By: Brittany Kupferman, Ken Nyer, and Kristen Wilkens
“My first day as a teacher was filled with mixed emotions. The nervous feeling initially set in but after a few days I was finally able to relax (a little). However, now that I am almost at the end of my first year, the feelings of mixed emotions walk in the building with me in the morning and leave with me when the final school bell rings. There are some days where I feel defeated, whether it is by the students, faculty, administration, parents or curriculum. And then there are others when I feel on top of the world because my class got through a lesson or one child simply thanked me for making school fun” -Stacy Jones
Stacy’s experiences in the above passage illustrate both the positive and negative feelings a first year teacher experiences. This teacher notes how she had to manage administration, faculty, students, and parents, along with the unexpected. From this statement we can take away the sentiment that the first year of teaching is anything but simple. Burke (2010) revealed the shocking statistic that nearly fifty percent of all educators quit the profession within their first five years. As graduate students in the education program at Long Island University at C.W. Post, we think that perhaps a deeper understanding of the first year of teaching would provide first year teachers, and ourselves, with the needed help, support, and realistic expectations to alleviate some of the hardships endured and provide for a successful first year. It is through our research that we hope to demystify the struggles associated with the first year of teaching and provide some insight for those who are embarking on this journey. Ultimately, our goal is to uncover how first year teachers in mixed income districts on Long Island manage the physical, social, emotional, and professional experiences of teaching.
REVIEW OF LITERATURE:
Preparation for Teaching:
We began our research by reviewing the literature on teachers’ feelings of preparation for the first year of teaching. We found that most of the studies focused on the need for a mentor, more field experience, and more guidance and support during their first years of teaching.
In a study conducted by Cahill and Skamp (2003), the researchers analyzed novice teacher’s perceptions of what would improve their science and technology teaching on the primary school level. In their research, they surveyed a random sample of 100 Australian schools in which there was a least one novice teacher, in order, to determine what factors respondents perceived to contribute to their confidence to teach science content. Out of these surveys, 46 were returned to the researchers who checked for answer consistency. These factors included data on the personal characteristics of the novice teacher, past science and technology educational history, school professional experiences, the school culture in their first year of teaching, and self-reports of the teachers’ own practice as it related to science and technology education. It was found that the novice teachers’ schooling (K-12) had little impact on their confidence levels as future educators. Likewise, tertiary science and/or technology discipline study units were found to have only a minor positive influence on the confidence levels of respondents. On the contrary, it was found that curriculum/methodology studies had a strong positive influence on teacher’s confidence levels. Similarly, a number of block practicum sessions, observations of other teachers, and teaching of science or technology lessons during practicum sessions all contributed positively to teacher confidence. It was also found that approximately one third of respondents identified their first year of teaching as the greatest positive influence on their confidence to teach. That being said, over 80% of respondents reported a need for more assistance in teaching from their colleagues during that year.
Colleague support and the help of a mentor can be an important factor in surviving the first year as a new teacher (Street 2004). According to the research compiled from an experiment where fifteen highly effective educators took on the task of mentoring 15 student teachers, many new teachers feel as though they are faced with a “sink or swim” situation as they enter the educational field. Mentors act as the bridge between a new teacher and an experienced professional. When done correctly, mentors not only teach a new educator how to create lesson plans, but more importantly, how to survive the first year.
In a study by Herbert and Terry (2000), the authors reported on the successes of a first year teacher. For this study, the researchers chose to focus on one, twenty-four year old female, beginning her first year as a physical education teacher. The study was conducted over the course of nine months. During this nine-month period, the authors recorded seven, 30-90 minute interviews with the participant regarding her first year as an educator. In addition to interviewing, the authors observed the teacher throughout different aspects of the school setting. The article supported the idea of establishing a friendly repertoire with seasoned teachers in order to make the first year of teaching a positive one. Seasoned teachers are aware of the culture of the school, the administration, other faculty members, as well as information on the students and parents in the community. By having a basic understanding of the school climate, a new teacher can approach situations in a manner that reflects the schools aim and objectives, which will create a more positive experience. The study concludes by stating that new teachers should use the resources available to them, mentors or other faculty members, to learn as much as possible in order to experience some of the successes obtainable for first year teachers.
Despite what we have learned about the kinds of support that new teachers need, Burke (2010) analyzed the data from the 2003/2004 Schools and Staffing Survey administered by the National Center for Education Statistics on behalf of the U.S. Department of Education. This study found that only 5.7% of new educators received reduced teaching schedules, 8.2% received a reduced number of teaching classes, and 27.1% received classroom assistance. It is therefore, not surprising, that nationwide, forty to fifty percent of new teachers quit the profession within their first five years.
Philosophy of Teaching:
After reviewing numerous studies on teachers’ philosophies of education, we found that many educators lose sight of their methodologies once they are working in the field. This was alarming because despite learning about the importance of student-centered teaching methods in their training to become educators, teachers’ often resort back to teacher-centered approaches when they feel that they must gain control over their classroom. Our research suggests a need to further cement the importance of student-centered teaching in order to create more effective educators.
A research article by Markic & Ellis (2010) explores student teachers’ beliefs about student and teacher-centeredness based on subject matter. This study discusses data collected from 266 first-year science education students from four separate German Universities in each of the four science domains. The sample was comprised of first year science education students: 80 in chemistry, 45 in physics, 75 in biology, and 66 in primary school science. Qualitatively, these students were tested using a rating scale based on a 13 point checklist of teacher-and- student-centered attributes in three areas (teacher, students, and environment). Additionally, education students were asked to spontaneously draw themselves and their students in a typical teaching situation. This tool was used to create a snapshot of the teachers’ beliefs. One of the main purposes of this study was to determine whether children’s distaste for chemistry and physics stemmed solely from the subject matter, or whether varying teaching styles added to students’ negative connotation with these subjects. In multiple studies, it was found that chemistry and physics teachers are more content-focused, teacher-centered, and less oriented on the theory of constructivism. It was found that the majority of future chemistry teachers from this sample showed teacher-centered beliefs, despite the fact that modern theories of learning and constructivism call for student-centered approaches. This tendency toward teacher-centered beliefs was strongest in physics education students. On the contrary, students planning to become secondary biology or primary science teachers had more student-centered beliefs. The results of this study are of grave concern and point to a need for a change in teaching practices to mirror that of modern educational theory.
Modern theories of education, although proven to be more successful in the classroom, have not only been neglected by educators, but administrators as well. In the article by Thomas Farrell (2005), the participant in the study discussed how he had to forgo his beliefs on how to conduct his own classroom in order to please the school’s administration. The new teacher in this study was very much in favor of the student-centered approach to learning because it allowed the students to learn by doing rather than listening to a lecture. Although this teacher felt very strongly about his personal classroom philosophy, he was unable to practice his beliefs because they didn’t adhere to the school’s policy on education. Although he disagreed, this teacher was forced to implement the teacher-centered approach to his classroom. New education philosophies promote the idea of student-centered classrooms; unfortunately, there are schools, like the one in this study as well as others, that are unable to break the traditional teacher-centered approach to education. This conflict between personal philosophies and school philosophies presents a struggle that new teachers may face.
Similarly, Brindley and Parker (2010) conducted a study to reinforce the differences that exist between what new teachers are taught in education programs and what is expected in their classrooms. To complete a thorough study, the researchers followed three students throughout their two-year masters programs in education. Once they completed their programs, the study continued throughout their first year of teaching. The participants were interviewed, observed, and asked to keep a journal to document their experiences. In the case of each participant, the educational beliefs and philosophies established at the conclusion of their masters programs did not survive through their first year of teaching. It was concluded that these teachers had to overcome their personal beliefs towards education and follow the direction of their school district. The teaching philosophies and beliefs of each of these teachers focused around the concept of a student-centered approach to learning. Each of their philosophies were influenced in some way by this constructivist approach to education whether it was seen in the teacher’s choice of learning, lecturing, or seating. However, these first year teachers had no choice but to forfeit their beliefs about student-centered approaches and adhere to the educational philosophy of their school district. Once again, this study reflects upon the conflict regarding educational ideologies that can occur.
DATA COLLECTION & ANALYSIS:
In order to uncover information that would allow us to truly understand both the positive and negative experiences endured by first year educators, we conducted in-depth interviews of six Long Island high school teachers working in districts of varying socioeconomic statuses. Two teachers taught in Syosset, a school with high socioeconomic standing, two teachers taught in East Meadow, a school with average socioeconomic standing, and two teachers taught in Baldwin, a district of low socioeconomic standing.
During this process we created questions pertaining to their experiences, difficulties and successes throughout their first year of teaching. Each participant was interviewed for two one-hour sessions. The first interview covered each teacher’s experiences prior to entering the educational field. The second interview focused on their experiences during their first year of teaching as well as their reflections and thoughts afterwards. The interviews were recorded and then transcribed for further analysis in an attempt to find common threads between our participants and the research. Through these interviews, we hoped to gain an understanding of the first year experience as well as the best ways to overcome many of the demanding responsibilities faced by first year teachers.
FINDINGS:
After analyzing and comparing our interviews, we found many underlying themes that were consistent with existing research articles. Our findings emphasized the need for more collegial support for novice teachers, including the help of a mentor or supervisor. In a study conducted by Cahill & Skamp (2003), they noted “there can probably never be enough support for individual novice teachers, attending to the many challenges presented by their first class, but systems, school administrators and individual supervisors must take seriously the need to guide novice teachers in their initial year of growth.” This idea was a major thread amongst all participants in our study. It is evident that all first year educators should be provided mentors to help them develop into successful teachers. In order to obtain New York State Professional Certification, teachers are required to have at least one year of mentored experience. Unfortunately, as made evident in our study, this requirement is often overlooked. Our participants expressed the desire to have more support and guidance to be better prepared to successfully handle aspects of teaching that are not explicitly discussed in education programs. For example, one participant, Asher, suggested that in order to appear prepared and professional for conferences or parent meetings, teachers should have organized information on each student including grades, classroom behaviors, and suggestions for further academic success in the classroom. Asher’s suggestions stressed the need for administrators to more strongly enforce and encourage the guidance of mentors for first year teachers.
Along with teachers revealing the need for mentors, they also expressed the importance of their student teaching experience. These two factors were found to prepare teachers the most for their futures in the classroom. Through our research, we have identified the importance of a good student-teacher, cooperating-teacher relationship. New teachers entering the profession often have common questions and concerns regarding their professional development. However with the help of cooperating teachers, many of these concerns can be put to rest. Some of these topics include: what to teach (the curriculum), how to manage a classroom, how to appropriately develop and implement effective lesson plans, how to deal with administrators and parents, and how to remain positive despite the many obstacles they might face. According to Jon Dexter, “the job of a mentor is to show a new teacher how to do everything that goes along with being an effective educator. They offer constructive criticism, tips, advice, and a shoulder to lean on.”
Another theme that resounded in our research was the need to reinforce the importance of the constructivist approach to learning. All of our participants expressed their desire to teach in a student-centered manner. That being said, they also revealed a need to utilize a more teacher-centered approach in order to successfully maintain order and balance in the classroom. We found that teachers felt they needed to find a balance between the two styles of teaching to create the most functional and beneficial learning environment. According to Jim Jimson, “Teaching should be done using a student-centered approach so that the kids feel like their opinions matter. The goal of learning is not to have kids just spit back information, but to truly learn for themselves. Nevertheless, at times, a teacher-centered approach is needed so that the material can be covered in the allotted time.” Similar findings were discussed in a research article by Markic & Ellis (2010). This article explored student teachers’ beliefs about student and teacher-centeredness based on subject matter. In combination with our findings and our research, we have discovered that the constructivist approach should be implemented regardless of subject matter. In order to better accomplish this, administrators must organize programs that instruct educators about the importance of using a combination of teacher-and-student-centered approaches with an emphasis on student-centered in order to engage and optimize student learning.
Although the first year of teaching is full of challenges and hardships, our interviews have allowed us to find general trends which may make the first year more manageable. We have compiled the most important tips that our participants have provided in order to supply future educators with suggestions of how to prepare for the first year of teaching. During your student-teaching semester, take advantage of any opportunity available to gain experience with parents, students, administration, or other faculty members. The more you can be exposed to during student-teaching, the more prepared you will be. Another important tip is to observe the different methods a teacher uses to manage the classroom and to make note of the success or failure of these methods. Furthermore, new teachers should make an effort to reach out to parents, befriend the custodial staff and secretaries, participate in extra-curricular activities and school related functions, embrace school culture, document everything, be prepared everyday and do not be afraid to reach out and ask for help when needed. To quote one of our participants, “Be friendly, get involved, volunteer, be visible and be open to advice. We don’t always have all the answers, communicate with the grade or subject area colleagues, speak to your administrator and always be available.”
Although this research has provided us with a large amount of insight into the first year of teaching, some questions still remain unanswered. In the future, we hope to uncover whether these suggestions ring true amongst other people in the school community, such as tenured teachers, administrators, superintendents, principals and the school board.
CONCLUSION:
As prospective teachers, our goal was to provide others and ourselves with information to help guide us through this journey to becoming an effective first year educator. Through our research, we were able to uncover the various aspects of the first year of teaching and the many suggestions that new teachers offered. In this way, we compiled expectations and advice to better prepare those entering the profession. It has become apparent that the first year of teaching is anything but simple. However, with the guidance from cooperating teachers and mentors, as well as the aforementioned advice, it can definitely be manageable. The bumpy road we all must follow to become a first year teacher will be followed by great reward. For every obstacle we must overcome, there will be a student who, with our help, will achieve great things.
References
Brindley, Roger, & Parker, Audra. (2010). Transitioning to the classroom: reflections of second-career teachers during the induction year. Pergamon.
Burke, Arthur. “How Well Prepared and Supported Are New Teachers? Results for the Northwest Region from the 2003/04 Schools and Staffing Survey.” REL Northwest 097 (2010). Print.
Cahill, M, & Skamp, K. (2003, March). Novice’s Perceptions of What Would Improve their Science Teaching. Australian Science Teacher’s Journal, 49(1), 6-17.
Farrell, Thomas. (2005). The first year of language teaching: imposing order. Elsevier.
Herbert, Edward, & Worthy, Terry. (2000). Does the first year of teaching have to be a bad one? A case study of success. Pergamon.
Markic, S & Eilks, I. (2010). First-Year Science Education Student Teachers’ Beliefs about
Student- and Teacher-Centeredness: Parallels and Differences between Chemistry and Other Science Teaching Domains. Journal of Chemical Education, 87(3), 335-339.
Street, Chris. “Examining Learning to Teach through a Social Len: How Mentors Guide
Newcomers into a Professional Community of Learners.” Teacher Education Quarterly(2004): 7-24. Print.
