New Teacher Guide 2011web

8/3/2019 New Teacher Guide 2011web

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Getting Organized Tips to get you started. Page 4.

One Teachers Journey A blog by a first-year teacher. Page 7.

Social Media Some good advice for educators. Page 35.

Inside q

NEWTEACHERGUIDE


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TEACHERGUIDE

Published by the Virginia Education Association.

116 South 3rd Street, Richmond, Virginia 23219Tel: 804-648-5801 n Fax: 804-775-8379 nwww.veanea.org

VEA PRESIDENT

VEA VICE-PRESIDENT

EXECUTIVE DIRECTOR

EDITOR

GRAPHIC DESIGNER

>

>

>

Dr. Kitty Boitnott - [email protected]

Meg Gruber - [email protected]

Philip Forgit - [email protected]

Tom Allen - [email protected]

Lisa Sale - [email protected]

NEW


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Page 3

Heping You Meet the

Chaenge

Pages 4-6

Get Organized

Pages 7-11

One Teachers Journey

Pages 12-14

Weve Been There

Pages 15-18

Getting in Tune

Pages 19-30

Tips for Your Journey

Pages 31-32

Navigating Troube Spots

Page 33

VEAYour Guide Aong

the Way

Page 34

VEA Members

Get Resuts

Page 35

Watch

Your Step in

Cyberspace!

contents

features

New Teacher Guide

Reflections on Year One.Pages 7-11.

Above:

Laura Mathurin, who describes

entering the classroom

beginning on page 7.

On Cover:

Chesterfield Education Association

member Samantha Salmon.

>

>>>

N E W T E A C H E R G U I D E www.veanea.org >>> 1

Grading. Page 23.> Navigating TroubleSpots. Pages 31-32.

>

Getting in Tune. Pages 15-18.>


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Helping You Meet the Challenge

As educators of the 21st century, we face challenges

of which our predecessors of 100 years ago or 50 years

agoeven 25 years agonever even dreamed. We

are witnessing the effects of an increasingly shrinking

world and a struggling global economy; the explosion of

technology affecting every aspect of our modern lives;

and mounting concerns about diminishing resources

that are already impacting our collective quality of life.

As individuals who have an eye toward the future, we

must join together and step up to meet those challenges

head-on so that our students can continue to enjoy the prosperity that their

parents and grandparents have enjoyed. Teachers traditionally have an eye

toward the future or they wouldnt be teachers. They are concerned about

the future of their students and about the world that we will ultimately

leave to them.

As a new teacher just starting out, whether youre a recent college

grad or someone whos entered the classroom through a career change,

you may not always be thinking of these various social and economic

challenges. Some days, you will just be focused on the challenges of running

your own classroom and making it through the day or through the week.

That is where this New Teacher Guide will help. Developed by the Virginia

Education Association, this guide is intended to help you with suggestions

and tips that some of our veteran members have found useful over the years.

Their advice covers the gamut of topics from classroom management to

communicating effectively with parents, and offers many other useful tidbitsdesigned to help make your first year as successful as possible. And a

successful first few years are vital to our professionstatistics show that far

too many beginning teachers leave the classroom within their first five years.

This guide is just one way that the VEA hopes to support you profes-

sionally as you begin your teaching career. We also invite you to become

part of our professional community by joining the VEA and taking

advantage of the full array of benefits afforded to our members. You will

find as a member of the VEA that you are supported in numerous ways. We

want you to join with us so that we can help you become the best teacher

you can be. At the same time, your membership will add to the strength ofour Association as you bring your own unique talents, skills, and interests to

our organization. We believe that we are innovators in the world of teaching,

learning, and leading, and we cordially invite you to join with us as we

collectively look to the future and face the various challenges of the 21st

century world. Alone we cannot accomplish what we can accomplish

together. Please join with us as we move boldly into the 21st century.

Kitty Boitnott, NBCT, PhDPresident, Virginia Education Association

Elementary Library Information Specialist, Henrico County



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ITS THE kEY TO SUCCESS.

Linda N. Thompson, a member of the Education Association

of Norfolk, has spent more than 10 years in the classroom.Here, she offers some hard-earned insight into what can help

a new teacher get off to a smart start.

Every year, eager students graduate from college enthusi-

astic to begin a fulfilling career in education. Theyve taken

classes and completed student teaching

under the guidance of master teachers.

However, while the institutions and mas-

ter teachers may guide students in the

process of teaching facts, they often fail

to mention one important thing: knowl-edge of the material is not enough. To

be a successful, productive teacher, you

must learn to be organized. This doesnt

mean to make neat little piles all around

your new classroom, but entails orderli-

ness in every aspect of your teaching

experience.

Ive collected some basic ideas that

will help you run your classroom more

smoothly. To make the list seem a littleless overwhelming, its divided into

three main areas: your classroom, your

students and your curriculum. Please

rememberyou have to make your room

your own, so do what works for you.

Your Cassroom

> Make your classroom happy and bright. Remember,

your students will spend a lot of time here. Start with

some posters placed around the room and continue to

add material with each topic you cover. Leave plenty

of room to display student workthis helps them

develop a real connection to the classroom.

> Keep your classroom countertops and tables free of

clutter. If you dont have time to put materials away

as you go, have a designated spot to put them. At the

end of the day you can put everything back, and if you

need to put your hands on something fast, youll know

where to look first.

> Always know where everything is. Periodically browse

through any stacks on your desk, your drawers, closet,etc., to refresh your memory. Often, youll find things

you forgot you had.

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Linda Thompson>


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> Purge! Purge! You must dispose of extraneous

papers at least weekly. This will help to alleviate

clutter and free up space for the next weeks

activities. Its surprising how much you

accumulate in just one week.

Your Students

> Spend time at the beginning of the year

teaching your students the rules and routines

of your classroom. Be patient: It takes a few

weeks for them to become completely

acclimated to their new environment. Make

sure you practice what you preach. Students

will be watching your every move, so take the

opportunity to model everything you want

them to emulate.

> Teach your students to keep their workspace

clear, keeping out only materials that are

necessary for the current activity. Once they

get used to the idea, it will become a habit and

will also help you monitor them to ensure that

they are on-task.

> Teach your students to be flexible. Sometimes

you just have to go to Plan B. Once again,

practice what you preach: Plan B happens

more than you think.

> If possible, assign each student additional

storage space to put his or her things. Theres

never enough room for all their extraneous

stuff in their desks. This will help prevent

students from being distracted while youre

teaching.

> Another way to help keep elementary students

organized is to hold periodic desk clean-outs.

Some students are natural packrats and start

to have difficulty during transitions because

they have to weed through all the trash.

Additionally, if students see you consistently

straightening the room and returning items to

their proper places, they will follow suit quickly.

They actually do like a clean environment.

> Create a fair discipline plan that is realistic and

enforceable. The most important thing to remember

about discipline is to be consistent and avoid making

idle threats to get students to behave. The students

know you better than you know yourself. Remember,

if you lose your temper you lose control.

The first few years of teaching

are especially challenging, so its

important for new teachers

to form a social network of

colleagues sharing some of the

same experiences.

Thats the idea behind Sparks,a program conducted by the VEA

that brings together groups of

young teachers in a retreat

setting to discuss their issues,

become oriented to life in the

classroom, and learn about VEA.

Sparks graduates say the

program has helped rejuvenate

them and they feel less iso-

lated after they return to theirschools.

Sparks programs are organized

based on demand from members,

so ask your VEA-NEA UniServ

director if Sparks training could

be offered in your region. For

more information, contact

VEAs Tami Sober at tsober@

veanea.org. or Sonia Lee at

[email protected]

sparks catch fire



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6 When transitioning to a new subject, always explain

what the lesson is before beginning. Let students

know what your expectations are and

provide any instructions they might

need. This helps put students in the

right frame of mind and gives them

an opportunity to ask questions.

> Keep a binder for your daily

lesson plans. Use page protectors

to keep each days plan andsupplemental pages. If you have

a binder for each quarter, using

the page protectors will help you

locate information to use in the

future.

> Create a quarterly road map for

all content areas to help in pacing

what you teach. This will help

you plan ahead and gather

necessary materials.> To cut down on stress, do your

best to stay current on grading

papers. They can pile up quickly.

As a new teacher, youll soon learn that time is in short sup-

ply. It can be overwhelming trying to figure out how

to get everything accomplished. Being and staying

organized is essential in helping you become successful in

achieving the goals you set for yourself when you entered

the classroom.n


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ONE TEACHERS JOURNEY THROUGH YEAR ONE

During the 2006-07 school year, her first as a teacher, Fairfax

Education Association member Laura Mathurin, a middleschool English teacher, blogged about her experiences on the

VEA website. Here are some of her thoughts on year one:

I arrived at school at 7:20 to make sure everything was in

order, and to prepare myself for the 130 students that I would

call my own. Fifteen minutes later, seasoned teachers entered

the building and walked the halls with a confidence that I

envied. The principal stopped by my room to wish me good

luck. If the kids can tell that you like them, and that you like

teaching, youll do fine, he reminded me, reading the help-lessness in my face. At 7:50, I took a deep breath, and greeted

my first students with a big smile.

Throughout the whirlwind of the day, I became more

comfortable. I welcomed each of my five classes, and instruct-

ed the students to find their seats (according to a

pre-arranged seating chart that I posted on the overhead

projector), and to begin working quietly on their warm-up

assignment. This structured start made the rest of the class

time flow very smoothly. I then spent the rest of class time

discussing classroom procedures, and having student volun-

teers act out the procedures.The novelty of the role-play was an immediate hit with

the class, especially because they were receiving classroom

procedures lectures from most of their teachers that day.

The students enjoyed making lots of noise, and then quickly

becoming silent when I rang the little bell on my desk. They

also enjoyed my lesson on dont touch

anything on Ms. Mathurins desk. I tossed

a bag of candy on my desk and had a stu-

dent with a self-proclaimed strong will

stare at it, without touching it, as the rest

of the class egged him on.

By the end of the day, I was happy

but extremely exhausted. My feet, shins

and lower back all ached from all the laps

I had (compulsively) walked around stu-

dent desks. Emotionally, I felt especially

drained.

I had been anxiously awaiting this day for

months. Now that it was over, I felt

as though all that nervous energy had

been suddenly expelled like air from a

balloon, leaving me weak and flimsy.

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2SEPTEMBER

8

Laura Mathurin>

ONETEACHERSJOURNEY


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I have my principal to thank for todays opportunity to sit

down and reflect. About a month ago, he invited all the

new teachers to join him for coffee and a chat. My colleagueMaggie and I used this time to tell him everything we love

about our first year of teaching, and the one thing we have

the most trouble with: time. We want to use the many

resources that our school and our county have to offer to

create phenomenal lesson plans, but a lack of time keeps us

digging through the same book or online database in order

to be prepared for the next day. Mr. Parris responded by

giving us each two days of administrative leave to familiarize

ourselves with the available resources and plan ahead. Today

I am poring over my resources and coming up with lessons to

start the next quarter off strong. Maggie and I have decided to

take the other day off together to create some cross-content

lessons that we can implement this spring. Not only is the

time beneficial, but knowing we have the support from our

principal encourages us to do our best.

At the beginning of the school year, if I had a bad day I

could just blame it on my lack of experience. Now, a bad

day has the potential of turning me into one of those poison-

ous, bitter teachers for an entire week if I allow it to go

unchecked. I had my first really bad day about two weeks

ago. The students had become a little wild and unruly (due tothe chaos caused by multiple snow days), and the workload

was intense. The last straw was a parent who e-mailed my

counselor, accusing me of not replying promptly to e-mails.

I felt tired and angry. I was mad at my students for treating

me with disrespect after all the time Id put

into their lessons. I was mad at the parent for

not understanding how committed I was to

each and every one of my 130

students. I was even mad at myself for not

using the snow days more constructively. I

didnt feel like a new teacher, but like a hag-gard, overworked babysitter.

Its funny how things work out. This

was the day that my principal decided to make

an impromptu visit to my classroom. I was in the middle

of a lesson when he quietly entered my room and sat down

at a desk in the back. I became immediately aware of and

ashamed of my negative attitude. Yet, I realized that I had

still remained professional, and my students had no clue that

I had been feeling poorly all day. In fact, the kids were com-

pletely engaged in my lesson. I had neglected to notice how

alert and involved they were because I was too focused on myown bad mood.


JANUA

RY

12

M

ARCH

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> I know what its like to teach a lesson which really

excites the students, and also what to do when a lesson

takes a nosedive and an impromptu back-up plan

becomes necessary.

> I know now how to communicate with upset parents,

and also how uplifting it feels to receive a parents

compliment.

> I know now that you should keep half of your art

supplies (markers, glue and colored pencils) hidden

for the first part of the school year, so you can pull it

out for the second half when the children have somehow

lost/destroyed the first batch of supplies.

> I know that asking for help is not admitting defeat, buthonoring the experience of your co-workers.

> I know that e-mails should always be responded to

promptly.

> I know that games are the best way to review content

with students, and that every teacher should keep a ball,

a bag of candy, a pack of flashcards, a timer or stop

watch, and a set of white boards with markers in their

classroom.

> I know that all students enjoy being read to aloud.

> I know that students are more likely to follow your rules

when they see you following your rules.

> I now know that you should always keep band-aids,

tissues and hand-sanitizer close by.

> I know that when a student comes to your class, he or

she is not always searching for education, but is always

seeking respect and acceptance, and will eventually gain

the former so long as you ensure the latter.

I thought Id feel sad in those last few days of school,

but instead I just felt proud and extremely satisfied. Im lucky

in that I will be able to see my kids again next year when they

rule the school as eighth graders. Many of them wrote in my

school yearbook that they would be back to visit me. Many

said I was one of their favorite teachers this year. These

messages all helped to confirm my confidence, but none did

so as much as the message written by Joseph.

As I sit here in my empty classroom, I reflect on how

teaching is all about having chances. This year was my first

chance to teach a group of kids. This was my first chanceto touch their young lives in a positive way. It was my first

chance, and I believe I did fairly well.n


14/41

PeterPfoten

hauer,SpotsylvaniaCounty

Sample Rules

ChatElementary Rules Middle School Rules High School Rules

Be polite Enter class quietly Enter class quietlyLet others work Raise hands to talk Raise hands to talkRaise hands to talk Work quietly No putdownsWork quietly Respect the rights of others Respect others

12

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POINTERS FROM PROS.

We asked some Virginia teachers with a little experience under

their belts what advice they could offer new teachers, and here aresome of their suggestions:

> Make some time for you. The job will be overwhelming.

Dont give up all your personal time to meet the impossi-

ble demands of the first year of teaching. Success in the

classroom requires you to be happy, so be sure to do

things to recharge your own batteries regularly. Youll

find yourself with more energy and enthusiasm if you

balance your time, and that translates into getting more

done for your kids each day.

> Build positive relationships with kids and parents,

because that is what teaching is really all about. If you

have a good working relationship with your students,

they will work harder for you than if they dont see that

you respect them. My kids will go to the wall for me,

because they trust me. Keep a positive relationship with

parents, co-workers and supervisors, too.

> To forge a positive relationship with parents, call each

one within the first two to four weeks of school and

share a positive message about their child. If you startthe year sharing how excited you are that little Tommy

or Sally is so enthusiastic about learning, the parents

will be more inclined to support you later in the year.

The first call must be genuine praise, so look for anything

you can turn into a positive. I do this

every year, and it pays huge dividends

when I have to call back with

concerns about behavior or

academic progress. Parents

love to hear good things

about their children,

and by starting the

year off positively, those

parents will not cringe when

they see a school number on

caller ID.


15/41


Cammie Williams, NBCT, Roanoke County

Jim

Alberston,C

hesterfield

County

Amanda McCulla, Prince William County

> Be prepared in your content area. Always review stories,

video and pictures you will use. Do not be afraid to say

that you do not know the answerbut get back to the

student ASAP with the information.

> Take lots of classes in the summer. Go to lectures, join

historical groups. Learn and meet the experts.

> Do not get too down or too excited about the many

situations that you will run across during a typical school

year. There are too many factors you have no control

over. Stay well-balanced!

> Get involved as a coach or club sponsor. Let the students

see you as a good role model in these situations.

> Enjoy your free time away from school with your family

and friends.

> Set expectations immediately. Make known from the

start what expectations you have in the classroom, both

for your students and for yourself. Then stick to those

expectations!

> Never underestimate the value of a well-controlled class-

room. It doesnt mean being harsh; it means having an

organizational method for seating, behavior and class

work. Take time to teach this up front with each new

activity you plan until your students get your routine.

> Find a veteran teacher who will support you by listeningand making suggestions. It should be someone from

whom you feel comfortable accepting correction.

> Try to look at student successes rather than your failures.

Keep good messages from parents, observations, and

cards from students in a place where youll see them to

give yourself a regular pick-me-up. Enjoy!


16/41

Jeff Weaver, Augusta County

> Befriend the custodians, cafeteria workersand office staff in your school. There will be

many times when you need them!

> Keep materials, files and everything else

organized. Life has enough sources of

unavoidable stress without adding the

preventable kind, such as not being able to

find your notes from a certain meeting.

> Take excellent care of your health exercise, eat

well, sleep! I used Tai-chi the first year and it

made a huge difference. Practicing a martial art

is very good preparation for the classroom!

> Dont let the students see your jaw fall open in

response to their shocking behavior. That first

year took me off-guard. I couldnt believe the

language, the public displays of affection (out-

right lust) and the violence. I developed a

closed-mouth, non-emotional response towhatever extremes presented themselves. It

defuses their behavior.

> Make your personal best your goal, but realize

that you are working with a lot of human beings

and they will be very unpredictable. Throw in

fire drills, flu season, fights and absenteeism and

you have a lot of unpredictability to deal with.

A well thought-out lesson plan is a great anchor,

but you have to ride the waves. So loosen up,

expect the unexpected, and go with the flow.Save perfection for your hobbies; it is a discour-

aging way to evaluate your teaching.

> Find someone in the building who is recognized as a

strong teacher and pick his or her brain for good

ideas.

> Overplan your lessons. The longest part of the day

is the time you did not plan for. And what you dontfinish today, you can do tomorrow.n

14 Signal or cue. Teachstudents a signal or cue thatyou need quiet, such as

when you flip the classroomlights off and on or sounda chime.

> Dont repeat. The talkersask (without a trace ofirony), What are wesupposed to be doing? justafter youve finished giving theclass directions. Dont repeatyourselfforce the chatty oneto find out another way.

> Provide a stage. Givetalkative students a chanceto express themselvesverbally when you deem itacceptable. Maybe the talkercan lead the Pledge ofAllegiance or give the morningannouncements.

quieting the

chit chat

Elizabeth Wimmer, Stafford County

Susan Ritter, Frederick County


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WElCOME TO YOUR PROFESSION!

After years of training for your chosen profession, youre

finally getting a classroom to call your own. You should taketremendous pride in that fact, but the truth is most beginning

teachers also experience a lot of butterfliesmaybe even

some sleepless nightsas the school year approaches.

Reax. Millions before you have survived their first year

and gone on to thrive as career educators. Preparation is

the key. Time you spend planning your units of instruction

and myriad details, from how youll take attendance to

your grading policies, will smooth the way. Moreover, your

skill at planning and organizing your classroom will pay off

not only in terms of student achievement; it should allow

you needed time to recharge your batteries. Thats critical,

because many first-year teachers struggle to maintain their

enthusiasm and morale, so caught up are they in meeting

the demands of lesson planning, parent contacts, paper-

work, and so on.

Counting down the days

So how do you get off to a good start in the classroom?

Countdown to the First Day of School, published by the NEA

Professional Library, walks you through comprehensive

checklists of tasks you need to complete before you walk

through the classroom door. Among the guides tips:

> Do your homewor before preparing instructiona

units. Ask for, and consult, your districts curriculum

guides, textbooks, and other instructional resources for

your grade and subject. Find out about any mandated

district or SOL tests and get sample copies or

questions, if possible, to help you plan your instruction.

> Get the ay of the and. Get a map of the school district

and school attendance zones, and take a drive through

the neighborhoods your students live in. Of course,

youll also want to review the layout of your assigned

school and walk the building as early as possible to

get a sense of where the copier, computer labs, nurses

office, and other facilities and equipment are.

> Go by the boo. As early as you can, obtain a copy of

the school and/or district handbook and begin to

review it. It will spell out what your duties are and go

over rules and procedures for everything from bomb

threats to how to deal with tardy students. Can you

possibly memorize everything in the handbook(s)? Of

course not. But developing a passing knowledge of thematerial before school starts will greatly reduce the

confusion during your first week and month on the job.


>

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GETTINGINTUNE


18/41

> Consider your cassroom procedures, routines, and rues.

Consistent with school rules and procedures, youll need

to figure out myriad issues such as how youll handle

missed assignments, the collection of grading and home-work, and many other classroom situations. In the

weeks leading to your first day in the classroom, youll

want to figure out what role you want students to play

in these classroom rituals. If you serve younger

students, will you use line leadersor lunch count

recorders? If you teach in high school, will you have

student volunteers doing filing or setting up computers?

Will you involve students in developing classroom rules,

or will you draw up the rules and distribute them the

first day of classes? And how will you handle common

problems like late assignments? Dont put off developingplans to handle these circumstances, and ask a colleague

or mentor for help if youre getting stuck. Chapter 3,

Tips for Your Journey, contains many time-tested tips

from veteran teachers to assist you.

> Put it in writing. Youll want to write at least a couple

of handouts to give to students your first week of class.

The first is a set of behavioral expectations or (unless

you plan to involve students in rule-writing at the start

of the school year). For older students, plan to make the

course syllabus and academic expectations (including

grading and homework policies) available in writing as

well. And dont forget parents! You may wish to send a

variation of your classroom expectations and objectives,

written in an inviting and jargon-free style, home

with students the very first day. Part of your letter

should invite parents to share any educational ideas

and concerns with you, and you should be sure to

let them know how best to reach you.

> Get decorating. Bulletin boards should convey

information about your curriculum and your

students, and the way you prepare and updatethem says a little about you as well. Kidsand

parentswill notice. Keep them functional

as well as decorative. If you have space for

more than one bulletin board, consider pre-

paring one with only a nice border and use

it the first week of school to help students

get to know one another or to display their

work. You may want to involve students in

decorating or updating your bulletin boards.

But dont overdo it: too much content and color

can be distracting, especially to younger students.

16


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The First Days of Schoo

Your success during the school year will be determined by

what you do on the first days of school. So states Harry

Wong, classroom management guru and author ofThe FirstDays of School, a popular book that aims to prepare new

teachers for their first assignment.

Wong makes a convincing case. On the very first day, dur-

ing the first few minutes of class, students are forming an

impression of the classroomand of you as the classrooms

leader. Establish that youre organized and know your stuff,

and the kids will buy in. Stumble badly and youll probably

spend months trying to regain your footing.

Consistency is the watchword. Your first meeting with yourclass should establish in their minds that youll be providing

a consistent, productive, and (even) fun environment for

the lessons youll be learning together the whole year long.

Youre gaining control of the classroom, establishing that

youll be firm but fair.

So what are the secrets to getting off to a great start those

first days of schoo? Among Wongs many ideas:

> A warm wecome. Most kids have a very basic question

the first day of class: Am I in the right place? Literally,

they need to know that theyve arrived at the right

door. And, in the broader sense, they need to feel that

the classroom is a place theyll be welcomed and

accepted. Wongs suggestions? Put a sign outside

your door with your name, the name of the class or

grade level, as appropriate, and a warm greeting.

Make sure to greet each child outside the classroom

door that first day; introduce yourself and direct

students to their seat.

> Seating: To assign or not? Wong strongly advises that

you assign seating, especially for the first day. Doingso will reduce confusion and create a predictable

pattern that will help students get to work more

quickly. Youll vary seating patterns throughout the

year based on your instructional aims (for group work,

presentations, or other activities), but having assigned

seats with desks placed in rows is likely to make the

class run more smoothly out of the gate.

> On the bacboard or buetin board. Have your name

and class title on the board, as well as your class rules

and that days first assignment. As a general rule, itsbest to place the days schedule and first assignment in

the same location each day so students can find it easily.



20/41

> Getting right to wor. Introduce students to the rou-

tine of finding the days first assignment on the board

(or on their desks, as appropriate) and getting right to

work as soon as theyre in the classroom.

> Your first words. As you take your spot in front of

the class, Wong suggests your first words to students

should cover two items: your name (and how it

should be pronounced) and your expectations for the

year. Dont try to jump into explaining every rule or

procedure at first, but sketch out your broad

expectations for the class, and say a little about your

background that prepares you to make this a greatschool year.n

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ClASSROOM MANAGEMENT

Pull together any group of first-year teachers and ask them

their number one challenge in the classroom. Chances are,youll find classroom

management or

maintaining an

orderly class at the

top of the list.

Without an orderly

and efficient class-

room, youre not

going to be able to

get students to expe-

rience those Aha

moments that drew

you into teaching in

the first place.

Or, one student may experience a breakthrough, but 24

others missed the point because of too many distractions.

And youll lose valuable instructional time. According to a

review of research by the Northwest Regional Educational

Laboratory, almost one-half of instructional time in a

typical classroom is lost to disciplinary infractions and

repercussions. Another study found that many classrooms

lost five to 15 minutes of instructional class time at thebeginning of every period because of poor or non-existent

start-up routines.

As a new teacher, your first responsibility is to learn and

enforce your school or district code of discipline. So make

sure to consult your handbook to find out what guidelines

youre provided with, and ask a colleague or your super-

visor if you have questions. Some schools participate in

formal schoolwide discipline programs; if your school does,

make sure you get materials as soon as possible and that

your school or division provides you appropriate training.

In most cases, developing the specifics of your classroom

management plan will fall on you. You probably received

some training in classroom management in your prepara-

tion program, but to be successful your first year youre

going to need a plan of attack and the ability to adjust

on the fly.

Veteran teachers say that being a successful classroom

manager requires mastering the three Rs: rules, routines,

and reinforcement.


>

>

>

>

>

>

5

TIPSFO

RYOURJOURNEY


22/41

Rues

Students need clear expectations, and good rules help them

understand which behaviors are acceptable or forbidden.

If you have too many rules, or theyre not easily under-

stood, youre headed for discipline problems. According to

the Nationa Education Associations I Can Do It training

modue, whether you prepare rues yoursef or invove

students in setting cass rues, mae sure to:

> State them in a positive fashion

> Ensure that they are age-appropriate and use kid-

friendly language

> Post the rules prominently

> Have students discuss the rules and rehearse them the

first week of school, and have a rules refresher as

necessary.

Routines

If you visit an orderly classroom,

you may be amazed how efficient

it is. Students begin working the

moment they find their seats, while

the teacher takes roll. Homeworkhelpers collect papers and place

them in a box on the teachers desk.

A student who returns to school

after being absent consults a learn-

ing log notebook to copy down a

missed assignment, instead of loudly

demanding, Did we do anything

yesterday? And so on.

Chances are, the teacher in such a

classroom has carefully mapped

out and taught her students how

theyll manage a host of routine

tasks to get their work done together.

You should begin identifying how to handle routines

before school begins, and be prepared to begin teaching

students your classroom routines the very first day. Some

of themsuch as fire drills or procedures for using the

media centermay be dictated by the school. Plan to

develop most of them yourself, and ask a colleague or

mentor for suggestions.

20


23/41

The NEAs Discipline Checklist suggests some common

routines you shoud estabish and teach to students, as

appropriate:

> how to enter and leave the classroom

> where to store belongings in the classroom

> how materials such as class papers will be

distributed and collected

> what to do when a student needs to use

the bathroom, get a drink of water, or

sharpen a pencil

> how the roll and lunch counts will be taken

> how youll signal the class for attention (such

as flicking the light switch on and off or

raising your hand)

> how students should enter and leave the playground,

and what expectations you have for their play

> what students who miss school should do upon their

return.

Coo It Down

No matter how well you design your classroom managementplan, and how hard you try to reward positive behavior and

apply rules fairly, kids are still going to test you. And,

occasionally, a students behavior can trigger a major

confrontation.

Obviously, certain problems require an immediate, serious

response. For example, if a student purposefully breaks

classroom equipment, hits another student, or directs a

stream of profane comments at you, that student must be

removed from class and sent to the administrative offices

immediately.

More commonly, a student will cause a problem, with you

or a classmate, and even though you run through your

usual responses of reminders and application of consequenc-

es, the behavior continues. What next?

Some good suggestions, drawn from the NEAs But High

School Teaching is Different!:

> Try to keep things calm. Lower your voice instead of

raising it. Increasing the volume escalates the problem.

> Consider giving students a chance to save face. For



24/41

example, if a student keeps exclaiming that he hates

school, offer that student the chance to write out his

feelings for 10 minutes before resuming his classwork.

> Give a last option or choice. For example, the student

must choose to follow the group work rules or accept

a detention.

> Approach the offender as privately as possible. Ask the

student to stand in the hallway and wait for you.Wait a

few minutes and discipline in private. Remind the

student that hes broken class rules or norms, and that

he needs to accept them and cease the conduct to

be allowed back in.

A reminder: make sure you know your school violence

prevention guidelines, if any, and apply them as appropriate.

HOMEWORk

I didnt know we were supposed to do all the odd-num-

bered problemsI did all the even-numbered problems!

I did my homework, but I left it in Ms. Martins room;

want me to go get it? My dog ate it.

Homework provokes so many headaches that some

teachers are assigning it less and less. But homework

complements direct instruction in the classroom andgives kids extra time to hone their skills. It provides

valuable reinforcement for in-class activities.

Foow these tips to avoid homewor hasses:

> Explain the purpose of every homework

assigment.

> Dont give homework as punishment.

> Dont give spur-of-the-moment homework assignments.

> Dont assume that because no questions are asked when

you give the assignments that there are no questions.

Ask one or two students to repeat or paraphrase the

assignment.

> Consult school or district policy and ask fellow teachers

at your grade level how much homework seems

appropriate. About 10-20 minutes of daily homework,

on average, is about right for students in grades K-2.

Pupils in grades 3-6 can probably handle about 30-60

minutes of homework a day. Averages dont readilyapply to older students, since theyre handling both

daily and long-term assignments in multiple classes.

22


25/41


> Dont expect students (even your top achievers) to

always have their homework done. Kids are human.

> Understand that not all kinds of homework assign-

ments are equally valuable for all students.

> Acknowledge and be thankful for students effort to

complete homework.

> Listen to what students say about their experiences

with homework.

> Encourage students to involve their parents in their

homework. Keep in mind that many parents may not

have the skills to help out but would like to know what

their child is learning.

> Dont confuse excuses for incomplete homework

assignments with legitimate reasons. Be firm but

flexible.

> Make every effort to acknowledge completed

homework assignments. Give credit for completion

rather than grades. Have students grade their own

homework whenever appropriate to maximize learning.

GRADING

What grade did you give me? How come Im getting a

C when I did all my homework? Cant you grade onthe curve?

Grades cause more consternation among students and

parents alike than almost any other aspect of teaching. So

youll need to make sure your grading plan and procedures

are sound. Some tips:

> Begin by consulting any school

policies. Your school may have a

grading scale youre required to use.

Check with your supervisor or with

your department head if youre a

secondary school teacher.

> Determine how youll rank various

types of student work. How much

will quizzes, mid-terms or final

exams, homework, and class partici-

pation count toward your final

average? One technique is to assign

percentages of the overall mark to each component.

Another is to determine a total number of points for the

components and determine how many points net astudent an A, B, and so on.


26/41

> Use numerical grades for assignments, and show

students how many points they received and how many

were possible (e.g., 22/25 = 88%). Numbers can be

converted to letter grades at reporting time.

> Think twice before allowing extra credit assignments

at the end of the marking period to raise the grade of

students who failed to complete required assignments.

Doing so sends the message that your required work

is actually optional. Extra credit assignments should be

open to all students.

> Make sure your students, and their parents, understand

your grading policies. Get help from a colleague or

mentor if youre being pressured to change a grade, and

inform your VEA-NEA UniServ Director. Also, keep

the school counselor in the loop if you see a students

grades drop precipitously or if you have a student

headed toward a failing grade.

WORkING WITH PARENTS

Next to classroom management, establishing smooth

relations with parents may be the toughest challenge for

the new teacher. Ideally, parents can be a strong ally

reinforcing your curriculum and behavioral expectations

at home. In todays fast-paced and stressful environment,though, many teachers say that some parents have become

invisible or, in some cases, hinder their efforts.

Some ideas for maximizing parenta support:

> Make time to regularly communicate with parents and

guardians of your students, and be sure to open those

lines of communication early in the school year. Some

teachers visit students homes early on. Try at least to

make a call home within the first few weeks.

> Ask parents about their childs strengths andweaknesses. Theyll be glad you asked, and the

information they share can give you a head start in

providing for that student. And let them know when

and where they can reach you, providing a phone

number and/or e-mail address as appropriate.

> Keep parents informed about your curriculum,

especially projects that require special materials from

home or the crafts store. Some teachers do this through

regular, informal newsletters or on a classroom website.

> Invite parents to visit or to volunteer, as appropriate.(Make sure to consult your school or district policies

first.) Parent-volunteers can help you with administra-

24


27/41

tive tasks, work with small reading or task groups,

or perform other duties. Familiarity tends to breed

mutual respect and support.

Successfu Conferences

Within your first couple of months on the job, youll lead your

first round of parent-teacher conferences.

Some tips for maing the conferences run

smoothy:

> Prepare your records and samples of student work for

each appointment and be ready to find them quickly as

you need them. Outline what you plan to say about

each students strengths and weaknesses and how you

plan to address problem areas.

> Provide comfortable seatingsitting together at a

table is better than having you sit behind your desk.

> Allow 20-30 minutes per conference and at least five

minutes between each one to record notes and quickly

review for your next appointment.

> Greet parents at the door to allay their anxiety and let

them know theyre in the right place. Make sure you

get the name right (its more common these days for a

child and his parent or guardian to have different lastnames).

> Start the conference on a positive note by offering

an observation about the child positive achiev-

ements or interests. Then let parents know the

agenda for the conference, and assure them

theyll have time to ask specific questions.

> Keep your comments specific. Amanda

had a whole week to finish up her book

report, but she wrote only two paragraphs

is better than Amanda doesnt accept

responsibility.

> Be ready to discuss a plan of action to address problems,

both in terms of schoolwork and at-home support.

> Speak clearly and eliminate jargon unfamiliar to most

parents.

> Invite parents to give their opinions and ideas.

> Accentuate the positive. Recognize that no parentwants to hear a litany of complaints about his childs

problems. Make sure to include strengths when possible.



28/41

> Pay attention to your body language. Smile, nod, make

eye contact and lean forward slightly. This sends the

message that youre interested and approving.

> Stress collaboration. Example: Id like to discuss with

you how we might work together to improve Johnnys

study habits.

> Find out more. Ask parents if theres anything they think

you should know about a child (such as study habits,

relationship with siblings, important events in his life)

which may affect his schoolwork.

> Listen. You may be nervous and dominate the talk. Take

time to ask questions and really listen to the responses.

And dont judgeit can be a roadblock to a productiverelationship with them.

> Summarize. Before the conference ends, summarize the

discussion and what actions you and the parents have

decided to take.

> Finish on a positive note. When you can, save at least

one encouraging comment or positive statement about

the student for the end of the conference.

> Keep a record of what was said at the conference, what

suggestions for improvement were made, and so forth.Make notes as soon as possible after the conference, while

details are fresh.

MANAGING YOUR TIME

No doubt about ityour first year in the classroom will keep

you busy, at school and home. Sometimes, it will feel like the job

has completely taken over your life.

Every new teacher goes through it! After all, youre learning a

new job, and a new work site, carrying a full load of students.

So dont feel alone. Ask your mentor(s) or friendly faces in theteacher lounge how they coped with the workload, or if they

have some suggestions for time savers. Find other new teachers

and organize an informal support group or regular Friday after-

noon social get-together. (Also, get involved with other younger

Association members at your local meetingsthe time you

spend bonding and blowing off steam will help.)

Inevitably, the pressures of your new job will produce stress.

A little stress is actually good. It can cause us to be more

creative, to meet that deadline, or check-off that To-Do list.

But too much stress is counterproductive for most of us. If

youre constantly feeling stressed-out, chances are youre not

feeling creative and may even be struggling to get your work

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29/41

done in an efficient and organized manner.

Some pointers:

> Take stock. Ask yourself: What do I like doing?

What skills or talents could I develop more fully?

What causes me the most grief? Then plan your

days so that you take time to do things you like,

develop your special skills and avoid situations

that cause you grief.

> Set reasonable goals. Be sure to set realistic goals for

yourself. Dont try the impossible, but if there are

things you want to accomplish, decide to do them.

Divide them into manageable chunks and start

chipping away at them.

> Manage your time. Recognize when lack of time

becomes your enemy. Set personal and professional

prioritiesand act on them. Anticipate when you

will get in a time crunch, ask for help and head

off problems.

> Do the musts early. If you do the absolute musts

early in the day, you will avoid feeling frantic. Do

important things when you have the most energy.

> Accept your limits. Do your best job, but remember

that you do not have to be perfect. Allow for failure,and for improvement, the next time you do the same

task.

> Learn to say NO. No is a responsible answer if it wont

result in losing your job, your family, or your life. If

you find it difficult to say no, try to be direct, honest

and brief. Avoid defensiveness, and suggest

alternatives.

> Dont procrastinate. Procrastination leads to a sense

of having more to do than you can ever possibly

accomplish. Set deadlines and schedules for your work

and stick to them. Use positive self-talk to get going.

Be sure to reward yourself once the task is completed.

> Get and stay healthy. When you are well rested, eat

well and get enough exercise, you will naturally

reduce your stress level. Do you need to make any

changes in your lifestyle?

> Give yourself a break. Learn to get away from your

routine. Take short trips on the weekend. Relieve

the pressure during the day with short walks orsimple stretches. Make time for a hobby or activity

that you love, no matter how busy your schedule is.


Every educator should have a port-folio or accordion-style file spaceto hold professional records anddocuments relating to employ-ment. Your file should include suchrecords as:

> Letter of employment

> Teaching license

> Teaching contract and anysupplemental contracts

> School division handbookor other statement ofpersonnel policies

> Records relating to licenserenewal, including collegetranscripts

> Evaluations of yourperformance

> Any school-related insurancepolicies

> Commendations, awards,

honors

> Records of job-relatedseminars, workshops, orconferences you attend

> Record of leave daysaccumulated and used

> Your written records of anyincidents which may increaseyour liability, such asdisciplinary actions orstudents accidents

> Record of assaults, violence,or classroom thefts

> Correspondence to or fromsupervisors, including notes,self-development plans, plansof action, and records ofcompliance with requests

start yourportfolio now


30/41

MAkING THE MOST OF THE WEB

Thanks to cheaper computers, the rise of the World Wide

Web, and innumerable gizmos, youre part of the best-

connected cadre of teachers ever to enter the classroom.Compared to past generations of

new teachers, youll draw more of

your instructional resources and

professional information from online

resources, and youre far more likely

to use various technologies in the

classroom and at home.

Thats a big plusbut make sure the

newer technologies serve your aims,

since youll have little timeto waste your first year. Where the

Web is concerned, aim to draw upon

a limited number of reliable and

helpful sites this year. Sift through

them regularly to glean ideas and

tips to help you teach your class,

plan lessons, or involve yourself

professionally.

14 Hot SpotsThere are a limitless number of great sites on the Web.

Which ones are most worth your time? Youll have to

discover some of them for yourself, because any list is

incomplete, but here are 14 that could prove helpful:

1For a well-balanced site offering instructional resourc-

es, tips, and professional information, its hard to beat

www.nea.org, the home page of the National Education

Association. Youll find tips on managing your classroom,

news stories on trends in your profession, discussion boards

to put you in touch with colleagues around the country,

and much more. While youre at the site, you can sign up

for one of several online newsletters that deliver the sites

newest highlights to you every week or so.

2Youll also want to follow developments in Virginia

education, such as regulations and funding deci-

sions that affect you and your fellow professionals.

The VEA home page (www.veanea.org) keeps you

informed, focusing on the implications for you and your

students. The site also features stories on your colleagues

and professional information from the Virginia Journal

of Education.

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31/41

3Want tips or ideas you can put to use right

away? Check out Education World (www.

educationword.com), one of the best resources

of very practical strategies and tips for begin-ners. It also provides links on technology, parent

involvement, and much more.

4Of course, you need to stay current with

instructional issues in your content area.

Professional content-area organizations,

such as the National Council of Teachers

of Mathematics (www.nctm.org), the

International Reading Association (www.reading.

org), and others are a great way to stay on top of

the latest trends in your field. If you dont know

which professional organization applies to your

field, just Google your subject area.

5Testing for the Virginia Standards of Learninglooms large in most of the Commonwealthsschools. Your school or department chair can

provide loads of information, but the Virginia

Department of Educations SOL site (www.doe.

virginia.gov/testing/index.htm) also provides

guidance. Useful resources include past versions

of SOL tests that you can use for practice or to

become familiar with the format and content.

6Do you ever wish somebody compiled great

lessons or materials in every content area

and placed them online? Somebody did.

The Gateway to Educational Materials

project (www.thegateway.org) contains more than

50,000 records. May save you some work or

provide some ideas.

7Its that time of year. Lesson plans and other

resources at www.edheper.com/ are cataloguedby months of the year. Perfect for lessons commem-

orating holidays, historical events, and the like.

8Several sites target new teachers. One of

the best is www.teachers.net, which features

articles and ideas from Harry Wong, author

ofThe First Days of School. The site offers

free lessons, chat areas, and free classified ads for

teachers.


Even the most cautious educator

can get snared by a spurious

allegation. But legal experts inter-

viewed by NEA Todaysay you can

reduce your risk. Some tips:

> Avoid touching a student,

if possible. Avoid initiating

hugs, especially with

students in the upper grades.

If you must break up a fight,

try to use the least amount

of force possible and contact

an administrator immediately.

> Try not to be alone with a

student, especially in an

isolated location. Dont drive

a student home. And be sure

to report any incident to

your supervisor afterward.

> Avoid saying things or

writing notes to a studentthat could be misconstrued

as personal or romantic.

Also, avoid making off-the-

cuff comments on a students

personal appearance.

> If a student confides in you

on a personal topic of a

sexual nature, refer him or

her to a school counselor.

Also, make sure you know

your obligation to report

students comments onsuch topics as suicide,

pregnancy, abortion, or

abuse under state law or

division policy.

> If a student says he or she

has a crush on you, make

it clear that a romantic

relationship would be

wrong and is simply not

possible. And notify your

administrator.

steer clear oftrouble spots


32/41

9The Teachers Network (www.teachersnetwor.org) alsooffers lesson plans and boasts teacher research and onlinecourses.

10Youre not alone. Jump on a discussion board at

www.theteacherscorner.net/forums/and share your

first-year experiences with other teachers.

11Got a burning question your colleagues

cant answer? Post it on the Works4Me

web site (www.nea.org/wors4me) and get

a response.

12If youre not getting enough of the nitty gritty reality

in your faculty lounge, check out a teacher blog. Oneof the most popular is http://hipteacher.typepad.com/. Follow

her diary online and post a comment.

13Remember to keep your spirits up! If youre at a low

point, take time to laugh at some of the school humor

at www.teachersfirst.com/humor.shtm.

14As you progress in your teaching career,

professional development will be crucial

to maintaining and increasing your

expertise. Check out Virginias Communityof Anytime Knowledge (VCAK) for lots of online

courses you can take when its most convenient for you to

take them. VCAK is a partnership between Virginia public

broadcasting station WHRO and the Virginia Society for

Technology in Education. Learn about course offerings and

graduate credit at www.anytimenowedge.orgn

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FOR 10 YEARS, Rob Gray taught music in the Petersburg

public schools, serving 600 students every week. He loved

the job, and was well-liked and respected by students,

parents, and faculty alike.

Then, with one unfounded accusation

from a troubled student, his career

was nearly derailed. While assisting

another staff member in that teachers

classroom, Gray was struck by a student

who already had been suspended from

school earlier that day and was returning

to collect his belongings. Gray restrained

the boy and took him to the nurses

office to be treated for a cut lip (that,

a later investigation revealed, the child

had incurred prior to the incident). At

the office, the child erroneously claimed

that Gray had struck him.

Before he knew it, Gray was facing a

criminal charge of assault, and he had to

go to the police station to be fingerprint-

ed. The school division suspended him without pay, and

he found himself being investigated by Social Services as

well. He went three months without pay and began seeing a

counselor for stress.

Fortunatey, Gray was not aone.

Working with students and parents, educators are vulner-

able to unfounded accusation and charges. Thats one of the

reasons the VEA and NEA stand ready to assist. In Grays

case, a local UniServ representative helped answer his

questions and apply for legal assistance. The VEA hired a

lawyer to defend him. His attorney represented him and

helped assure that hed receive his back pay and have the

chance to teach again when he was eventually exonerated,and his attorneys fees of nearly $7,000 were covered by

the NEAs Educators Employment Liability (EEL) Policy.

Even the best educator can be blindsided by an unfounded

allegation. Thats why VEA and NEA offer comprehensive

resources should a member confront a legal situation.

They incude:

> liabiity coverage. This is perhaps the best-known

benefit protecting members, but not the only one.

Under the EEL program, members receive such

benefits as $1 million of liability coverage, reimburse-

ment of attorney fees up to $35,000 for defending you


>

>

>

>

>

>

6

Rob Gray>

NAVIG

ATINGTROUBLE


34/41

in employment-related criminal matters for which

you are successfully defended, and $1,000 of bail

bond coverage.

> Protecting your job rights. Under a program

known as the Kate Frank/DuShane Unified Legal

Services Program (ULSP), the VEA and NEA share

the cost of defending member job rights.

> UniServ support. Your local UniServ director can

familiarize you with your rights and responsibilities,

attend some administrative meetings with you, help

you apply for legal assistance, and provide a friendly

ear in a time of need.

Gray is back on the joband more convinced than ever

of the value of his Associations advocacy. This is a very

hazardous job, he says. My whole livelihood, my reputa-

tioneverything could have been taken away, just like

that. Thats why Im so glad I paid my dues religiously.

Never go into the classroom without someone at your

back.

Probems on the Job

Legal issues are perhaps the most serious of challenges on

your professional journey, but other potholes lurk as well.At some point in your career, you may have a disagreement

with a supervisor over an assignment or evaluation, for

example.

Call your VEA-NEA UniServ Director for help looking at

school board policy or determining what action you should

take. If appropriate, your UniServ Director can assist you

with filing a grievance. Virginias statewide grievance pro-

cedure exists to provide school personnel with an orderly

way of resolving differences with their employers.

In most cases, problems can be resolved to your satisfaction

at an early stage through consultation with your imme-

diate supervisor or principal. In other cases, the dispute

may have to be carried to the superintendent or the school

board, or go to a panel hearing. Be advised that Virginia

law requires that you file notification of your grievance

within 15 work days of the event (or when you

discover the problem).n

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6Ways Youll Benefit By JoiningOur Professional CommunityTHE VIRGINIA EDUCATION ASSOCIATION, draws upon

the collective strength of its 55,000 members to make

public schools a better place to learn and to work.

1Infuence. As the largest organization of professionaleducators in Virginia, we have the clout to influencesalaries, working conditions, and budgets for quality school

programs that benefit all students.

2

Coegiaity. Teachers understand and sup-

port one another. Through the Association,

you and your colleagues have the opportunity

to discuss and act on the professional issues

that matter to you. And our free or low-cost

seminars are a great opportunity to meet and

learn from new colleagues!

3Cassroom ideas. Youll benefit from greatinstructional ideas through your subscrip-tion to the Virginia Journal of Education,

included in your membership. Add to that

your access to the VEA and NEA websites,

and you have a treasure trove of strategies and tips tosharpen your craft.

4Grant opportunities. Every year, VEA members earnthousands of dollars in competitive grants from theVEA and the NEA Foundation to support instructional

innovation, leadership, and other priorities. If you have a

great idea, we can help make it happen.

5Advocacy and ega protection. It takes only oneunfounded accusation to turn your career upside down.If the worst happens, your Association membership isyour lifeline. Youll be represented by a skilled, locally-

based VEA/NEA UniServ Director and, if necessary,

an attorney. And youll be covered by the Association

Educators Employment Liability policy with its

$1 million of insurance for claims relating to your

education employment activities.

6Cost-saving member benefits. Through the buying powerof the NEAs 3 million members, youll be eligible for ahost of great programs from NEA Member Benefits. Check

out www.neamb.com for their great rates on insurance,mobile phone plans, home financing, and much more!n

>

>

>

>

>

>

7

VEAYOURGUIDEALONGTHEWAY


36/41

WE GAINED long-sought, and long-needed, planning time for teachers in elementaryschools.

WE SAVED jobs and avoided painful budget cuts during tough economic times, and madesure federal stimulus funds were directed to schools and educators, as VEA members lobbied

hard in Richmond.

WE WON a major increase in the dollars youll receive to cover health care costs when youretire. For some retired teachers, the stipend amounts to a 50 percent increase. And VEA

members, working with state lawmakers, made it happen.

WE NETWORkED, at Association-sponsored seminars and leadership opportunitiesaround the state, such as Sparks and The Savvy Professional. And VEA supported national

board certification candidates through the difficult process with Jump Start training.

Through VEA, youll make professional connections that will last your entire career.

WE GOT CREATIVE, earning thousands of dollars in grants from VEA and NEA tosupport innovative ideas to help all students succeed.n

VEA members get results.

(i.e. We rock.)

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Watch Your Step in Cyberspace!As a teen and during your college years, you likely used Facebook and other forms of social media

routinely to communicate with family and friends. Nothing wrong with thatbut when you enter

your own classroom, you will face more scrutiny. Here is some advice on surviving in cyberspace as apublic educator:

KnowyourschoolsystemsInternetandsocialnetworkingpolicies.

Assumethatnothingyoupostisprivate.Putuponlymaterialyoudbecomfortableseeing

on the front page of your local paper.

Stopandthinkbeforeyoupostorhitsend.Youreresponsibleforwhatyoupost.

Maintainprofessionalboundariesincyberspace,justasyoudoinperson.

Dontacceptfriendrequestsfromcurrentorpotentialstudentsortheirfamilymembers.

Neverpostanynegativeinformationaboutyourstudents,co-workersoradministrators.

Keeppersonalinformationprivate!

Rememberthatadeletedfile,includingane-mailmessage,canoftenberecovered.

Googleyournameperiodicallytocheckwhatsoutthereonlineaboutyou.

Alwaysusegoodjudgmentandcommonsense.


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My local association president is .

My presidents e-mail address is .

My presidents phone number is .

My presidents mailing address is

.

My UniServ director is .

The UniServ e-mail address is .

The UniServ phone number is .

The UniServ mailing address is

.

The Virginia Education Associations toll-free number is (800) 552-9554.

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Documents

New Teacher Guide 2011web