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Stepping into the Classroom

Helping teachers

survive their first

years on the job

©2002, National Science Teachers Association (NSTA).Reprinted from The Science Teacher, Vol. 69, September 2002.

T h e S c i e n c e Te a c h e r2626262626

By Lynn Hensley

Starting off on the right footThe first week of school sets the tone forthe entire year. That is why it is importantfor teachers to present a list of the rules tostudents first thing. New teachers alwayscan lighten up later in the year, but it ismuch harder to rein students in after be-ing easygoing at the start. Teachers canbriefly discuss the rules with students andhave parents sign them so there are nosurprises later on. Students should keepthe rules in the front of their notebook asa constant reminder.

In addition to a list of rules, an infor-mation sheet that students complete withtheir name, parent(s) name, address,home and work phone numbers, and e-mail is a valuable teacher tool. I alwaysleave space on the sheet for students tostate special needs, seating arrangements,sensitivities to strong chemical smells, al-lergies, reactions, or ailments. The mainoffice usually passes this informationalong to teachers if parents put it on theemergency card, but it is smart to have itfrom day one.

During the first couple of weeks andthroughout the school year, teachers mustmodel the behavior expected from stu-dents by using appropriate language andaddressing inappropriate language andbehavior. Teachers should warn studentswhen they break rules the first time andenforce consequences the next.

That first week or two of school can bepretty rough: memorizing names andfaces, trying to keep order in the room,filling out paperwork properly, learningwho to ask for what, and teaching bell tobell. For learning names and faces, I findit helps to arrange tiny, self-stick notes on

always teach the basics of getting started. Not onlydoes the new teacher have to worry about present-ing the curriculum and meeting state benchmarks,but there are day-to-day issues as well. The learn-ing curve is steep and fast, and some teachers feelcompletely overwhelmed just on the first day.This article presents tips, tricks, and suggestionsfor getting through the first few weeks, stayingorganized, and keeping things interesting.

The first year in the classroom isprobably the most challenging of ascience teacher’s career. Whilemany science and education classesare offered in college, they do not

FIRST FIRST

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a sheet of paper as a seating chart. I then write thestudents’ names on the notes and reposition them aschanges to the seating arrangements are made. I keepthe chart in a plastic sleeve to write on and wipe offcomments or participation points.

Get organized!Being organized is probably the best advice for any newteacher. Precise records of student progress, behaviorproblems, and parent contact makes conversations withparents easier and provides good background material incase an administrator has to get involved.

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Creating an organized process for collecting, sorting,and correcting homework each day can also make lifemuch easier! Some teachers walk from desk to desk atthe beginning of class to check on completed assign-ments. They then take time to go overthe right answers. This maximizesclass time and works as a review orintroduction for the next lesson.

Notes in a lesson plan book about alesson or lab can be used as a referencefor the following year. The notes pro-vide valuable feedback when it comes

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perature change as well. I then ask them towrite down observations to prepare them foran activity making slime with glue, water,and borax.

By keeping lectures and notes short,teachers can gauge what information stu-dents are getting and what they do notunderstand. This allows students to com-fortably participate and ask questions.After the slime demonstration, I pointout that chemistry is part of everythingin the world and is used everyday. Stu-dents see how many parts of their lifeinvolve science concepts and whychemistry and science are important.They can answer some questions, suchas “How do you use chemistry in youreveryday life?” and “Why did youtake this class?” A teacher learns more

about students this way and can choose examples andanalogies students relate to throughout the year.

Labs, activities, and safetyAnother way to keep students engaged, on-task, and ex-cited about the course is with demonstrations, activities,and labs—all excellent ways to help teach and reinforceconcepts. During demonstrations, students can recordobservations and answer a few questions to check forunderstanding. When students write about the demon-stration, they improve observation skills, make a connec-tion between the demostration and the concept, andpractice technical writing.

The difference between an activity and a lab in myown classroom is the part of the room where it takesplace. For example, an activity that includes students us-ing molecular model kits at their desk does not requiregoggles. However, goggles are required for a laboratory

that takes place in the desig-

to deciding how to change or modify a lesson plan tomake it better. A planner or a “to-do” list also helpsprioritize tasks and reminds teachers what copies need tobe done for the next couple of days, which lab equipmentto take out, or what solutions need to be made. The besttime to prepare a “to-do” list is during a prep hour orbefore and after school.

Large three-ring binders and dividers for each se-mester and each class are another useful tool. Theycan be organized by unit or chapter, depending onthe class, and contain notes for lecture, originals forcopying, and keys for all worksheets, labs, quizzes,and tests. This makes it easy to find things the fol-lowing year.

Engaging the studentsOnce organized, the next step for teachers is to capturestudents’ attention. A variety of activities the first fewdays helps get students interested and excited aboutclass. For example, I do a demonstration using a plas-tic sandwich bag filled with calcium chloride, bakingsoda, phenol red, and water. Students see how thecolor changes as the bag expands and feel the tem-

Safety is imperative.Teachers must model properlab techniques by enforcing

the use of goggles.


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nated lab area. Safety is imperative. Teachers mustmodel proper lab techniques by enforcing the use ofgoggles. The template for a lab safety contract, signed bystudents and parents, is available either though theschool district or from a catalog or lab manual. Early inthe year, students should learn how to read chemicallabels and a Material Safety Data Sheet. Teachers candemonstrate what a strong acid does to an egg white tosimulate what would happen if acid entered the eye.This is a great opportunity for teachers to locate anddemonstrate the eyewash station, shower, and othersafety equipment. A handy bucket and small dustpan aregreat for picking up broken glass. Teachers should al-ways clean up broken glass themselves.

Additional safety activities include giving a lab safetyquiz covering lab rules and showing a video on safety inthe lab. Laboratory handbooks that show step-by-stepprocedures for a variety of techniques are great for teach-ers without a lot of lab experience.

Teachers can leave out the equipment and chemicalsfrom a lab for a couple of days. Students need to knowthey have limited time to make up missed labs, andteachers should provide a couple of options for studentsto complete them. Keeping chemicals and equipment setup longer than necessary leads to broken equipment anda disorganized, cluttered lab area.

A support systemThe best place to turn for expert “tricks of the trade” isa mentor. Ideally, a mentor is someone the new teacher

meets with every week to talk about theupcoming unit or chapter, and discusshow the last one went. Mentors can pro-vide helpful advice for labs, demonstra-tions, and activities that correspond withthe unit. They also can point to equip-ment location and the best way to explaina particular concept. Department mem-bers often share copies of their labs,worksheets, and tests. New teachersshould not be afraid to reach out for helpfrom colleagues. The best time to runideas by colleagues is between classes.

Learning outside the classroomMany districts provide professional developmentcourses for teachers throughout the year and offerspecific ones for new teachers. While these are verybeneficial, local conferences or summer workshopsare great places to meet other teachers and hear whatworks and what doesn’t. For instance, my best dem-onstrations, labs, and ideas come from colleagues andother science teachers. Attending conferences pro-vides a chance to network, meet vendors, and getcatalogs. Many of the summer workshops are spon-sored by corporations or universities, so there is apossibility of receiving free classroom materials oreven free graduate credits.

Have fun and get involved!As a first-year teacher, time is precious and free time isa commodity, but new teachers should jump right intothe school scene and attend a few after-school activi-ties. By attending sporting events, plays, musicals, anda couple of dances, teachers let students know they areinterested in what goes on outside the classroom. Itusually takes a year or two to establish a reputation,but there may be fewer behavioral issues with studentswho see teachers outside the classroom. Aside fromhelping to reduce classroom discipline problems, ad-ministrators also appreciate the effort.

The first year of teaching is tough, and for newteachers, especially, everything will not turn out theway it was intended. New teachers should continue totry their best and not get frustrated. To avoid becom-ing overwhelmed, it might help for new teachers tochoose just one or two things to focus on improving,such as lesson plans or classroom procedures. The fol-lowing year they could pick a few other things to focuson. In the end, every teacher has to figure out whatworks best for them and know they are not alone!�

Lynn Hensley is a chemistry teacher at South LyonLynn Hensley is a chemistry teacher at South LyonLynn Hensley is a chemistry teacher at South LyonLynn Hensley is a chemistry teacher at South LyonLynn Hensley is a chemistry teacher at South LyonHigh School, 1000 North Lafayette, South Lyon, MIHigh School, 1000 North Lafayette, South Lyon, MIHigh School, 1000 North Lafayette, South Lyon, MIHigh School, 1000 North Lafayette, South Lyon, MIHigh School, 1000 North Lafayette, South Lyon, MI48178; e-mail: [email protected]; e-mail: [email protected]; e-mail: [email protected]; e-mail: [email protected]; e-mail: [email protected].

By attending sporting events,plays, musicals, and dances,teachers let students knowthey are interested in whatgoes on outside the classroom.

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New teachers often are given the most preparations, classroommoves, and demanding students. The rationale behind this is moreexperienced teachers “have done their time,” and therefore should be“promoted” to better students, newer equipment, and their ownclassrooms. In addition, new teachers are sometimes added to theroster at the last minute and never have a chance to tour the schooland connect with colleagues. Bewildered and overwhelmed, no won-der new teachers often flounder and parents express concerns!

Frustrated and stressed new teachers can create unproductive andunhappy science departments. Not only does the new teacherstruggle, but also the science team is pulled down with the effort tokeep the beginning teacher afloat. These overstressed teachers havetrouble planning if most of their free time is used to travel from roomto room, set up activities, and find supplies. Instead of making cre-ative plans they can use, new teachers sometimes resort to usingstandard worksheets and boring seatwork activities, or lecturing.

Sink Swimor

Jeanne Endr ikat

Five lifelineshelp new teachers

stay afloat

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The competition for good teachers is tough, but mak-ing conditions favorable will help recruit stronger teach-ers. The department will run more effectively if newteachers are nurtured and eased into the school.

The background new teachers bring to the job also isimportant. Part of their success depends on their knowl-edge base and teacher training courses. In most cases,colleges are doing a great job of preparing teachers forclassroom challenges and day-to-day interactions withcolleagues, administrators, and parents.

A beginning teacher also needs to have patience, cre-ativity, and flexibility. Unrealistic preconceptions canjeopardize their success. Many people do not realize thetime investment needed during a workday. The follow-ing are five commonsense lifelines that veteran teachersand department chairs can give new science teachers tohelp them get off to a good start.

Lifeline 1: A good matchMore of a new teacher’s questions are antici-pated and answered in the interview processif the department chair and science adminis-

trator interview the candidate together. They shouldshow the candidate books and classrooms that will beused, describe how the school is set up, and discuss howthe science department operates. Interviewers must beopen and candid to give the new teacher a realistic pic-ture of the teaching environment and administrativedecision-making process. The candidate’s style shouldcomplement the school’s environment. For example,not everyone fits into a large school or one with manyspecial-needs students. Some teachers don’t like theconstraints of working in a team.

Lifeline 2: Warm and welcomingOnce the interview is complete, interviewersshould follow up with a phone call or e-mail tosee if the candidate has any more questions or

needs clarification. Once a new teacher is hired, adminis-trators should make them feel welcome by inviting themto tour the building and meet teaching colleagues. Newrecruits should know the location of the teachers’ work-room, library, and copy room. Another idea is takingthem to lunch and giving them books, supplies, and theirschedule to start planning.

Lifeline 3: A supportive scheduleNew teachers need a schedule that allows themto thrive. If novices teach all classes in the sameroom, they can avoid moving equipment. They

should be assigned standard classes, not special-needs orhighly demanding classes. As new teachers start out, thedepartment must allow them time to adjust. Experiencedteachers are assigned harder tasks because they are betterequipped to deal with them.

Lifeline 4: Safety in numbersOur school is very large with about 22 teachers inthe high school science department alone. Forefficiency and communication, teachers are di-

vided into teams of the same science subject matter. As ateam, teachers agree on general grading methods, overallpolicies, and a final exam. This provides cohesiveness forstudents who need to switch classes in the middle of the yearand offers support for teachers when parents question aparticular policy. From a department point of view, theadministration is reasonably assured that the necessary sci-ence content is covered.

A team is also great support for new teachers. Insteadof inventing everything from scratch, teams share activi-ties, labs, tests, and quizzes. The team activities are time-tested and fine-tuned for success! When new activitiesare needed, the workload is spread among several on theteam. A new teacher can bring fresh ideas and invigoratethe group. Most teams evaluate the success of activities,update files frequently, and store files on a disk—mem-bers have their own disk copy at the end of each year. Ifthe new teacher becomes ill during the year, the team cantouch base with the substitute to ensure classroom activi-ties proceed smoothly. Science content and methodologybecome stronger, new teachers feel like they belong, andultimately students benefit. Many of our beginningteachers have commented that being part of a structuredteam their first year helped them tremendously.

Lifeline 5: School and countywide supportOur county has new teachers arrive a day be-fore experienced teachers to receive orienta-tion. They are introduced to the school super-

intendent and important county policies. During the firstyear, new teachers take a course that meets three daysbefore school starts, and then once a month for the rest ofthe year. The course provides an opportunity to shareexperiences at various schools and compare notes.

As a cooperative effort between the school and county,a mentor teacher is assigned to the new teacher. Thisveteran provides encouragement, answers questions, andshows the new teacher how to follow procedures withinthe school and county. Many professional developmentcourses that enhance teaching and technology skills alsoare offered throughout the year for all teachers.

With all the lifelines in place, a new science teacher nolonger has to flounder in the beginning sea of teaching.Looking back, veteran teachers probably wish they hadaccess to all of these lifelines at the beginning of theircareer!�

Jeanne Endrikat i s a sc ience chair at LakeJeanne Endrikat i s a sc ience chair at LakeJeanne Endrikat i s a sc ience chair at LakeJeanne Endrikat i s a sc ience chair at LakeJeanne Endrikat i s a sc ience chair at LakeBraddock Secondary School , 9200 Burke LakeBraddock Secondary School , 9200 Burke LakeBraddock Secondary School , 9200 Burke LakeBraddock Secondary School , 9200 Burke LakeBraddock Secondary School , 9200 Burke LakeRoad, Burke , VA 22015; e-mail :Road, Burke , VA 22015; e-mail :Road, Burke , VA 22015; e-mail :Road, Burke , VA 22015; e-mail :Road, Burke , VA 22015; e-mail :Jeanne.Endrikat@fcps .edu.Jeanne.Endrikat@fcps .edu.Jeanne.Endrikat@fcps .edu.Jeanne.Endrikat@fcps .edu.Jeanne.Endrikat@fcps .edu.


hat does it take to be successful in thosefirst few years as a science teacher?Sticky notes. There are so many things

Helping new teachersorganize their classroom

Al ison Maes

�to remember, questions to ask, and so little timethat teachers’ desks, cars, and pockets often arefull of sticky notes. Although sticky notes stilladorn my desk and occasionally turn up in mylaundry, through years of teaching I finally havedeveloped an organized system that works for me.

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New teachers often are drivenby a desire to be creative, workhard, and build an inviting learn-ing environment. Their first weekteaching is exciting and a bitnerve-racking. Soon thereafter,they inevitably become over-whelmed with the minutia associ-ated with everyday l ife as ateacher. Seating charts, files andpapers, meetings, lessons, and sup-plies dominate the mind of whatwas once a young, innovativeteacher. In addition to the techni-calities, there are all of the un-knowns. They not only need helpwith content guidelines and cre-ative ideas but also require organi-zation basics and preparation tech-niques not taught in college.

Successful learning environ-ments thrive in organized class-rooms. Organization aids the newteacher in everyday instruction, andalso provides stability for the stu-dents. The following is a rundownof organizational tips that can re-place at least some of a teacher’s re-liance on small squares of paper.Organization, similar to teaching,is an individualized endeavor, andthese techniques will not work foreveryone. Numerous methods canbe tailored to fit individual needs.

What’s happening today?One of the best ways to immedi-ately establish a sense of organiza-

tion is to write out the daily agenda on the board forstudents to see as soon as they enter the room. It helps tohave an agenda for each subject taught. PowerPoint pre-sentations also can be used for this same purpose. At theend of each day, teachers should write out the dailyagenda for the following school day to focus on whatneeds to be prepared.

Everyone have a seatTeachers should never underestimate the value of aseating chart. I find it useful to keep one on hand atall times (Figure 1) and some schools require them.Supplies needed for theseating chart I use in-clude a roll of magnetictape, price stickers, athin sheet of steel, andan equal size sheet oftransparent resinousmaterial. The mag-netic tape is cut into2 cm x 2 cm pieces,and a price stickeris placed on thesticky side of eachmagnet. On thefirst day of class,e a c h s t u d e n t ’ sfirst and last nameis written on theprice sticker and themagnets are arranged onthe sheet of steel (approxi-mately l5 cm x 95 cm). I putthe magnets for first period on the left-hand portion of the steel, and each period after that tothe right of the period that precedes it. I also place aclear piece of transparent resinous material (approxi-

First hour Second hour Third hour Fourth hour Sixth hour

= student seat

F I G U R E 1

Magnetic seating chart.

ms

��


F I G U R E 2

Possible file ideas.File typeFile typeFile typeFile typeFile type DescriptionDescriptionDescriptionDescriptionDescription

Worksheets Different colored file stickers can be used to differentiate between classes.Jot down any notes to remember on the outside of the file folder.

Unit files Create a file for each unit taught and any possible subjects that may be taught or be of interest.In each file place collected activities, demos, labs, alternative assessment ideas, etc., for future use.Collect ideas from periodicals such as The Science Teacher, Internet resources, and text materials.

Committee A file for each committee.

Inventory A copy of all equipment in the science room. Include model numbers and quantities.

Science orders A running list of items to be ordered during the purchase period for the district.Check off orders as they arrive.Postcards for shipment dates of live specimens.

Quotes Collect quotes from periodicals, websites, and reference books.File quotes according to topics taught.Use quotes to introduce new topics in discussions.Allow students to interpret quotes and develop higher-level thinking skills.Write the date next to the quote each time that it is used so that it won’t be repeated in the same class.

Emergency substitute Generic, scientific method worksheets.plans Generic, engaging science video

worksheets.General interest, science articles withcorresponding worksheets.

Videos Catalogue all videos under topic nameswith short descriptions.Copies of downloaded schedules for theseasons of science television shows suchas Assignment Discovery and ScientificAmerican Frontiers.

Forms School forms for books, disciplinaryactions, field trips, etc.

Articles Create a file for each unit taught andany possible subjects that may betaught or be of interest.In each file place collected articlesfor future use.Collect articles from periodicals,newspapers, and the Internet.

Cartoons Collect cartoons that includescience content.Excellent sources include The FarSide, Calvin and Hobbes, andnewspaper editorial cartoons.File the cartoons according totopics taught.

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mately 15 cm x 95 cm) over the magnets. A greasepencil works well for marking absences and tardies onthe transparent resinous material. At the end of theday, attendance is transferred to an attendance book.

Once established, it is easy to make changes to theseating chart. It can also be used in a variety of ways.Different colored price stickers can be used on the mag-nets to designate lab partners, cooperative learninggroups, or special-needs students. The seating chartsalso are beneficial for substitute teachers, who can easilytake attendance and identify names of students. Manyschools now take all attendance each hour on a com-puter for immediate office use, but this seating chartcan still be used for organizational purposes.

Document plansEach week in a plan book, I organize for the next fivedays of teaching by putting check marks next to allparts of a lesson for which the materials and copies areprepared. I make note of anything that is needed forlessons; when they are complete, I write down anycomments about how to change the lesson next timearound. These notes aid in planning lessons for thefollowing year.

File, file, file!In my earlier years of teaching, I clipped and copiedevery activity, article, or cartoon that I thought mightbe useful at some point in my career. I had become apack rat and could never find the specific clipping Iwas looking for. While I still continue to collect, I nowfile everything systematically so I can easily retrievethat one item I’m looking for (Figure 2).

It helps to keep files for all standard teacher pa-pers, such as worksheets, articles, and forms. Use

colored file labels and colored filef o l d e r s t o d e s i g n a t e d i f f e r e n tclasses or topics. In addition tot h e s e s t a n d a r d f i l e s , t e a c h e r sshould keep files for inventory,science orders, emergency substi-tutes, and quotes. Quotes can of-ten be used to start class discus-sions. For example, scientist andmathematician Henri Poincaréstated, “Science is built of factsthe way a house is built of bricks;but an accumulation of facts isno more a science than a pile ofbricks is a house (Rawson, 1986).This is a great way to start a dis-cussion at the beginning of anew school year.

Label suppliesMany basic supplies (Figure 3) can be purchased atdollar stores or from house and estate sales and storedin shoeboxes or plastic storage boxes. A label makercan be purchased inexpensively at an office supplystore and be used to label all storage boxes.

F I G U R E 3

Possible basic supplies list.


F I G U R E 4

Prompts for possible questions to ask.Don’t be afraid to askA large part of being organized is being prepared.The more prepared teachers are, the more confidentthey are, and the more confident students will be inthat teacher. An important part of being prepared isasking the questions that veteran teachers take forgranted. A new teacher in a new district often is justattempting to make it day to day, and events, likeschoolwide assemblies and parent-teacher conferences,are the least of their daily concerns. That is, of course,until an assembly is scheduled, and the teacher has noidea how to find the auditorium.

The questions that need to be asked can varygreatly from teacher to teacher. A list of prompts forpossible questions is given in Figure 4. No question istoo simple. Seasoned teachers can provide great storiesabout waiting to meet parents for parent-teacher con-ferences in their classrooms while the conferenceswere being held in the gym, or how they got lost onthe way to their own room the first day of school. Forthese reasons, most veteran teachers are happy to an-swer any and all questions.

As the school year draws to an end, new teacherswill have developed their own methods of organiza-tion, collected more “stuff” than they ever thoughtpossible, and answered questions they never dreamedwould be asked. Organization techniques, like teach-ing techniques, will change and improve with experi-

ence. Veteran teachers have created sys-tems for organization that have proveneffective. Though sticky notes may stillbe prevalent in the classroom of vet-eran teachers, some of the teachersnow have organization hints to pass onto new teachers of the future. �

Acknowledgment

John Bassier, science department chairpersonat Ferndale High School and my mentor andfriend, created the design of the magneticseating chart.

Alison Maes i s a sc ience teacherAli son Maes i s a sc ience teacherAli son Maes i s a sc ience teacherAli son Maes i s a sc ience teacherAli son Maes i s a sc ience teacherat Ferndale High School ,at Ferndale High School ,at Ferndale High School ,at Ferndale High School ,at Ferndale High School ,881 Pinecres t , Ferndale , MI881 Pinecres t , Ferndale , MI881 Pinecres t , Ferndale , MI881 Pinecres t , Ferndale , MI881 Pinecres t , Ferndale , MI48220; e-mail : amaes@48220; e-mail : amaes@48220; e-mail : amaes@48220; e-mail : amaes@48220; e-mail : amaes@ferndaleschool s .org .ferndaleschool s .org .ferndaleschool s .org .ferndaleschool s .org .ferndaleschool s .org .

Reference

Rawson, H., and M. Miner, eds. 1986. TheNew International Dictionary of Quotations.New York: Penguin Books.

MIKE OLLIVER

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With a Little Help

Melanie C . Melancon

s a first-year science teacher in a rural area, Ihave faced numerous challenges. Thank-fully, though, my school district offers aninnovative teacher induction program de-

from my FriendsFirst-year teachers benefitfrom an induction programA

signed especially for first-year teachers and those new tothe county. Program participants meet on a monthly ba-sis during the school year and—with the help of veteranteachers and school officials—share ideas on how togrow, develop, and improve. The result is a valuablesupport system that offers mentorship along with therare opportunity to interact with colleagues.

A familiar faceThe schools in my county do not rank among the top inthe state, and teacher pay is not the most outstanding.Because of these factors, combined with other issues ineducation, such as accountability and increased respon-sibilities, the county has difficulty retaining teachers.Meanwhile, at faculty meetings and in system newslet-ters, we are constantly reminded that students cravecontinuity and predictability and fare better with famil-iar teachers than with new faces each year. That’s whythe county implemented the teacher induction pro-gram, a strategy aimed at increasing retention amongits newest recruits. The idea is to make teachers feelcomfortable, welcome, and prepared so they will be M

IKE

OLL

IVER


Starting with H2OOne of the most challenging aspects ofteaching is making a firm impression on thefirst day regarding discipline and classroommanagement, while also emphasizing a com-fortable environment where science is rel-evant. To help establish this, I developed atheme centered on water that can be revis-ited throughout the year.

Water is familiar to students, regardlessof their scientific background. This simple as-sociation can ease a student’s transition intohigh school science. Water is revisited in sci-ence lessons throughout the year (for ex-ample, bonding, polar molecules, compounds,solutions, cells); therefore, this introductionsets the stage for many lessons to come.

To begin, the teacher should start offthe first day by explaining rules and proce-dures; move into expectations, course ob-jectives, and relevant standards; and then introduce thetopic of water. I usually discuss how much the theme willbe revisited throughout the year. The next step for theteacher is to create a concept map on the board and askstudents to state everything they already know about theword water. The teacher writes everything down on theboard. This discussion serves two purposes—it reinforcesthe idea that class participation is expected and providesan understanding of students’ prior scientific knowledgeand vocabulary. If they recognize that H

2O is water, the

teacher should reward them verbally for already knowinga chemical formula.

At this point the prepared materials can be introduced:

� Three circles—two smaller circles of the same color,one larger circle of a second color

� Two slim rectangles of a third color.

The teacher now proposes a challenge (not exactly re-lated to water) by asking students to consider the followingquestions: “What does it mean to be a good student?” and“What are the qualities of a good teacher?” After a moment,students should write characteristics of a good teacher inone small circle and characteristics of a good student in theother small circle. Common responses for qualities of a goodstudent include: pays attention in class, does homework,

listens to teacher, is respectful, and wants to learn. Examplereplies for qualities of a good teacher are: respects students,smiles, makes learning fun, challenges students, and of course,doesn’t give a lot of homework. Teachers need to encour-age students to be honest but realistic in their responses.When everyone has written a response in each circle, theteacher asks students to think about how these three circlescan connect to the theme of water. After some discussionand hints about how many atoms are in a water molecule,students determine how to create a water molecule out ofthe three circles (Figure 1). The large circle represents theoxygen atom; it contains the phrase “Qualities of a great.”The two rectangles represent the bonds that hold the atomstogether; one has the word “teacher” and the other “stu-dent.” The two smaller circles represent the hydrogen at-oms; these contain students’ responses. Students help putthe molecule together on a bulletin board, which now readslike a flow chart and is filled with examples of qualities ofgood teachers and students.

The teacher can wrap up the activity by re-emphasizingthe significance of water and how it will come up severaltimes throughout the course. The result is a student-centered display that can be added to during the year, anonintimidating introduction to science, a chance to makeeach one think about being a good student, and the oppor-tunity to see what students expect from a teacher.

more inclined to stay within the county the followingschool year. A well-developed teacher induction pro-gram is one way to keep teachers happy, and happyteachers are more likely to stay where they are.

The programWhile most districts cannot meet all the demands of itsnew teachers, the induction program is a good startingpoint toward increasing retention. The plan is simple.Once a month, new teachers meet at the high school for

an hour after school. Each month the topic changes.Some of the topics are general (for example, how tomeet the needs of special education students), whileothers are more specific (such as, techniques and strate-gies for communicating with parents). At each meetingall participants receive a three-ring notebook at eachmeeting filled with useful handouts, reference sheets,and copy-ready information. Teachers sign in to docu-ment their presence, and at the end of the year earn onestaff development unit toward certification require-

F I G U R E 1

Water molecule flow chart.

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ments and a $150 stipend. Veteran teachers, departmentheads, and school officials present useful relevant top-ics. The new teachers keep coming back, however, forthe unique opportunity to converse with peers. Newteachers lack the chance to interact with others. Interac-tions with peers, self-reflection, and conversations areessential tools for teachers. Some days it is enough tohear that another teacher also struggles with making apositive impression on the first day (see “Starting withH

2O”) or getting students to turn in their homework on

time. Without such input from others, teachers can be-gin to feel isolated and alone.

Does this plan work?As a new science teacher, there are unique concerns andquestions specific to science teaching: “How will I ensurethat my students are really internalizing theconcepts and processes?” “How do I get allthe supplies I need?” and “How do I main-tain a safe and engaging environment for allof my students?” The large scope of theteacher induction program does not necessar-ily provide answers to these specific ques-tions, but teachers can take information fromthe meetings and apply it to special situationsand needs. For example, my classroom tendsto have many student-centered activities andopen-ended investigations, so I listened care-fully for tips and suggestions during the“classroom management” session. None ofthe information from the meetings focuses di-rectly on teaching science or a solution to ev-ery problem, but instead provides necessaryresources to improve situations.

Additional helpIn our county first-year teachers also are assigned a men-tor. These mentors are tremendously helpful at times.Honest and open conversations with my mentor aboutboth my successes and failures helped me reflect uponmy teaching practices. Regular interactions with mymentor also ensured that I was aware of duties and re-sponsibilities. Perhaps most importantly, my mentor wasa motivator who encouraged me daily and constantlyreminded me why I was a teacher.

Another technique aimed at improving teacherinteractions is the adoption of “shared” planning peri-ods. Our county will soon change from block schedul-ing to a seven-period day—we will teach five periods,one period is allotted for independent planning, andone period is allotted for shared planning. Time is allo-cated to meet with other teachers of the same gradelevel in different disciplines to coordinate efforts toeducate the students effectively and comprehensively.For example, one share group may consist of a ninth-

grade literature teacher, math teacher, English teacher,science teacher, and vocational teacher. The groupmeets daily to integrate lessons and share techniques.One day a week is devoted to technology integration,and the focus is always on teachers working together asteams. This change gives first-year teachers another op-portunity to collaborate with their colleagues.

Professional development opportunitiesAside from the teacher induction program, mentors, andadoption of shared planning periods, my county also hasprovided the professional leave time necessary to attendannual conferences sponsored by our state science teach-ers association. The focus at the meetings is not just onnew teacher concerns but also on science education is-sues. Teachers also have the opportunity to present ideas

and teaching techniques to other educators. The ex-change of ideas and knowledge keeps science educationdynamic at the national, state, system, and school levels.Systems that want to keep good teachers on board andinformed must offer opportunities to attend professionalconferences and workshops.

I am thankful that my system offers these valuabletools that have given me, and countless others, an excel-lent career start. And the county’s efforts must beworking. Preliminary information compiled by myprincipal suggests that the turnover rate for the 2002–2003 school year will be only 10%, down from thenearly 30% turnover for the 2001–2002 school year.We’re hoping that things continue to improve with thehelp of these programs! �

Melanie C. Melancon is a science teacher and de-Melanie C. Melancon is a science teacher and de-Melanie C. Melancon is a science teacher and de-Melanie C. Melancon is a science teacher and de-Melanie C. Melancon is a science teacher and de-partment chair at Greene County High School, 1002partment chair at Greene County High School, 1002partment chair at Greene County High School, 1002partment chair at Greene County High School, 1002partment chair at Greene County High School, 1002S o u t h M a i n S t r e e t , G r e e n s b o r o , G A ; e - m a i l :S o u t h M a i n S t r e e t , G r e e n s b o r o , G A ; e - m a i l :S o u t h M a i n S t r e e t , G r e e n s b o r o , G A ; e - m a i l :S o u t h M a i n S t r e e t , G r e e n s b o r o , G A ; e - m a i l :S o u t h M a i n S t r e e t , G r e e n s b o r o , G A ; e - m a i l :[email protected]@[email protected]@[email protected].

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Lucia Fa lsett i Guar ino and Shayne Mar ie Watterson

First-year teacher combats isolation

Everyone needs a helping hand now and then. Duringthe 2001–2002 academic year, I facilitated an action re-search group aimed at improving instructional practiceamong science teachers. The group also turned into anetwork of support for everyone involved, especiallyShayne, a first-year chemistry teacher. During the meet-ings, Shayne shared her feelings of inadequacy about herminimal, first-year teacher repertoire of instructionalmethods. She often made statements such as, “I feel likeI’m using the same techniques over and over again, andthe students are getting tired of the repetition”; “I like touse concept mapping, but I think I use it too frequently”;and “Cooperative learning is great, but I think I’m over-using it.” Shayne repeatedly searched for more ideas, andveteran teachers in the group suggested many resources.

Even though the group responded to Shayne’s re-quests for additional resources and ideas, she still seemedunsettled. Finally, during one meeting, it became clearthat what Shayne was seeking had little to do with thesize of her instructional repertoire or cooperative learn-ing—she felt isolated in her career. From that point on,Shayne documented her feelings in a journal. Here weoffer some of her journal entries, which directly addressthe feelings and needs of new teachers and ways to over-come isolation. Even though Shayne, like many newteachers, felt alone and wanted a way to connect with herpeers, she maintained a strong sense of personal commit-ment throughout the first year of her new profession.

Feelings of isolationJournal entry #1Now I am all alone. I teach in my room alone, I plan at homealone, I execute plans alone, and I reflect alone. It is a muchdifferent world than the one I became accustomed to throughoutcollege, student teaching, and my first semester of teaching. Ofcourse there are people around. I’m not really completely alone,but I don’t have the types of interactions I am used to. Because Iam lacking those interactions, I am not being the teacher I could. Ihave materials from the teacher who preceded me, and I amgrateful that she has shared so much, but it is not mine. I occasion-ally find a worksheet, lab, or demonstration of hers that meets mydaily needs, but I do not have the support I need to make completecoherent units that work for me, reflect on the success of thoseunits, and select aspects to focus on or alter for next time.

In addition to being thrust into a position where I feel isolated,there is also a tremendous amount of pressure to be successful. Iwant to be the best teacher I can be, and I work very hard tocreate a good environment for students. However, I only have somany ideas and can only do so much alone. I have read articlesand searched the Internet for innovative ideas, but these methodsare time consuming. The gain almost never makes up for the losttime (the most precious resource in my life right now).

I want access to better approaches to creating a good class-room. I yearn to try new techniques and strategies. I wantsomeone to help me in the way my cooperating teacher, fellowstudent teachers, and science coordinator did. I really want aperson to talk to, reflect with, and bounce ideas off of. I don’t

AloneYou

AreNot


want to be a nuisance; I want the communication and sharingto be mutual and beneficial to both parties. It is shocking to beso isolated; the lack of collaborative planning and reflection isthwarting my ability to reach my maximum potential.

The feelings that Shayne expresses are not unusual fornew teachers. For those who experience it, however, isola-tion can be very difficult. Isolation, both physical and so-cial, is not new to teaching (Lortie, 1975). The structure ofthe school building itself isolates teachers from one an-other (Harris, 1995). This, coupled with the invisible wallsconstructed by the culture of teaching, creates a settingthat promotes privacy and isolation (Britzman, 1986). Ad-ditionally, there are tacit rules about what is suitable totalk about in the workplace. It is acceptable to talk aboutthe weather and sports and to complain about the studentsor school itself, but it is unacceptable to talk about the craftof teaching (Lieberman and Miller, 1984). Given the aboveconditions, it is no wonder that new teachers feel isolatedand uncomfortable sharing their questions and concernsregarding their classrooms in fear of revealing their self-perceived inadequacies (Rogers and Babinski, 1999).

The value of good conversationWhat is it that makes conversation worthwhile? That’sthe question author Roland Barth asked hundreds ofpeople. Respondents answered that good conversation en-tails taking the time to talk together, allowing time toreflect on what is important, and listening without beingjudgmental. Worthwhile conversation, they said, strength-ens relationships and mutual commitment (Barth, 2001).

As a new teacher with limited time and a sense of isola-tion, Shayne made the intuitive decision to join our actionresearch group and became part of a powerful conversation.

Journal entry #2In efforts to be part of a learning community, I have extendedmyself to many professional development opportunities. I amcurrently participating in a workshop with four other scienceteachers in my district. We have all found a focus within ourclassrooms that inspires us to do research and modify our strat-egies. This group is a tremendous support network. We meetevery three to four weeks, discuss the focus issues, and supporteach other in a professional way. It is through the work of thisgroup that I have gained the inspiration to share my ideas.

Shayne was proactive in searching for the conversationsshe needed to rescue her from isolation. Her success de-rives from the confidence she has in herself.

Taking responsibilityAs a professor in an initial math and science certificationprogram, I frequently hear students comment on externalbarriers that can block their own teaching. Why do thesestudents focus on barriers when there is so much to learnabout success? Even as a new science teacher many years

ago, I did not consider those barriers, because I believed Ihad the power to influence student learning. Shayne offerssage advice to new teachers and, in doing so, shows thatshe, too, believes in taking responsibility for success.

Journal entry #3A new teacher must take responsibility for what is going on in theclassroom. It is easy to get swept up by others who say, “It’s notyour fault—if this school had a strong mentoring program, if youhad your own classroom, if you had computers in your room, andif you only had one prep you would be a success.” Many of thesearguments seem to make sense and it is always easier to blameothers than to take responsibility. New teachers must be empow-ered and responsible for their classroom, for the good and the bad.They must make things happen—seek out other teachers who areinspiring, attend workshops, and participate in professional devel-opment. The more positive interactions a new science educator haswith colleagues, the more empowered that teacher becomes. Ateacher shouldn’t be unsuccessful because of what others have notdone; they should be successful because of what they have done.

Keep the door openFrom time to time I hear teachers say that one of thegreat things about teaching is being able to go into aroom, shut the door, and do anything! While this may betrue to some extent, we urge new teachers to keep theirdoors open. Autonomy does not grow out of isolation.Finding the right conversations and becoming part ofthem will serve science teachers well in the years tocome. We hope that by sharing Shayne’s proactive ap-proach to overcoming her isolation, other new teacherswill feel empowered to do the same. �

Lucia Falsetti Guarino (e-mail: [email protected]) is anLucia Falsetti Guarino (e-mail: [email protected]) is anLucia Falsetti Guarino (e-mail: [email protected]) is anLucia Falsetti Guarino (e-mail: [email protected]) is anLucia Falsetti Guarino (e-mail: [email protected]) is anassociate professor of mathematics, science, and technol-associate professor of mathematics, science, and technol-associate professor of mathematics, science, and technol-associate professor of mathematics, science, and technol-associate professor of mathematics, science, and technol-ogy education at St. John Fisher College, 3690 East Av-ogy education at St. John Fisher College, 3690 East Av-ogy education at St. John Fisher College, 3690 East Av-ogy education at St. John Fisher College, 3690 East Av-ogy education at St. John Fisher College, 3690 East Av-enue, Rochester , NY 14618; and Shayne Marieenue, Rochester , NY 14618; and Shayne Marieenue, Rochester , NY 14618; and Shayne Marieenue, Rochester , NY 14618; and Shayne Marieenue, Rochester , NY 14618; and Shayne MarieWatterson (e-mail: [email protected]) is aWatterson (e-mail: [email protected]) is aWatterson (e-mail: [email protected]) is aWatterson (e-mail: [email protected]) is aWatterson (e-mail: [email protected]) is achemistry teacher at Greece Central School District, 750chemistry teacher at Greece Central School District, 750chemistry teacher at Greece Central School District, 750chemistry teacher at Greece Central School District, 750chemistry teacher at Greece Central School District, 750Maiden Lane, Rochester, NY 14615.Maiden Lane, Rochester, NY 14615.Maiden Lane, Rochester, NY 14615.Maiden Lane, Rochester, NY 14615.Maiden Lane, Rochester, NY 14615.

References

Barth, R. 2001. Learning by Heart. San Francisco: Jossey-Bass.Britzman, D.P. 1986. Cultural myths in the making of a teacher:

Biography and social structure in teacher education. HarvardEducational Review 54(4): 442–456.

Harris, D.L. 1995. Composing a life as a teacher: The role of con-versation and community in teachers’ formation of their identi-ties as professionals. Ph.D. diss., Michigan State University.

Lieberman, A., and L. Miller. 1984. Teachers, Their World andTheir Work: Implications for School Improvement. Alexandria,Va.: Association for Supervision and Curriculum Development.

Lortie, D.C. 1975. Schoolteacher: A Sociological Study. Chicago:University of Chicago Press.

Rogers, D.L., and L. Babinski. 1999. Breaking through isolationwith new teacher groups. Educational Leadership 56(8): 38–40.

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Pamela Petzel Snyder andSandra A . Stroot

Mark YourSeasonal checklist for surviving the first year

irst-year teachers with limitedexperience sometimes have diffi-culty managing the vast numberof tasks presented throughout

Calendar!

Fthe school year. To help new teachersprioritize their responsibilities, a mentorteacher within the Columbus PublicSchool District in Columbus, Ohio,developed a “New Science TeacherChecklist” (Figure 1). The list was de-signed for participants of Columbus’sPeer Assistance and Review (PAR), aprogram that provides support forteachers new to the district. The month-by-month checklist helps new scienceteachers anticipate upcoming events,such as science fairs and field trips, andplan accordingly. Here we expand uponthe checklist and address specific chal-lenges faced by new science teachers.


August (before school starts)Before the year starts, beginning science teachers canvisit their building; locate their room (or rooms, if theywill be traveling); find teacher and student resources,such as textbooks and lab supplies; and meet with otherstaff members. This is the perfect opportunity for newteachers to introduce themselves to administrators, secre-taries, custodians, counselors, and other teachers, espe-cially science teachers. The beginning of the year also is agood time for novice teachers to identify routines andprocedures for disciplining, managing lab activities, or-ganizing papers, and communicating ideas. Many teach-ers create bulletin boards or posters to describe organiza-tional procedures used throughout the year.

Teachers should develop an orientation letter that in-troduces them and explains their expectations to studentsand their parents or guardians, and a safety contract thatrequires signatures of parent(s) or guardian(s). This isalso a good time for teachers to ask their school officeabout the policy on field trip permission slips.

Science teachers typically have to manage moreequipment and supplies than other teachers. Many de-velop a numbering system and organize lab materialsinto “kits.” Plastic sealable sandwich bags, shoeboxes,cardboard pop trays, and a variety of plastic tubs makegreat organizational tools. If new science teachers sendhome with students a “wish list” of needed supplies,they may be pleasantly surprised with the response.Teachers should again check with the front office todetermine school policies for charging lab fees and pur-chasing equipment and supplies.

Before the school year begins, first-year teachers candevelop an overall course outline for at least the firstgrading period and ideally the first semester. Detaileddaily lesson plans for the first week of school shouldinclude icebreaker activities and introductions (includingthe new teacher!).

September–October (first weeks of school)Beginning science teachers need to connect with studentsand at the same time plan and implement creative, high-involvement lessons during the first few hectic weeks.Many teachers in the Columbus Public Schools have asaying that “students don’t care what you know untilthey know how much you care.” An infinite number ofteaching styles and strategies can be used to develop posi-tive relationships with students. For guidance, newteachers can reflect on their own favorite teachers orteachers they have met during student teaching. Humor(not sarcasm) is a great way to start, as are handshakesand “high fives.” Extra teaching duties provide opportu-nities to talk with students while monitoring halls,lunchrooms, or buses. Many science teachers ask studentsto complete journaling activities or questionnaires to un-derstand their likes, dislikes, or hobbies. Teachers new to

NeNeNeNeNew sw sw sw sw scienccienccienccienccience te te te te teeeeeacher checklist.acher checklist.acher checklist.acher checklist.acher checklist.For an organized, productive, and successful year,science teachers should:

August✔ Go to their building, find their room(s), meet staff, and

locate resources✔ Think through and design organizational strategies✔ Design a “wish list” of supplies and an orientation letter

or brochure to send home with students the first day(include a safety contract and field trip permission slip)

✔ Plan first semester (in general) and first weeks (detailed)

September–October✔ Create positive relationships with students✔ Plan and implement high-involvement lessons✔ Communicate expectations to students✔ Teach and reinforce safety procedures✔ Communicate with parents✔ Stay current with record keeping

November–December✔ Plan lessons that maintain student interest during

holiday disruptions✔ “Plan backward” from science fair dates✔ Reflect and plan for remainder of semester✔ Rest

January–March✔ Network with colleagues✔ Focus on individual students✔ Complete long-term planning for remainder of year✔ Self-evaluate and reflect on teaching performance✔ Implement new strategies✔ Check on certification or licensure status

April–June✔ Plan active, motivating lessons to combat spring fever✔ Begin to plan and order supplies for next year✔ Network with colleagues✔ Evaluate overall student performance✔ Evaluate, reflect, and pursue professional development

a building can become better acquainted with studentsby attending sporting or musical events.

Popular but poor advice given to new teachers is,“Don’t smile before Christmas.” Smiling a lot is impor-tant, long before Christmas! The best science teachershave high standards and expectations for student achieve-ment, yet let students know they care about them person-ally and are interested in their unique individual develop-ment. There is no substitute for developing positive,professional relationships with students in all classes.

F I G U R E 1

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reminders to heed basic safety precautions, such as ty-ing hair back, wearing closed-toed shoes, or removingcontact lenses.

It also is imperative that teachers never leave a classunattended. This expectation is even more crucial forscience teachers, who may have dangerous equipmentand supplies in their classrooms. New teachers shouldreview their districts’ safety recommendations.

The early part of the year is a good time for newteachers to begin positive contacts with parents or guard-ians and to keep a log of contacts with brief notes aboutdiscussion topics. Even though this is time-consuming,teachers should make every effort to stay current withgrading, attendance, and other forms of record keeping.It soon will be time to issue grade reports.

Entry-year teachers need to take time for them-selves, otherwise their professional and personal livesmay suffer. They need to learn to say “no” or “maybenext year.” It is imperative for novice teachers to real-ize that their first professional obligation is to the stu-dents in their classrooms.

Involving students in dailylessons is essential. Most scienceteachers understand the impor-tance of lab activities; however,they need to keep the lecture orfact-giving portion of lessons in-teractive. Changes of paceshould be integrated approxi-mately every 20 minutes. Goingfrom one worksheet to another isnot a change of pace! Integratingtechnology, small-group activi-ties, graphic organizers, studentprojects, presentations, and au-thentic assessments are impor-tant. Time-on-task is crucial forteacher and student success.Teachers can access professionaljournals and the Internet for rel-evant and interesting activities.

Setting the tone for class-room expectations is imperative.Novice teachers must take time to teach students how tobehave and follow routines, procedures, and organiza-tional strategies. Baby steps are easier in the beginning.Time spent on management, behavior, and disciplinewill pay off later. If students are not focused on the les-sons, the content presented will not matter. Teachersmust remember, however, that planning can have a ma-jor impact on student conduct. Planning enough well-organized, structured activities will minimize many stu-dent management issues.

When planning lessons, science instructors must al-ways remember to include safety rules, which should beposted and reviewed before each activity. Students canmake posters or create skits to illustrate specific safetymeasures. If a safety test is given, students should cor-rect their wrong answers. The instructor should thenmake a copy of the corrected test, file the original, andgive copies back to students for their notebooks. Theteacher is responsible for making sure absent studentsget the information. All teachers should revisit safetyexpectations before every lab activity. Science teachersneed to positively reinforce students who follow safetyrules and correct students who make mistakes. It is notenough to just tell students to wear eye protection. Ifinstructors see students without goggles or wearingthem on top of their heads, they must intervene. Allow-ing food and beverages in a science room where chemi-cals are used is not appropriate. Interventions can rangefrom a simple verbal reminder to points deducted fromthe lab grade. If an accident happens, teachers can befound liable if they knew that safety infractions oc-curred and did not correct them. Teachers should re-member that students are inexperienced and may need

Novice teachers musttake time to teachstudents how to behaveand follow routines,procedures, andorganizational strategies.


November–DecemberAs the holidays approach, teachers will again need to thinkabout planning. Allowing “free days” on the last days beforea holiday is a recipe for disaster. There are many educa-tional, fun activities that seem like breaks but provide op-portunities for student learning at the same time.

To prepare for a spring science fair, new teachers willhave to “plan backward” in order to give students ad-equate time to complete quality projects. Entry-yearteachers should work with veteran staff because sciencefairs are big responsibilities to tackle alone.

The winter break is a great time for novice teachersto “take a deep breath” and prepare for the remainderof the year. Teachers should take another look at theirlong-term lesson planning and complete plans for atleast the rest of the semester, if not the remainder ofthe school year.

January–MarchEarly winter is a great time for entry-year teachers tonetwork with other teachers in their building or dis-trict. They may decide to team with someone to create across-curricular unit. Math and science are natural ex-amples. Math teachers can help students complete nu-merical and graphical analyses of data from a sciencelab. If science classes are completing a water-qualitystudy, perhaps language arts teachers can select litera-ture that contains river, stream, or pollution references.Social studies teachers can connect waterways to his-torical and economic development of an area. Scienceteachers can find colleagues who might be interested indeveloping more plans over the summer. They may de-cide to join an e-mail discussion group or a professionalorganization as a way of communicating with scienceprofessionals across the country.

Beginning science teachers may have progressed to alater stage of professional development at this point,where they are able to address the needs of individualstudents, rather than thinking of their classes as entireunits. They can begin to target individual students withspecific behavioral and instructional plans.

New teachers should review term planning, eithermodifying existing plans or completing the plan forthe remainder of the school year. They should makesure that they are able to cover the expected contentfor the entire course.

Novice teachers must reflect and self-evaluate theirteaching technique. Beginners often rely too much on lec-ture. This traditional technique seems easier to presentand control, and it may have been the method used intheir own preparation. As new teachers consider integrat-ing more small-group and inquiry instruction, they shouldalso begin to think about alternative assessments.

This time of year is also good for teachers to check thestatus of their certification or licensure. While complet-

ing this task, they can think about summer professionaldevelopment activities.

April–JuneSpring fever will impact new teachers and students.Teachers should organize dynamic, motivating activitiesto keep students attentive and focused on their learningoutcomes.

New teachers can now begin to plan for next year.They can review their lesson plans and order requiredsupplies. Entry-year teachers will have to work withother science teachers in their school to share ideas, strat-egies, and develop a coordinated effort to maximize thesupplies and equipment that must be shared.

Finally, novice teachers can evaluate their long-termprofessional development plans. The summer providesmany opportunities for professional enrichment or col-lege credit opportunities. Many classes and workshopshelp teachers develop strategies to encourage students todevelop more self-discipline and share the responsibilityof classroom management. There may be opportunitiesfor teachers to improve their skills in authentic assess-ment and develop more inquiry-based instruction. In ad-dition, committee involvement will help new teacherslearn more about their district, students, and staff.

Filled with excitement, trepidation, and possibili-ties, a teacher’s first year in the profession is unlikeany other. At the end of the year, new teachers deservea pat on the back for their hard work and for succeed-ing, one month at a time!�

Pamela Pe tze l Snyder ( e -mai l :Pamela Pe tze l Snyder ( e -mai l :Pamela Pe tze l Snyder ( e -mai l :Pamela Pe tze l Snyder ( e -mai l :Pamela Pe tze l Snyder ( e -mai l : PSnyder5396@PSnyder5396@PSnyder5396@PSnyder5396@[email protected]) is a PAR consulting teacher for Co-columbus.k12.oh.us) is a PAR consulting teacher for Co-columbus.k12.oh.us) is a PAR consulting teacher for Co-columbus.k12.oh.us) is a PAR consulting teacher for Co-columbus.k12.oh.us) is a PAR consulting teacher for Co-lumbus Public Schools, 889 East 17th Avenue, Colum-lumbus Public Schools, 889 East 17th Avenue, Colum-lumbus Public Schools, 889 East 17th Avenue, Colum-lumbus Public Schools, 889 East 17th Avenue, Colum-lumbus Public Schools, 889 East 17th Avenue, Colum-bus, OH 43211; and Sandra A. Stroot (e-mail :bus , OH 43211; and Sandra A. Stroot (e-mail :bus , OH 43211; and Sandra A. Stroot (e-mail :bus , OH 43211; and Sandra A. Stroot (e-mail :bus , OH 43211; and Sandra A. Stroot (e-mail :[email protected] ) is a professor in the College of [email protected] ) is a professor in the College of [email protected] ) is a professor in the College of [email protected] ) is a professor in the College of [email protected] ) is a professor in the College of Edu-cation at The Ohio State University, 110 Arps Hall,cation at The Ohio State University, 110 Arps Hall,cation at The Ohio State University, 110 Arps Hall,cation at The Ohio State University, 110 Arps Hall,cation at The Ohio State University, 110 Arps Hall,1945 North High Street, Columbus, OH 43210.1945 North High Street, Columbus, OH 43210.1945 North High Street, Columbus, OH 43210.1945 North High Street, Columbus, OH 43210.1945 North High Street, Columbus, OH 43210.

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PreparingLaying groundworkat the university level

Sarah Haines

Preservice Teachers

Mestimated six percent of the nation’s teachingforce leaves the profession (Ingersoll, 2000).Research collectively shows that the aca-demic fields of mathematics, science, andspecial education have the highest turnoverrates (Boe, Bobbitt , and Cook , 1997;Grissmer and Kirby, 1992; Murnane et al.,1991; Rumberger, 1987). Most leave class-room teaching due to low salary and lack ofadministrative support (Ingersoll, 2000).

The United States is definitely experienc-ing a teacher shortage and the best way toalleviate this problem is to focus on teacherretention, rather than teacher recruitment(Ingersoll, 2000). The rationale is that teacherrecruitment only fills vacancies created byteachers who leave the profession within thefirst few years. Therefore, recruitment effortsdo not ease the chronic shortage of teachers,but only replace those who leave the profes-sion year after year. By concentrating effortson teacher retention, many of these vacanciesmay disappear.

One way to improve teacher retention is toadequately prepare preservice teachers whilethey are enrolled in professional teacher edu-cation programs at colleges and universities.All too often, a student majoring in educationdoesn’t begin student teaching until their final

any studies have examinedthe high rate of teacherturnover in the UnitedStates and the news isn’tgood. In a typical year, an

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semester in school. The student’s first classroom teachingexperience comes during that final semester, and the sce-nario is typically a shock. Students majoring in sciencedisciplines engage in scientific activity in their introduc-tory courses. Why are most preservice teachers only im-mersed in science teaching and the classroom atmospherewhen they have nearly completed their degree?

In a model developed at Towson University,preservice science teachers gain valuable classroomteaching experience as early as the second semester.Within what is termed the professional developmentschool (PDS) network, preservice and veteran teacherswork in unison to strengthen science education at thesecondary level and enhance teacher retention rates. Thisarticle outlines the fundamentals of the program.

Professional development schoolsAccording to the National Education Association, “Pro-fessional development schools are partnerships betweenteacher education programs at universities and local pub-lic schools or districts. Their goal is not only to improveteacher education programs but also to restructure publicschools, create opportunities for veteran teachers, andbolster education research by putting theories into workin real classrooms” (NEA, 2000). The network has sixmain goals:

� To create a collaborative culture and governancestructure to guide the work of the network;

� To provide an enhanced preservice experiencethrough the integration of theory and practice ina clinically based teacher education program;

� To provide needs-based, continuous profes-sional development for inservice teachers andadministrators;

� To provide for inquiry into and refinement ofeffective practices in teaching and learning;

� To maximize student achievement; and� To disseminate promising practices and struc-

tures to the education community.

Science teaching practicumsUpon completion of basic university science course-work, students earning certification for middle andhigh school teaching (grades 7–12) choose a content ma-jor, then enter a four-semester professional educationsequence. During the second semester of this sequence,students enroll in the following courses: Life Science,Earth and Space Science (both combine content andpedagogy), Teaching Mathematics, a science practicum,and a mathematics practicum.

The science teaching practicum requires preserviceteachers to spend one afternoon a week teaching sciencein the classroom. Prior to the first day of teaching, theybecome acquainted with the classroom teacher and rules.

Preservice teachers in groups of fourteach content specified by the class-room teacher. Each preservice teacheris responsible for teaching the day’slesson to a small group of about five orsix students.

In addition to instruction, responsi-bilities throughout the practicum in-clude: creating bulletin boards, constructing and scoringwriting assignments, administering a science attitudesurvey, and constructing, administering, and scoring aperformance-based summative assessment. Preserviceteachers typically spend two to three hours at the schooleach week: 30 minutes of preparation; one hour to 90minutes of teaching; 30 minutes of “debriefing” by theuniversity professor and the classroom teacher; and 30minutes of planning for the following week’s lesson (Fig-ure 1). For an example of a student-directed activity, see“Analyzing soil samples,”next page.

The semester following the completion of practicumand content courses, preservice teachers enter a PDSprogram and enroll in an additional science teachingpracticum where they engage students in discovery andinquiry activities covering topics such as microbiology,

Instructional sequence for universitystudents enrolled in science teaching.

Pre-classroom activities (30–40 minutes):

� Prep materials and review group plans for lesson� Work with group and university instructor on strate-

gies for future lessons

Classroom activities (70–90 minutes):� Get settled with group of students� Lesson introduction by one university student� Whole-class focus on tasks ahead; review� Lesson in small subgroup� Clean up: reorganize equipment and materials� Group discussion� Writing activities and notebook upkeep� Whole-class conclusion by university student

* Sequence of classroom activities is determined by thegroup of university students for each lesson

Post-classroom activities (30 minutes):� Team debriefing on lesson with university instructor

(instructor will be rotating during lesson)� Whole-group issues focus by university instructor� Planning time for future lessons

F I G U R E 1

Keyword: Newteacher resourcesat www.scilinks.orgEnter code: TST90202


development activities. Students apply theirpedagogical knowledge to actual classroomteaching situations at all PDS locations.

Finally, students entering the fourth andlast semester of the professional sequence par-ticipate in a student-teaching internship at theschools where they already have been teachingand learning for one or two semesters. At theconclusion of the professional sequence, stu-dents have been part of the school communityfor several semesters.

Assessing the programIn addition to normal course assessments(Figure 3), students enrolled in the sciencepracticum complete team reflections. In thesereflections, students must evaluate their per-formance in the classroom as a team: Howeffective was their teaching? What did theylike about working together in the sameclassroom? What would they change? Whataspects of the experience did they especiallyenjoy? During the final exam, each teamcompletes a written and verbal reflection ofthe experience. Students also complete a self-evaluation of their effort. Three times duringthe semester, classroom teachers completeteaching evaluation forms for undergradu-ates teaching in their classroom and providethe university instructor and students withinformal verbal feedback. Most classroomteachers and students enjoy having universitystudents come into the classroom. It is notuncommon to receive requests for them toreturn for another semester. The universitystudents also complete customary courseevaluations at the end of the semester. On ascale of 1 through 5, students over the pastthree semesters have rated the overall courseexperience as a 4.73.

A few of the comments on the course evalu-ations include: “I liked being in the classroomand having other university students there forsupport. I also liked teaching the small groupsbecause I got to know my students well”;“Early field experience was helpful”; “I learned

more about science and teaching this semester than I havein any other course”; and “Applying the teaching knowl-edge we gained in our regular classes definitely helped mesee how everything ties together.”

Students enrolled in the professional developmentschool sequence have their classroom teaching evaluatedby both the classroom teacher and the university supervi-sor with formal course evaluations. The professional de-velopment schools are evaluated according to standards

Analyzing soil samplesOne day, as part of the practicum experience, undergraduates engagedmiddle school students in an inquiry activity to analyze soil samplescollected on the school site. The data collected was used to deter-mine if the soil could support a butterfly garden, or if the soil wouldneed amending before the butterfly garden could be established.

University students arrived at the school 30–60 minutes before theybegan teaching. A meeting space was designated where practicum stu-dents could finalize plans for the day’s lesson, ask the instructor anyquestions, set up materials, and copy papers. Once students reportedto their classrooms, an undergrad led students in an introductory set oranticipatory activity, linking the material covered the previous weekwith the new material. Following the motivational activity, undergradsjoined student subgroups at their respective worksites with the follow-ing materials: large pieces of chart paper, distilled water, a measuringcup, two quart-size resealable plastic bags, soil texture data sheets, a2 L soda bottle, pH paper, coffee filters, and soil testing kits.

With the exception of the introduction and conclusion of thelesson, this activity was completely student-directed. Students chosewhich tests provide them with the information needed to make aninformed decision about the soil sample, completed activities as agroup, and attempted to answer their own questions using only testdirections and data results as a guide. The undergrads refrained from

providing direct assistance and acted as facilitators. Dependingon the grade level, this activity might be completely re-

searched, designed, established, and maintained bystudents. Possible tests included soil type, pH

levels, nitrogen levels, phosphorus lev-els, and potassium levels. Some

questions students raised were:“How could we make a poorsoil sample more suitable forplant growing?” “What pH levelis best—are we looking for ahigh pH or a low pH?” and “Is it

possible to add nitrogen, potassium,or phosphorus to soil? How?”

Finally, another undergrad led a class discussion. Students sharedresults and offered reasons for discrepancies between groups. Studentsanalyzed data gathered by the class to determine if soil was ready forplanting. If the students resolved that the soil would support a butter-fly garden in its present state, they were required to explain whatfurther amendments were necessary to make the soil more suitable forgrowing plants. Experimentation, collaboration, and sharing of ideaswere encouraged throughout the series of lessons. After class, under-graduates received feedback from both the classroom teacher and theuniversity instructor.

genetics, taxonomic classification, heat transfer, fric-tion, and levels of ecological organization. This pro-gram emphasizes the constructivist-learning model andtherefore activities tend to be student-centered ratherthan teacher-centered.

Students entering the third semester of the profes-sional sequence participate in classes on site at the PDS(Figure 2). Preservice teachers participate in all school-based activities, such as PTA meetings and professional

S e p t e m b e r 2 0 0 2 4949494949

set by the Maryland Professional Development SchoolConsortium and the National Council for Accreditation ofTeacher Education. A committee of university professors,classroom teachers, school administrators, and externalmembers of the community who are not directly involvedwith the PDS conduct the evaluation.

BenefitsLess than half of all teachers hired in the last nine yearsparticipated in any sort of formal induction programduring the first teaching year (Ingersoll, 2000). Providingpreservice teachers with experience inside school wallsand support from university faculty members is invalu-

Teaching science in the secondary school:Selection of appropriate content, methods, and evaluation techniques. Analysis of textbooks and resource materials for teachingscience in the middle and high schools.

Field experiences in secondary education:Experiences in observing and studying school activities directly related to classroom instruction and pupil learning: observing andanalyzing teacher roles, student roles, and instructional environment. Emphasis is placed on direct experience in a variety of settings.

Using reading and writing in the secondary schools:Examination of and practice using a range of assessments for reading and language arts development, focusing on the relationship ofassessment to instructional planning for diverse learners.

Internship in secondary education:Clinical experience in a professional development school during the semester immediately prior to student teaching; focus onclassroom management and discipline technology utilization and reflective practices.

able. Novices entering other professions often work un-der more experienced members of the field—physicians,engineers, and architects—why should teaching be anydifferent? If preservice teachers have the support systemthey need to succeed and continuous exposure to teach-ing in local schools throughout the professional sequenceof study, we can ease teacher retention problems. We aretaught that children should “do science as scientists do.”Why shouldn’t preservice teachers be teaching science asinservice teachers do? When teacher education is basedon experiences with children and ideas can be tested inactual classrooms, everyone benefits. �

Sarah Haines is an assistant professor of biology andSarah Haines is an assistant professor of biology andSarah Haines is an assistant professor of biology andSarah Haines is an assistant professor of biology andSarah Haines is an assistant professor of biology andscience education in the Department of Biological Sci-science education in the Department of Biological Sci-science education in the Department of Biological Sci-science education in the Department of Biological Sci-science education in the Department of Biological Sci-ences at Towson University, 8000 York Road, Towson,ences at Towson University, 8000 York Road, Towson,ences at Towson University, 8000 York Road, Towson,ences at Towson University, 8000 York Road, Towson,ences at Towson University, 8000 York Road, Towson,MD 21252; e-mail: [email protected] 21252; e-mail: [email protected] 21252; e-mail: [email protected] 21252; e-mail: [email protected] 21252; e-mail: [email protected].

References

Boe, E.E., S.A. Bobbitt, and L.H. Cook. 1997. Whither didst thougo? The Journal of Special Education 30(4): 371–389.

Grissmer, D.W., and S.N. Kirby. 1992. Patterns of attrition amongIndiana teachers, 1965–1987. Santa Monica, Calif.: RAND.

Ingersoll, R.M. 2000. Turnover Among Mathematics and ScienceTeachers in the U.S. Washington, D.C.: National Commissionon Mathematics and Science Teaching for the 21st Century.

Murnane, R.J., J.D. Singer, J.B. Willett, and J. Kemple, eds. 1991.Who Will Teach? Policies That Matter. Cambridge: HarvardUniversity Press.

National Education Association (NEA). 2000. New Member CD.Available at www.nea.org/bt/5-profession/profdev.pdf.

Rumberger, R.W. 1987. The impact of salary differentials onteacher shortages and turnover: The case of mathematics andscience teachers. Economics of Education Review 6(5): 389–399.

F I G U R E 3

Assignments required by sciencepracticum students.Team tasks:

� Writing activity constructed and given to entire class� Bulletin board� Unit assessment—performance based� Team reflection in written form

Individual tasks:� Writing activity constructed and given to subgroup� Folder monitoring of subgroup students� Affective checklist constructed and given to subgroup� Learning center constructed and utilized as unit

review� Weekly journal entries sent to university instructor� Final exam� At least one introduction and conclusion conducted

F I G U R E 2

Professional education program courses taught on-site at professional developmentschools: secondary grades.


M

Everyone

Guiding first-year teachers toward success

Michael Lach andDouglas Goodwin

Needs aMentor

entoring is a complex role thatencompasses criticism and praise,pressure and nurturing, logistics,

organization, and persistence. While manyschool districts have specific procedures andobjectives for mentoring, the common focusis to provide the best possible experience forfirst-year teachers. This article offers waysin which mentors can ensure the success ofnew teachers for years to come.

As mentors, we need to acknowledge theperspectives and mindset of new teachers. Inall likelihood, they just completed their edu-cation credentials, have tremendous enthusi-asm for kids, and are in tune with the latestscience content and education pedagogy.New teachers probably haven’t written manylesson plans, given many tests, or led manydiscussions. They aren’t familiar with labequipment and how to use it safely with agroup of teenagers. More importantly, theydon’t have the repertoire of tricks or confi-dence that comes with years of experience.

S e p t e m b e r 2 0 0 2 5151515151

However, new science educators offer a fresh per-spective on teaching and learning and an enthusiasmuntarnished by bureaucracies, difficult students, andparents. Strong science departments and schools pro-vide new teachers with enough support to stand com-fortably on their own without zapping the energy thatcan revitalize a school system. The more we veteranteachers capitalize on the innovations of our new peers,the better we all will perform.

Before school startsMentors should get in touch with new science teachersbefore the first day of school to fill them in on districtand school policies, first-day strategies, classroomstructures, and any shared school laboratories or fa-cilities. Mentors can assist new teachers with creatinga syllabus, writing a welcome letter to parents, anddeveloping a grading policy that meshes with the dis-trict and science department.

Classroom management is often achallenge for new teachers. Beforethe first day, new teachers must fa-mil iarize themselves with theschool’s discipline practices—proce-dures for tardiness, detentions andsuspensions, and protocols for in-cluding parents when resolving classroom issues. Men-tors should emphasize that many classroom disciplineproblems are avoided by having organized classroom op-erating systems, such as managing laboratory materials,distributing and collecting papers, recording tardy stu-dents, and conducting group work. If new teachers thor-oughly review discipline policies before school starts,they can concentrate more on science content and processwhen students arrive.

Setting goals at the beginning of the school year al-lows new teachers to reflect on their progress as theyrevisit and revise their strategies throughout the course.Having a clear set of goals on paper is particularly usefulbecause it helps focus energy on important objectives forscience students and classrooms.

An open classroomOnce school begins, new teachers need to observe class-rooms taught by veteran teachers. Mentors should invitenew teachers into their classrooms and provide objectivesfor the class and how they will be accomplished. Mentorsalso can highlight verbal cues used by teachers to keepstudents focused, or small comments and glances used tobuild rapport and community within a group. The ob-serving teacher can write down questions that arise. Therationale behind observed actions can be discussed afterclass. In subsequent observations, new teachers shouldfocus on particular aspects of teaching: how to managematerial resources, target activities to multiple abilitylevels among students, and instruct students to take notesduring a class discussion.

Mentors also should observe new teacher classrooms.Peer advice and assistance are valuable developmenttools for new teachers learning the ropes. New teachersmay also benefit from team-taught or team-planned les-sons and units.

In schools where materials aren’t plentiful, veteransshould be generous with lab equipment and office supplies.The department should share resources acquired over theyears and include new educators on special orders or deals.

School and districtProcesses and procedures can be overwhelming to some-one inexperienced and just out of school. Mentors helpease some of the burden by showing new teachers how tocomplete progress reports, order materials, reserve spacein computer labs, set up field trips, and obtain resourcesfrom the library or media center. Mentors also should

Keyword: Mentoringat www.scilinks.orgEnter code: TST90203


explain how to record attendance and tardies and waysto track phone calls to parents. New teachers should beintroduced to the district’s science coordinator and madeaware of special events, such as districtwide professionaldevelopment opportunities. Local e-mail lists are crucialfor contacts and the chance to converse about scienceeducation with other professionals. Opening the schooland district to new teachers provides much-needed re-sources and the comfort of knowing additional help andinformation is nearby. Introducing new teachers to thebenefits of professional education organizations mayhelp them identify potential contact sources when theyneed help with lesson plans or new trends.

Community connectionEven if new teachers grew up in the same neighborhoodwhere they teach, they probably haven’t looked at it froma scientific perspective. By encouraging new teachers toattend local museums, geological and environmental ex-hibits, and scientific group meetings in the region, mentorsshow them that every community has some sort of scien-tific presence. New teachers also should be encouraged toattend local school government or parent meetings.

A visionNew teachers need concrete examples of excellent prac-tices. If there is a renowned teacher in the school, forinstance, a teacher-of-the-year or one certified by theNational Board for Professional Teaching Standards,new science teachers should observe the master in ac-tion. The school administration can support such obser-vations by providing release time and class coverage.The aspects of quality teaching unique to science in-clude laboratory activities with diverse groups of stu-dents and scientific inquiry. The more observationsmade of good teaching, the more background newteachers will have in their arsenal and the sharper theirfocus will be on their future growth.

Social importanceGiven how isolating the teaching profession can be, men-tors should reach out to new teachers on a social andpersonal level. Sitting by them in department and staffmeetings, inviting them to the teachers’ lounge for lunchor a break, and joining them at conventions or confer-ences can make a difference. Mentors should inform newteachers of opportunities to get involved with the school,such as chaperoning dances, attending athletic events,and organizing field trips with other classes.

Easing inIn many schools, classes are apportioned so new teachersreceive the most difficult assignments—classes with largenumbers of students, younger students, lower-ability stu-dents, or more special education students. Because the

first year is so challenging, the most inexperienced fac-ulty members should be assigned to the least difficultclasses. This allows the new teacher to ease into the ca-reer of teaching by minimizing frustration to ensure apositive attitude about science, students, and the teachingand learning process. Mentors need to advocate the needsof new teachers to department heads and administra-tion—their success will bring success to everyone.

Focus on implementationFor new teachers, classroom management and lessonplanning are activities of immediate concern. Manynew teachers have difficulty seeing the connection be-tween a well-behaved class and well-planned instruc-tional activities. Standards-based curricula, such asthose produced with support from the National ScienceFoundation, provide well-written lessons with studentmaterials and equipment kits, allowing new teachers tofocus more on implementation and less on curriculumdesign. They provide the research base and have docu-mented effectiveness that offers a safety net to a noviceteacher’s first year. New teachers can focus attention onclassroom management, interactions with students, andrelationships with parents. For those who want to flextheir creative muscles, there are plenty of additionalresources, ideas, and activities that can be implementedto supplement what’s already been developed.

Most teacher preparation programs will instruct newteachers in the appropriate use of state and nationalscience standards (NRC, 1996), yet connecting these topractice is difficult. In conversations with new teachers,it is helpful to concentrate on standards that describestudent knowledge and capabilities, particularly whengoal setting. This ensures that the focus remains on theacademic achievement of students.

The science teacher’s first year doesn’t have to be adifficult and trying experience. While many factorscan influence the effectiveness of a first-year teacher,strong and meaningful support from colleagues canmake the difference between a young amateur and asavvy practitioner. By working together, we can makenew science educators in our schools more effectiveand that helps all of us. �

Michael Lach (e-mail: [email protected]) worksMichael Lach (e-mail: [email protected]) worksMichael Lach (e-mail: [email protected]) worksMichael Lach (e-mail: [email protected]) worksMichael Lach (e-mail: [email protected]) workson the Teacher Induction Program for the Chicago Pub-on the Teacher Induction Program for the Chicago Pub-on the Teacher Induction Program for the Chicago Pub-on the Teacher Induction Program for the Chicago Pub-on the Teacher Induction Program for the Chicago Pub-lic Schools. He can be reached at 812 West 1lic Schools. He can be reached at 812 West 1lic Schools. He can be reached at 812 West 1lic Schools. He can be reached at 812 West 1lic Schools. He can be reached at 812 West 199999 ththththth Street, Street, Street, Street, Street,Apartment 1R, Chicago, IL 60608. Douglas GoodwinApartment 1R, Chicago, IL 60608. Douglas GoodwinApartment 1R, Chicago, IL 60608. Douglas GoodwinApartment 1R, Chicago, IL 60608. Douglas GoodwinApartment 1R, Chicago, IL 60608. Douglas Goodwin(e-mail: [email protected]) is a science teacher at(e-mail: [email protected]) is a science teacher at(e-mail: [email protected]) is a science teacher at(e-mail: [email protected]) is a science teacher at(e-mail: [email protected]) is a science teacher atLake View High School. He can be reached at 1537Lake View High School. He can be reached at 1537Lake View High School. He can be reached at 1537Lake View High School. He can be reached at 1537Lake View High School. He can be reached at 1537West Farwell, Apartment 2S, Chicago, IL 60626.West Farwell, Apartment 2S, Chicago, IL 60626.West Farwell, Apartment 2S, Chicago, IL 60626.West Farwell, Apartment 2S, Chicago, IL 60626.West Farwell, Apartment 2S, Chicago, IL 60626.

References

National Research Council (NRC). 1996. National Science Educa-tion Standards. Washington, D.C.: National Academy Press.


September 2002

Tips and techniques for creative teaching


Practice MakesPerfectNew science teachers face a daunt-ing task. They must rapidly learnhow to put together notes, find in-teresting demos, present challenginglabs, provide appropriate home-work, write tests and quizzes, stayorganized, and find a balance be-tween home and school.

My colleague and I have 35 yearsof teaching experience combined.When we were asked two years agoto share a classroom and chemistrylab, we sat down and outlined whathas worked and what hasn’t workedfor us during our careers. Takingthese notes into consideration, wedeveloped a plan for the scholasticyear that has proven successful in avery competitive, academic school.We hope our tips will help newteachers survive (and thrive) duringtheir first year.

First-day demonstrationsWe begin the academic year withdemonstrations on the first day. Pre-senting concepts gives students acaptivating preview of what’s tocome. To demonstrate conductivity,we place electrodes attached to alight bulb into aqueous solutions ofacids, bases, salts, and molecularcompounds. The strength of con-ductivity depends on the degree ofionization (amount of charged par-ticles) in a solution. The stronger theconductor, the brighter the bulbglows. To introduce gas laws, weput a small piece of dry ice in abottle filled with water. The dry icecreates pressure, forcing a stream ofwater to shoot out of the bottle with-out squeezing the bottle.

After engaging students withdemos, we outline safety rules and

the layout of the lab room. Eachnumbered lab station is equippedwith individual lab drawers and acommon equipment cabinet con-taining laminated equipment lists.Posted on each bench are lab duties:opening and locking lab drawers,cleaning sinks, wiping down reagentareas, straightening aprons, andturning on the UV light in thegoggle cabinet. Each lab bench takescare of one responsibility to ensurethe next class has all the materialsneatly organized.

The first lab day begins with asong, “The Twelve Days of Chemis-try,” similar to the one found in IdeaBank Collation: A Handbook for Sci-ence Teachers (Talesnick, 1984).Sung to the tune of The Twelve Daysof Christmas, the words are as fol-lows: “On the first day of chemistrymy teacher gave to me a test tubeand an Erlenmeyer flask.” For thesecond through twelfth days, we addthe words “two forceps, three bea-kers, four glass plates, five ringstands, six Florence flasks, sevenwatch glasses, eight tongs a carrying,nine covered crucibles, ten gradu-ated cylinders, eleven pipettes drip-ping, and twelve strikers striking,”respectively. By the end of the song,most students are familiar with thename and sight of equipment. Stu-dents then proceed to their stockedlab drawers to check, clean, and re-place items.

Enforcing safetyFollowing the lab check, we admin-ister a lab safety test. The safety testconsists of 30 multiple-choice ques-tions regarding: wafting, appropri-ate clothing in lab, the propermethod for inserting glass tubinginto a rubber stopper, careful han-

dling of reagents, how to heatalcohols and hydrocarbons, correctheating of test tubes with chemicals,specific types of glassware that canbe heated, how to clean up chemicalspills, first aid for cuts and chemicalburns, how to neutralize substances,using hood for poisonous gases, howto light burners, and proper orderfor diluting acids. In addition, thestudents must identify 10 pieces ofstandard laboratory equipment andscore a 90 percent on this test to con-tinue. The test is retaken untilpassed.

Consistency is keyMost students, especially those withlearning difficulties, perform bestwith a consistent schedule. We pro-vide students with notes for the en-tire course at the beginning of theschool year, which are written andcopied during the summer. Notesare color coded: white for teachernotes, peach for labs, and yellow forhomework. Included in the notes isa schedule of when labs, assign-ments, or tests will occur. Althoughflexibility is sometimes needed, stu-dents typically stick to a schedule:For example:

� Tuesdays are lab days (appro-priate dress and shoes for lab);

� Homework is due on Thurs-days;

� Fridays are typically test orquiz days.

Our grading system is brokendown to include homework (15 per-cent), lab work (20 percent), quizzesand review quizzes (15 percent), andtests (50 percent). Students receivefull, partial, or no credit for theirwork and have a one-day extension

September 2 0 0 2 55555555555555555555

certificate that may be used for anylate work.

Mastering the materialGuided practice problems areworked out on the board by stu-dents to assess who understands thematerial. We divide quizzes intonew and review material quizzes.Retests and requizzes are availableto ensure that students master thematerial. Each retest and requizconsists of essays, short-answerquestions, or problem sets (no mul-tiple choice). The varied formatmakes students think more becausethere are no visual cues to aid theirprogress and they are forced to un-derstand the material better the sec-ond time around. Students aregiven the better grade of the two;most score higher on the retake.

Labs are a crucial part of chem-istry. Appropriate safety apparel isrequired. Students are asked tokeep an old pair of tennis shoes intheir locker and are constantly re-minded to keep their goggles on.Lab partners are assigned and ro-tated each month. After the first ro-tation, students are then paired ap-propriately based on strengths andweaknesses.

By spring, the most challengingmaterial has yet to materialize;however, students usually are rest-less by this point. To maintaintheir attention, mole bucks—smalldollar bills with mole faces in thecenter—are used for extra crediton tests. To earn a mole buck, stu-dents must answer several ques-tions correctly. The bucks may beused for one free test question andno more than one may be used pertest. Students pay apt attentionand often inquire about the num-ber of bucks they’ve accumulated.

We do not give extra creditreadily, but provide one project eachsemester that allows students up to50 points on their lowest test (not toexceed 100 points). One way to gainextra credit points is to dress up likea mole on “Mole Day,” October 23,to celebrate the standard unit ofmeasurement and to correspondwith 6.02 x 1023.

The first semester we providecostume ideas and patterns formoles. This past year, one studentcame in dressed as the “Last of theMolehicans,” wrapped in a blanketwith a headband. One studentdressed in all white as a “dental mo-

lar.” For extra credit the second se-mester we ask students to create achemistry magazine complete witharticles, how-tos, jokes, recipes inmetric units, and interviews. Stu-dents can work with a peer or indi-vidually and are limited only bytheir imagination and creativity.

We hope these classroom sugges-tions, garnered by us through theyears, will help new teachers. Mostimportantly, however, we want newteachers to enjoy the ride! Teachingis incredibly rewarding and exciting—we speak from experience!

Janice Crowley (e-mail: [email protected])is science department chairperson anda chemistry teacher, and DianeWarren (e-mail: [email protected])is a chemistry and environmentalteacher, both at Wichita CollegiateUpper School, 1221 North Webb RoadWichita, KS 67206; www.wcsks.com

Reference

Talesnick, I. 1984. Idea Bank Colla-tion: A Handbook for Science Teach-ers. Ontario, Canada: Science Sup-plies and Services Company, Ltd.

The Science Teacher14

Introducing The New Teacher ’s Toolbox! The first years of teaching can be tough: Getting to know a new school, new students, and what really works in the classroom can be a lot to handle! In this new column, Michael Romano will share some insight from his first years of teaching—and some tips to help new (and even veteran) teachers along the way.

Conquer ing the “So What Now? ” MomentI can remember it well. The bell had just rung, and 26 stu-dents were sitting in their desks. It was my first period class on the first day of school, and I was fresh out of graduate school with a brain full of ideas about how this class would go. But with 26 pairs of eyes staring at me, all of the theory seemed useless. So what now? I thought.

Any veteran teacher can recount that moment on their first day of school. The best piece of advice a colleague gave me that morning was to embrace the anxiety and anticipation and savor the day. The first day of school is always a blur with so many tasks to accomplish—discussing expectations, distributing books, learning names, introducing course materials—and there is always the concern that you will rush through too quickly or talk too much and run out of time. There are a number of tips I picked up from other teachers that helped me get through that day; these ideas certainly made my first day—and every first day since—smoother.

Own it. Cliches are so trite, but it is true that you never get a second chance to make a first impression. Walk into that first class relaxed but energized, and with an attitude that you own the place, but without pretension. If you demonstrate confidence, your students will see it and respect it.

Preparation, preparation, preparation. As with all lessons, preparation is the key to success. Create your seating charts in advance; alphabetical charts are perfect for day one. Lay the textbooks out in a convenient spot so you are not reaching and huffing in front of the class.

Get all the information. I like to have a “Student Info Sheet” on the desks as students arrive so they can begin working immediately. This gives you an opportunity to uncover some

important information and keep students engaged while you distribute books and answer questions. I ask about parent contact information, nicknames, potential allergies, a favorite lab or activity from last year’s science class, and activities and interests outside of school. This helps paint a more complete picture of each student and can be invaluable information when establishing rapport in the crucial first weeks of class.

Learn names. Make it your task to learn all of your students’ names by the end of the first week. This is no easy feat, but it makes all the difference in establishing rapport. Take attendance and repeat each name as you go. Go down the rows in your head while students are working. If your attendance or grading program creates seating charts with pictures, print them out and take them home to study. If you make a mistake or cannot remember a name, just smile and say, “Oh man, I’m trying so hard!”

End with a bang. The first day involves a lot of bookkeeping, but it also marks your first chance to set the tone for learning. In my biology classes, I like to start with a

National Geographic News article about a snake with two heads (Mayell 2002). I ask my students to consider whether having two heads puts this snake at an advantage over other snakes. An engaging discussion about the nature of science and questioning the natural world ensues, and if the timing works perfectly, I leave them hanging about

some answers until the second day! In my chemistry classes, I do some color change

demonstrations that draw out the process of scientific inquiry and relate chemistry to everyday occurrences. Activities like these are open-ended enough to relate to multiple course topics and engaging enough to hold interest on a day that will likely be fairly monotonous in other classes. Instead, by establishing a plan for success, you can turn the first day of school from one of apprehension and anxiety to one of anticipation.

Michael Romano ([email protected]) is a science teacher at Acton-Boxborough Regional High School in Acton, Massachusetts.

ReferenceMayell, H. National Geographic News. 2002. Life is confusing for

two-headed snakes. March 22. http://news.nationalgeographic.com/news

September 2010, Tips and Strategies for Teachers Just Starting Out Michael Romano

The New Teacher’s Toolbox

With 26 pairs of eyes staring at me, all of the

theory seemed useless. So what now? I thought.


Teaching in the Dig i ta l AgeI went to school in the overhead projector age, and I was a senior in high school the first time one of my teachers used a PowerPoint presentation in class. I remember him using flashy transitions to make the words move on the screen, but it kept our attention the way no transparency ever could. I also remember some teachers scoffing at this new medium that they knew relatively little about. More traditional ways of teaching were still in favor, and there was no guarantee that student learning would be measurably affected by this technology, or so they argued.

By the time college rolled around, all of my professors were using PowerPoint. We turned in biology lab reports through a website, completed weekly chemistry problems online, and even used Dreamweaver to develop websites in an educational technology course. My friends were all using this new social networking site called Facebook, and by graduation, the full force of this technological revolution had become apparent.

As scientists, we are keenly aware of technology’s effect on discovery—imagine our field without digital microscopy, satellites, or the internet. As more of our world conforms to this digital age, education faces a similar renaissance. New technologies are engaging today’s students the way PowerPoint did a decade ago. The pressure to go digital can seem especially overwhelming to new teachers, but fear not! Teaching in the digital age is easier than you think. Here are some tips to help get you started.

Start a course website. A course website is a great place to compile resources that your students can use every day, and it doesn’t take much time to create one. I keep mine up-to-date with a current unit schedule so students can see what they have missed when absent and parents can see what we are working on in class. For my chemistry classes, I post solved homework problems as PDFs so students can check their own answers. This allows them to follow along with my work if they are struggling at home and saves valuable class time, as I am able to focus on trouble spots instead of reviewing every problem. I also post links to helpful websites—interactive periodic tables, references

for writing lab reports, molecular animations, and relevant current events.

Facebook is not your friend. As much fun as this social networking site can be, it has led to the embarrassment and downfall of many new teachers. If you cannot cut the Facebook cord completely, there are two simple rules to remember. First, your students are not your friends. You can choose to accept their friend requests after they graduate, but ignore them while they are still in your classes. As for your page’s content, use the “SPP rule.” For any picture, wall post, or personal gem on your page, ask yourself whether you would you be comfortable sharing it with your students (s), their parents

(p), and your principal (p). If not, take it down. With privacy settings constantly changing and teenagers becoming more web savvy by the day, nothing is really private anymore.

Take a webquest. A simple web search may find hundreds of websites for any given topic; a “webquest” is a way to help your students navigate the best ones. Develop a set of questions that accompany three to five good websites about a particular topic. Choose sites from credible sources with colorful images, good animations, and engaging side links. You have significant flexibility here for guiding students’ discovery to specific outcomes,

and along the way, they will find engaging content to pique their interest and curiosity.

Get creative with projects. Use your students’ tech-savvy skills to your advantage by tweaking your projects to include a digital option. My chemistry students develop YouTube music videos for final exam topics, and my marine biology students create a “Critter Twitter” to discuss the behavior and ecology of a particular marine animal. Projects such as these give you an opportunity to use varied assessments and give your students a chance to get creative in a medium they are comfortable with.

If you can embrace the digital age, you will find it has much to offer both you and your students.


October 2010, Tips and Strategies for Teachers Just Starting Out Michael Romano


As scientists, we are keenly aware of

technology’s effect on discovery—imagine

our field without digital microscopy,

satellites, or the internet.


November 2010, Tips and Strategies for Teachers Just Starting Out Michael Romano


When S i lence I s Not Golden Silences can be quite uncomfortable, and in front of a classroom of students, 10 seconds can feel like an eternity. Class participation is tricky because it de-pends on several complicated dynamics. One factor is the personality of students, over which you have little control. Another is the time of day: First period classes are often a struggle, as are the “food coma” classes right after lunch.

Ideally, many students will consistently volunteer in class, but a classroom community such as this takes much time, skill, and effort to build. “Cold calling” at random is a popular technique with many teachers, but it is surprisingly easy to favor certain students and exclude others using this method. Here are some strategies you can use to ensure that participation in your classroom is measured, fair, and encouraged.

Beware “The Lone Raiser.” We all have at least one of these students. He or she is usually bright, often knows the correct answer, and will raise his or her hand for every question. Unfortunately, this student is often the only one who raises a hand. As tempting as it may be, don’t default to this quick hand. Students will be less likely to volunteer if they know you will ultimately call on The Lone Raiser, so take a deep breath and use the full wait time of at least three seconds or more (Rowe 1972).

Write it out. Some students may like to answer questions, but miss out on the opportunity to do so because they cannot think of an answer quickly or put their thoughts into words. Have students jot down an answer in their notebooks, and then ask for volunteers. These students will be more willing to participate now that their thoughts are written out.

“Stick” to it. Sometimes cold calling can be helpful. Write each student’s name on a craft stick and put it upside-down in a beaker on your desk. When you need a volunteer, pick a stick. This eliminates selection bias. Place the used sticks in a separate beaker to ensure that all students are eventually chosen. Or, use one beaker and return the sticks each time. This keeps students on their toes, as they might be called on again!

Pick a pattern. Minimize bias by arbitrarily choosing a pattern at the beginning of class that establishes an order in which you will call on students. This could be a shape, a letter of the alphabet, or any pattern that’s easy to remember (Figure 1). Vary the pattern each day.

Show the replay. Oftentimes, the best way to evaluate your teaching patterns is to do so as an outside observer. Videotape one of your classes and then watch it, focusing on how you call on students. Or, better yet, have a trusted colleague or mentor sit in on one of your classes. This observer can calculate your wait time, tally how many different students speak, and make note of subconscious biases, such as favoring one side of the room or a certain gender.

Create community. This is perhaps the most valuable strategy for optimizing class participation—but it also requires the greatest energy. The goal is to create a space where all students feel comfortable volunteering and can risk being wrong without embarrassment. This is no easy feat, but a good first step is to encourage participation from the first day of class. Praise students for volunteering, but be mindful of rewarding incorrect answers; there is a distinct line between correcting misconceptions and encouraging students to take a risk and answer a question. If a student laughs at or mocks another student’s answer, be quick to address it. This sort of behavior can quickly erode the kind of community you are trying to create.


Reference

Rowe, M.B. 1972. Wait-time and rewards as instructional variables: Their influence in language, logic, and fate control. Paper presented at the National Association for Research in Science Teaching, Chicago.

F i g u r e 1

Two sample patterns for calling on students.

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