers, and therefore teachers have an added sense of purpose in character building. This task adds an extra demand for teachers, especially in this first year, and contributes to difficulties of first year teachers. How does one instruct students to be moral individuals?
The loss of one in ten teachers to the classroom each year causes long term damages to the educational system as a whole. This statistic means that for every ten classrooms, a new teacher is replaced every year, often with another new teacher. This turnover rate causes lack of cohesion in curriculum and classroom policy, and is at the detriment of the students. In order to prevent such a phenomenon from continuing, educators should implement policy for mentoring programs for new teachers.
Studies cited in this op-ed mention that first year teachers are much more successful in their adjustment to the classroom with a mentor. Other education system globally use mentorship programs as a common practice in all education licenses, however in the United States it is not universal.
The role of a teacher is a professional role but also an incredibly personal one. The impact of a relatable teacher is transformative for students, and is crucial as a role model. Students learn correct interpersonal relationships from teachers, and therefore teachers have an added sense of purpose in character building. This task adds an extra demand for teachers, especially in this first year, and contributes to difficulties of first year teachers. How does one instruct students to be moral individuals?
The loss of one in ten teachers to the classroom each year causes long term damages to the educational system as a whole. This statistic means that for every ten classrooms, a new teacher is replaced every year, often with another new teacher. This turnover rate causes lack of cohesion in curriculum and classroom policy, and is at the detriment of the students. In order to prevent such a phenomenon from continuing, educators should implement policy for mentoring programs for new teachers.