ED 375 569 AUTHOR TITLE INSTITUTION REPORT NO PUB DATE NOTE AVAILABLE FROM PUB TYPE EDRS PRICE DESCRIPTORS ABSTRACT DOCUMENT RESUME EC 303 406 Cohen, Mary Kemper; And Others Survival Guide for the First-Year Special Education Teacher. Revised Edition. Council or Exceptional Children, Reston, Va. ISBN-0-86586-256-7 94 56p.; For the 1990 edition, see ED 329 055. Council for Exceptional-Children, 1920 Association Dr., Reston, VA 22091-1589 ($12 non-members, $8.40 members; Stock No. P335R). Guides Non-Classroom Use (055) MF01/PC03 Plus Postage. *Beginning Teachers; *Classroom Techniques; Codes of Ethics; *Disabilities; Educational Planning; Elementary Secondary Education; Interprofessional Relationship; Parent Teacher Cooperation; Regular and Special Education Relationship; Social Support Groups; *Special Education Teachers; Standards; Stress Management; Teacher Administrator . Relationship; Teacher Qualifications This guidebook offers practical advice to support special education teachers in their first year of teaching. The first chapter, "Getting Ready To Teach," outlines preparations necessary before school begins, such as organizing the classroom and establishing planning and record-keeping strategies. "Tips for the Classroom" lists what teachers should discuss with students on the first day, what to prepare for a substitute teacher, and positive reinforcers. "Building Rapport" offers tips on working with co-workers, the administration, and parents. "Interfacing with Regular Educators" lists basic ingredients to a successful regular and special education partnership, suggests communication strategies, and notes sources of support. "Be Kind to Yourself and Enjoy" offers stress management tips for teachers and students. "Think about It" describes some situations that can be better handled if the teacher thinks about them ahead of time. By thinking ahead, the teacher is better able to find alte:natives to cope with situations such as encountering severe behavior problems, vandalism, student smoking, or a potential student suicide. The final chapter, "Some Closing Thoughts," encourages new teachers to emphasize the positive aspects of their first year of teaching. The guidebook concludes with a list of information resources available from the Council for Exceptional Children (CEC), the "CEC Code of Ethics for Educators of Persons with Exceptionalities," and "CEC Standards for Entry into Professional Practice." (JDD) *********************************************************************** Reproductions supplied by EDRS are the best that can be made from the original document. ************************Mr*******************************h*************
Survival Guide for the First-Year Special Education Teacher,Revised Edition
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EC 303 406
Cohen, Mary Kemper; And Others Survival Guide for the First-Year Special Education Teacher. Revised Edition. Council or Exceptional Children, Reston, Va. ISBN-0-86586-256-7 94 56p.; For the 1990 edition, see ED 329 055. Council for Exceptional-Children, 1920 Association Dr., Reston, VA 22091-1589 ($12 non-members, $8.40 members; Stock No. P335R). Guides Non-Classroom Use (055)
MF01/PC03 Plus Postage. *Beginning Teachers; *Classroom Techniques; Codes of Ethics; *Disabilities; Educational Planning; Elementary Secondary Education; Interprofessional Relationship; Parent Teacher Cooperation; Regular and Special Education Relationship; Social Support Groups; *Special Education Teachers; Standards; Stress Management; Teacher Administrator . Relationship; Teacher Qualifications
***********************************************************************
Reproductions supplied by EDRS are the best that can be made from the original document.
************************Mr*******************************h*************
ii
A
a
"PERMISSION TO REPRODUCE THIS MATtErIAL HAS BEEN G NTED BY
TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC)"
CK BEST AVAILABLE
--...
U S DEPARTMENT OF EDUCATION Mc of Educational Research and improvement
EDUCATIONAL RESOURCES INFORMATION CENTER .ERICI
This document has been reproduced as received Irom MP person Cr oloanrrabon Originating d
o Knot changes nave been made to improve reproduction qualify
Points 01 view or opinronsslated in iholdOCU mans do not necessarily represent official OERI mutton dr dOliCy
The Council for Exceptional Children
CEC: Leading the Way The Council for Exceptional Children (CEC) is the largest professional organization internationally committed to improving educational outcomes for individuals with exceptionalities. CEC accomplishes its worldwide mission on behalf of educators and ethers working with children with exceptionalities by advocating for appropriate government policies; setting professional standards; providing continuing professional development; and assisting professionals to obtain conditions and resources necessary for effective professional practice.
CEC: The Unifying Force of a Diverse Field The Council for Exceptional Children, a private nonprofit membership organization, was established in 1922. CEC is an active network of 59 State/Provincial Federations. 900 Chapters, 17 Specialized Divisions, and 275 Subdivisions with reach in over 40 countries.
The CEC Information Center: International Resource for Topics in Special and Gifted Education The Council for Exceptional Children is a major publisher of special education literature and produces a comprehensive catalog semiannually. Journals such as TEACHING Exceptional Children (published quarterly) and Exceptional Children (publiShed 6 times per year) reach over 100,000 readers and provide a wealth of information on the latest teaching strategies, research, resources, and special education news.
To help both new and experienced teachers respond to their ever-increasing classroom challenges, CEC is proud to release Survival Guide for the First-Year Special Education Teacher, Revised 1994.
The Council for Exneptional Children 1920 Association Drive Reston, Virginia 22091
703/620-3660 (Voice/TTY) 703/264-9494 (Fax)
Special Education Teacher Revised Edition
Mary Kemper Cohen Maureen Gale Joyce M. Meyer
4
Library of Congress Cataloging-in-Publication Data
Cohen, Mary Kemper. Survival guide for the first-year special education teacher / Mary
Kemper Cohen, Maureen Gale, Joyce M. Meyer. Rev. ed. p. cm.
Rev. ed. of: Survival guide for the first-year special education teacher. c1990
ISBN 0-86586-256-7 1. Special education teachersHandbooks, manuals, etc. 2. First year teachersHandbooks, manuals, etc. 3. TeachingHandbooks, manuals, etc. I. Gale, Maureen. II. Meyer, Joyce M. Ill. Title.
LC3969.45.C64 1994 371.9dc20 94-31388
CIP
Copyright 1994 by The Council for Exceptional Children, 1920 Association Drive, Reston, Virginia 22091-1589. Stock No. P335R
All rights are reserved. A limited number of copies may be made of lists, inven- tories, and questionnaires for use in support of teaching practice. No other parts of this publication may be reproduced, stored in a retrieval system, or trans- mitted, in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without the prior written permission of the copyright owner.
Printed in the United States of America 10 9 8 7 6 5 4 3 2 1
Contents Page
Before School Begins Organize Your Classroom Planning and Record Keeping Strategies
2. Tips for the Classroom 9 Surviving the First Day General Tips to Keep in Mind What to Prepare for a Substitute Teacher
3. Building Rapport 21 Working with Co-Workers Working with the Administration Working with Parents
4. Interfacing with Regular Educators 27 Basic Ingredients to a Successful Regular and
Special Education Partnership Implementation of Instruction Communication Strategies The Do's of Working with Regular Educators Where Does the Special Educator Find Support?
5. Be Kind to Yourself and Enjoy 33 Stress Management Tips for Teachers More Tips for Easing Stress Stress in Children Practice Positive Stress Management in Your Classroom
6. Think About It 37 Situations to Think About
7. Some Closing Thoughts 41
Appendixes 45 Information Resources Available from CEC CEC Code of Ethics for Educators of
Persons with Exceptionalities CEC Standards for Entry into Professional Practice
J1111101111111111
Preface Toto, I have the feeling we're not in Kansas anymore.
Judy Garland as Dorothy, The Wizard of Oz
I remember well my first day at a school as a teacher. I was not prepared for how something once so familiar to me was now so strange. After all, hadn't I spent 13 years with over 70 teachers dur- ing my own public schooling? But I now was looking at school through a different lens...I was making the transition from being a. student to a teacher. It was the first step on a journey in which I am still a traveler.
I have spent 19 years on this journey and consider myself somewhere near my halfway point. When I began my "trip down the yellow brick road," I was not as fortunate as you to have this manual to steady my gait. But like Dorothy and you, I had three trusty companions...the Scare- crow (brains), the Tinman (heart), and the Lion (courage). I would add a few lessons I've learned to the sage advice in this guide.
We are so uncertain about what we know when we first start teaching. It seems as if everything we have learned just doesn't seem to fit in this strange new place. We must remember in our jour- ney from novice to expert teacher that we do possess specialized knowledge that we can use to make good decisions about our teaching. We don't ever lose this. The important thing is to "just do it." We'll get better. Remember, the first computer and airplane were really lousy compared to today's models. Our teaching improves as we reflect on and learn from our experience. Use this guide as a journal to record your thoughts on your beginning journey.
You will need to choose your companions wisely. Some of your colleagues will approach their teaching with enthusiasm and creativity. Others will look at only the drudgery and uncertainty of the profession. You will do well to avoid the latter, as they will not encourage innovation on your part. A large part of beginning teaching draws upon your courage. You will need to take risks eve- ry day. You must remember that it is okay to fail; but, as author Tom Robbins urges, "fail with wit, grace, and style."
During the start of your journey into teaching, your first faltering steps will be cushioned by the emotions that surround any human endeavor. You have to believe in the worth of every human being, including yourself. You must be sure of your commitment. if you are, you will know zest, joy, pride, tears, fru-stration, and fun . . . all part of the exhilaration at the heart of teaching.
I welcome you to this wonderful profession. and, by way of this preface, extend an outstretched hand to you to join me on the journey of teaching. I am but one of hundreds of teachers who are there to help you "ease on down the road." You can find us in your school, in local CEC chapters, in graduate classes, and in your community. As long as we are teachers, we will always be on
vi
that long walk along the yellow brick road. At various times we will be seeking brains, courage, and heart. Like Dorothy, we will forget that we already have these gifts, and that we have each other.
Using this book as your travel guide and diary, you will make notes about what you have learned, what you did, and what you have felt. Those notes will be there for you to share with next year's beginning teacher. For now, these are my notes to you . . . from the heart.
Mary-Dean Barringer 1985 CEC Clarissa Hug Teacher of the Year
About the Authors
Mary Kemper Cohen currently works as an educational consultant and manages an electronic bulletin board that focuses on public policy issues impacting individuals with disabilities. Previ- ously Ms. Cohen worked at CEC, where she served in several arenas during her 10-year tenure. During that time, she served as a policy specialist in the Office of Governmental Relations, coordi- nator of the federally sponsored Clearinghouse for Professions in Special Education, coordinator for Student CEC, and unit development manager in the Department of Member and Unit Servic- es. Ms. Cohen's classroom experience was with students with educable mental disabilities.
Maureen Gale recently spent several years serving as a resource lab coordinator in Japan and Uruguay, where she was responsible for program coordination and assessment of students from kindergarten through 12th grade. Ms. Gale has her master's degree in emotional disturbance and has begun work on her doctorate. She has taught in resource classrooms and in a psychiatric hospital. Ms. Gale was a Teacher of the Year finalist for the Florida Department of Education for Exceptional Students in 1985 and received the 1982 Outstanding Service Award from the Gator- land Area Chapter. She is a past president of Student CEC and a past chair of the CEC Unit De- velopment Committee.
Joyce M. Meyer teaches children with specific learning disabilities at Thomas Jefferson Junior High School, Waukegan Public Schools, District 60, Waukegan, Illinois. She has also taught in a high school self-contained class for students with behavior disorders and in a cross-categorical elementary school program. Ms. Meyer is working on her master's degree in educational adminis- tration. She received the Illinois CEC Federation Dean Hage Award in 1986 for outstanding work as a Student CEC member and currently serves as advisor to the Illinois Student CEC Association.
OTHER CONTRIBUTORS
Julie Berchtold Carballo, prevoca- tional coordinator for youth with learning disabilities, behavior disor- ders, and mental retardation, Illinois.
Dawn Carson, teacher of students who have mental retardation, British Columbia.
Eleanor Cane ld, teacher of students who have speech impairments, Mis- souri.
Barbara Danoff, resource teacher for K-5 students with learning disabili- ties or who are at risk for school fail- ure, Maryland.
Lynette Flight, teacher of students with learning disabilities, Illinois.
Sue Fox, teacher of students who have behavior disorders and/or learning disabilities, Illinois.
Wendy Haight, teacher of students with learning disabilities and/or edu- cable mental disabilities, Michigan.
Bob Hitt, teacher of students who have educable mental disabilities and/or behavior disorders, Missouri.
Clarissa Hug, retired teacher. Illinois.
M. Beth Langley, teacher of students with multiple disabilities, Florida.
Judy Larson, teacher of students who have severe behavior disorders, Washington.
Melissa Moore, teacher of students with trainable mental retardation, North Carolina.
Lloyd Nakamura, teacher of students who are gifted and talented, Hawaii.
Kerri Neu, teacher of students with learning disabilities, California.
Christine-Louise Elizabeth Orton, teacher of mathematics and science to students who are achieving below grade level, Ontario.
Theresa 'Timm teacher of students who have learning disabilities, Michi- gan.
Natalie Ward, teacher of students who have emotional disabilities and/or educable mental disabilities, Florida.
Janet Witte, teacher of students who have educable mental disabilities, Kansas.
Getting Ready to Teach Aside from being gainfully employed for the first time in my chosen career, I remember the feeling of freedom and decision-making power I had in setting the directions for my own class. I was planning my own curriculum and program- I was in control and doing the things that I thought were best for my students. Best of all, being new, people expected me to make mistakes and no one questioned or condemned me for my inexperience or inadequacies as a teacher.
Lloyd Nakamura
You've done itl You've completed your initial professional studies. interviewed for several teaching positions, landed a job, and are preparing for your first day. Now what?
BEFORE SCHOOL BEGINS
1. Be confident. The administration has faith in you or they wouldn't have hired you.
2. Remember your philosophy of education. What do you believe about exceptional children and youth and their rights to an appropriate education? About children and their ability to learn? About your strengths as a teacher and how children should be taught? By keeping the answers to these questions in mind, you will make decisions in the classroran with which you are comfortable.
3. Get a school handbook and make sure you know the school's policies and regu- lations regarding disciplinary action, expectations for behavior, chewing gum. etc. You can bet the students will.
4. Develop a rapport with the principal. Be sure you understand the support moral, emotional, programmatic, and financialyou can expect from the admin- istration.
5. Have an administrator suggest a fellow faculty member to "show you the ropes" to help you get oriented.
6. Decide what kind of role model you want to be and remain consistent with that decision.
7. Meet with your supervisors; help them get to know you.
8. Try to meet all members of the staff, or if the school is a large one, as many as possible. 1 l
2
9. Get a school calendar for the year.
10. Learn the philosophy of the school and how it meshes with your philosophy and style.
11. Learn about the community that the school serves, particularly resources that might support programs you want to start in your classroom.
12. Take a tour of the school. Where are the restrooms (on each floor)? The faculty lounge? Your mailbox? The cafeteria? Supplies stored? The copy machines? The procedures for checking out equipment? Where is the a.v. equipment stored?
13. Get to know the secretary and custodian. She or he will be able to answer many of your questions. Also, the custodian may be able to help you with adapting equipment in your room and help you out in messy emergency clean-ups.
14. Learn the policies of the state/province and district, regarding both students and teachers.
15. Get to know your teacher aide (if you have one) and discuss how you can best work together.
ORGANIZE YOUR CLASSROOM
2. Arrange the furniture and check for needed repairs.
3. Set up learning centers and put up bulletin boards.
4. Find the outlets in your room.
5. Leave space between the seats in the classroom.
6. Make a seating chart and plan to have disruptive students sit near you.
7. Ensure that all classroom areas are free of distractionsstore items in closets if possible.
8. Keep working areas free of materials not being used.
9. Check contents of cupboards, shelves, etc., so you know what you have and where materials are stored.
10. Do an inventory of materials and keep it updated.
11. Place carpeting in the classroom, if possible, to reduce noise.
12. Check to be sure all equipment is in good condition.
13. Check room temperature; cold is better than warm to control behavior.
14. Organize your materials and personal teaching supplies.
You have now talked with the administration, met your colleagues. and organized your room. But, before the students arrive, you need to take care of one more very important itemplanning. Planning won't prevent poor teaching, but, good teaching will only occur as a result of good plan- ning.
PLANNING AND RECORD KEEPING STRATEGIES
1. Order Materials. Following is a list of suggested materials. This list is not intend- ed to include everything you might need for the first few weeks; it is just the
12
3
beginning. Check with the school secretary for procedures regarding the order- ing of supplies..
Magic markers Pens Writing paper Index cards Duplicating paper Rulers Ditto masters Folders Erasers Correction fluid Chalk (whit and assorted colors) File folders Construction paper Tape recorder Crayons Headphones Scotch tape Poster board Masking tape Paper clips Scissors Cassette tapes Glue Fun stickers Stapler Cards Staples Plastic cups Pencils Napkins
It is also important to order a few items that can be used as rewards, such as cereal, cookies, rai- sins, candy, movies, small prizes, etc. Visit other classes and find out what students are interest- ed in earning.
Complete a P.O. (purchase order) for local stores and/or a supply company requisition form. Ask your school secretary to explain this procedure to you.
If appropriate, be sure to include your school's tax-exempt number on all or- ders.
Keep a record of what you have ordered and how much you have spent. Give a copy to the school secretary.
2. Plan your first dayand make it creative. Students have probably already been asked to write a paper about "What I did during the summer." For something dif- ferent, read Judith Viorst's poem, if I Were in Ciarge of the World." Ask your students to write what they would do if they were in charge of the school year. This may also give you some ideas about what their interests are and how you might be able to incorporate them into lessons and activities.
3. Plan for the first weekinclude photocopying materials. Don't forget to plan not only the academic lessons, but also group assignments, social skills activities, and "reward" activities. If possible, consider taking numerous slides of the stu- dents during this time. After they are developed, have a slide show accompanied by an appropriate song such as, "Getting to Know You," from "The King and I"; "Ya Got the Right Stuff," by the New Kids on the Block; or some other popular tune.
Be flexible. Lesson plans are not written in stone you can burn out real quick if you get upset over crossed out rewritten, or erased plans.
Lynette Flight
13
4
4. Do long-range planning for the semester and yearWhat do you hope your stu- dents will accomplish this year as a group?
5. Review student fileskeep the following information in a ,case manager's note- book, index card file, or listed on the sample Student Summary Form shown in Figure 1-1. Be sure that you manage student information consistent with dis- trict policies. For each student you should have a record of his or her:
Assessment information, tests that need to be updated
Grade level, past academic achievement
IEP Goals
Behavioral expectations/academic expectations
Any other contacts, such as social workers, counselors, physicians, and/or psychiatrists that you might need to reach during the year
IEP review date
Student's schedule
Talk to students' former teachers for suggestions on effective strategies, meth- ods, etc.
6. Begin thinking of strategies for integrating students into regular classes.
7. Plan your daily scheduleto record the times allotted for music, art, P.E., speech, lunch, and any other special programs. Complete your schedule by com- bining the school needs and the needs of your students. This is a very difficult job, but it feels so good when you've finished it. Be sure to get your principal's approval before finalizing it; the principal may know something you don't. Be- sides, it's proper to show him or her first. When your schedule has been ap- proved, post it in your room, memorize it, and give a copy to your principal and the school secretary. If you're a resource room teacher, give each of your regular classroom teachers a copy of your schedule, too.
One of my fondest memories of my first year of teach- ing was finally getting to do what I wanted in MY classroom. Through all my experiences, I had gath- ered positive…
EC 303 406
Cohen, Mary Kemper; And Others Survival Guide for the First-Year Special Education Teacher. Revised Edition. Council or Exceptional Children, Reston, Va. ISBN-0-86586-256-7 94 56p.; For the 1990 edition, see ED 329 055. Council for Exceptional-Children, 1920 Association Dr., Reston, VA 22091-1589 ($12 non-members, $8.40 members; Stock No. P335R). Guides Non-Classroom Use (055)
MF01/PC03 Plus Postage. *Beginning Teachers; *Classroom Techniques; Codes of Ethics; *Disabilities; Educational Planning; Elementary Secondary Education; Interprofessional Relationship; Parent Teacher Cooperation; Regular and Special Education Relationship; Social Support Groups; *Special Education Teachers; Standards; Stress Management; Teacher Administrator . Relationship; Teacher Qualifications
***********************************************************************
Reproductions supplied by EDRS are the best that can be made from the original document.
************************Mr*******************************h*************
ii
A
a
"PERMISSION TO REPRODUCE THIS MATtErIAL HAS BEEN G NTED BY
TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC)"
CK BEST AVAILABLE
--...
U S DEPARTMENT OF EDUCATION Mc of Educational Research and improvement
EDUCATIONAL RESOURCES INFORMATION CENTER .ERICI
This document has been reproduced as received Irom MP person Cr oloanrrabon Originating d
o Knot changes nave been made to improve reproduction qualify
Points 01 view or opinronsslated in iholdOCU mans do not necessarily represent official OERI mutton dr dOliCy
The Council for Exceptional Children
CEC: Leading the Way The Council for Exceptional Children (CEC) is the largest professional organization internationally committed to improving educational outcomes for individuals with exceptionalities. CEC accomplishes its worldwide mission on behalf of educators and ethers working with children with exceptionalities by advocating for appropriate government policies; setting professional standards; providing continuing professional development; and assisting professionals to obtain conditions and resources necessary for effective professional practice.
CEC: The Unifying Force of a Diverse Field The Council for Exceptional Children, a private nonprofit membership organization, was established in 1922. CEC is an active network of 59 State/Provincial Federations. 900 Chapters, 17 Specialized Divisions, and 275 Subdivisions with reach in over 40 countries.
The CEC Information Center: International Resource for Topics in Special and Gifted Education The Council for Exceptional Children is a major publisher of special education literature and produces a comprehensive catalog semiannually. Journals such as TEACHING Exceptional Children (published quarterly) and Exceptional Children (publiShed 6 times per year) reach over 100,000 readers and provide a wealth of information on the latest teaching strategies, research, resources, and special education news.
To help both new and experienced teachers respond to their ever-increasing classroom challenges, CEC is proud to release Survival Guide for the First-Year Special Education Teacher, Revised 1994.
The Council for Exneptional Children 1920 Association Drive Reston, Virginia 22091
703/620-3660 (Voice/TTY) 703/264-9494 (Fax)
Special Education Teacher Revised Edition
Mary Kemper Cohen Maureen Gale Joyce M. Meyer
4
Library of Congress Cataloging-in-Publication Data
Cohen, Mary Kemper. Survival guide for the first-year special education teacher / Mary
Kemper Cohen, Maureen Gale, Joyce M. Meyer. Rev. ed. p. cm.
Rev. ed. of: Survival guide for the first-year special education teacher. c1990
ISBN 0-86586-256-7 1. Special education teachersHandbooks, manuals, etc. 2. First year teachersHandbooks, manuals, etc. 3. TeachingHandbooks, manuals, etc. I. Gale, Maureen. II. Meyer, Joyce M. Ill. Title.
LC3969.45.C64 1994 371.9dc20 94-31388
CIP
Copyright 1994 by The Council for Exceptional Children, 1920 Association Drive, Reston, Virginia 22091-1589. Stock No. P335R
All rights are reserved. A limited number of copies may be made of lists, inven- tories, and questionnaires for use in support of teaching practice. No other parts of this publication may be reproduced, stored in a retrieval system, or trans- mitted, in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without the prior written permission of the copyright owner.
Printed in the United States of America 10 9 8 7 6 5 4 3 2 1
Contents Page
Before School Begins Organize Your Classroom Planning and Record Keeping Strategies
2. Tips for the Classroom 9 Surviving the First Day General Tips to Keep in Mind What to Prepare for a Substitute Teacher
3. Building Rapport 21 Working with Co-Workers Working with the Administration Working with Parents
4. Interfacing with Regular Educators 27 Basic Ingredients to a Successful Regular and
Special Education Partnership Implementation of Instruction Communication Strategies The Do's of Working with Regular Educators Where Does the Special Educator Find Support?
5. Be Kind to Yourself and Enjoy 33 Stress Management Tips for Teachers More Tips for Easing Stress Stress in Children Practice Positive Stress Management in Your Classroom
6. Think About It 37 Situations to Think About
7. Some Closing Thoughts 41
Appendixes 45 Information Resources Available from CEC CEC Code of Ethics for Educators of
Persons with Exceptionalities CEC Standards for Entry into Professional Practice
J1111101111111111
Preface Toto, I have the feeling we're not in Kansas anymore.
Judy Garland as Dorothy, The Wizard of Oz
I remember well my first day at a school as a teacher. I was not prepared for how something once so familiar to me was now so strange. After all, hadn't I spent 13 years with over 70 teachers dur- ing my own public schooling? But I now was looking at school through a different lens...I was making the transition from being a. student to a teacher. It was the first step on a journey in which I am still a traveler.
I have spent 19 years on this journey and consider myself somewhere near my halfway point. When I began my "trip down the yellow brick road," I was not as fortunate as you to have this manual to steady my gait. But like Dorothy and you, I had three trusty companions...the Scare- crow (brains), the Tinman (heart), and the Lion (courage). I would add a few lessons I've learned to the sage advice in this guide.
We are so uncertain about what we know when we first start teaching. It seems as if everything we have learned just doesn't seem to fit in this strange new place. We must remember in our jour- ney from novice to expert teacher that we do possess specialized knowledge that we can use to make good decisions about our teaching. We don't ever lose this. The important thing is to "just do it." We'll get better. Remember, the first computer and airplane were really lousy compared to today's models. Our teaching improves as we reflect on and learn from our experience. Use this guide as a journal to record your thoughts on your beginning journey.
You will need to choose your companions wisely. Some of your colleagues will approach their teaching with enthusiasm and creativity. Others will look at only the drudgery and uncertainty of the profession. You will do well to avoid the latter, as they will not encourage innovation on your part. A large part of beginning teaching draws upon your courage. You will need to take risks eve- ry day. You must remember that it is okay to fail; but, as author Tom Robbins urges, "fail with wit, grace, and style."
During the start of your journey into teaching, your first faltering steps will be cushioned by the emotions that surround any human endeavor. You have to believe in the worth of every human being, including yourself. You must be sure of your commitment. if you are, you will know zest, joy, pride, tears, fru-stration, and fun . . . all part of the exhilaration at the heart of teaching.
I welcome you to this wonderful profession. and, by way of this preface, extend an outstretched hand to you to join me on the journey of teaching. I am but one of hundreds of teachers who are there to help you "ease on down the road." You can find us in your school, in local CEC chapters, in graduate classes, and in your community. As long as we are teachers, we will always be on
vi
that long walk along the yellow brick road. At various times we will be seeking brains, courage, and heart. Like Dorothy, we will forget that we already have these gifts, and that we have each other.
Using this book as your travel guide and diary, you will make notes about what you have learned, what you did, and what you have felt. Those notes will be there for you to share with next year's beginning teacher. For now, these are my notes to you . . . from the heart.
Mary-Dean Barringer 1985 CEC Clarissa Hug Teacher of the Year
About the Authors
Mary Kemper Cohen currently works as an educational consultant and manages an electronic bulletin board that focuses on public policy issues impacting individuals with disabilities. Previ- ously Ms. Cohen worked at CEC, where she served in several arenas during her 10-year tenure. During that time, she served as a policy specialist in the Office of Governmental Relations, coordi- nator of the federally sponsored Clearinghouse for Professions in Special Education, coordinator for Student CEC, and unit development manager in the Department of Member and Unit Servic- es. Ms. Cohen's classroom experience was with students with educable mental disabilities.
Maureen Gale recently spent several years serving as a resource lab coordinator in Japan and Uruguay, where she was responsible for program coordination and assessment of students from kindergarten through 12th grade. Ms. Gale has her master's degree in emotional disturbance and has begun work on her doctorate. She has taught in resource classrooms and in a psychiatric hospital. Ms. Gale was a Teacher of the Year finalist for the Florida Department of Education for Exceptional Students in 1985 and received the 1982 Outstanding Service Award from the Gator- land Area Chapter. She is a past president of Student CEC and a past chair of the CEC Unit De- velopment Committee.
Joyce M. Meyer teaches children with specific learning disabilities at Thomas Jefferson Junior High School, Waukegan Public Schools, District 60, Waukegan, Illinois. She has also taught in a high school self-contained class for students with behavior disorders and in a cross-categorical elementary school program. Ms. Meyer is working on her master's degree in educational adminis- tration. She received the Illinois CEC Federation Dean Hage Award in 1986 for outstanding work as a Student CEC member and currently serves as advisor to the Illinois Student CEC Association.
OTHER CONTRIBUTORS
Julie Berchtold Carballo, prevoca- tional coordinator for youth with learning disabilities, behavior disor- ders, and mental retardation, Illinois.
Dawn Carson, teacher of students who have mental retardation, British Columbia.
Eleanor Cane ld, teacher of students who have speech impairments, Mis- souri.
Barbara Danoff, resource teacher for K-5 students with learning disabili- ties or who are at risk for school fail- ure, Maryland.
Lynette Flight, teacher of students with learning disabilities, Illinois.
Sue Fox, teacher of students who have behavior disorders and/or learning disabilities, Illinois.
Wendy Haight, teacher of students with learning disabilities and/or edu- cable mental disabilities, Michigan.
Bob Hitt, teacher of students who have educable mental disabilities and/or behavior disorders, Missouri.
Clarissa Hug, retired teacher. Illinois.
M. Beth Langley, teacher of students with multiple disabilities, Florida.
Judy Larson, teacher of students who have severe behavior disorders, Washington.
Melissa Moore, teacher of students with trainable mental retardation, North Carolina.
Lloyd Nakamura, teacher of students who are gifted and talented, Hawaii.
Kerri Neu, teacher of students with learning disabilities, California.
Christine-Louise Elizabeth Orton, teacher of mathematics and science to students who are achieving below grade level, Ontario.
Theresa 'Timm teacher of students who have learning disabilities, Michi- gan.
Natalie Ward, teacher of students who have emotional disabilities and/or educable mental disabilities, Florida.
Janet Witte, teacher of students who have educable mental disabilities, Kansas.
Getting Ready to Teach Aside from being gainfully employed for the first time in my chosen career, I remember the feeling of freedom and decision-making power I had in setting the directions for my own class. I was planning my own curriculum and program- I was in control and doing the things that I thought were best for my students. Best of all, being new, people expected me to make mistakes and no one questioned or condemned me for my inexperience or inadequacies as a teacher.
Lloyd Nakamura
You've done itl You've completed your initial professional studies. interviewed for several teaching positions, landed a job, and are preparing for your first day. Now what?
BEFORE SCHOOL BEGINS
1. Be confident. The administration has faith in you or they wouldn't have hired you.
2. Remember your philosophy of education. What do you believe about exceptional children and youth and their rights to an appropriate education? About children and their ability to learn? About your strengths as a teacher and how children should be taught? By keeping the answers to these questions in mind, you will make decisions in the classroran with which you are comfortable.
3. Get a school handbook and make sure you know the school's policies and regu- lations regarding disciplinary action, expectations for behavior, chewing gum. etc. You can bet the students will.
4. Develop a rapport with the principal. Be sure you understand the support moral, emotional, programmatic, and financialyou can expect from the admin- istration.
5. Have an administrator suggest a fellow faculty member to "show you the ropes" to help you get oriented.
6. Decide what kind of role model you want to be and remain consistent with that decision.
7. Meet with your supervisors; help them get to know you.
8. Try to meet all members of the staff, or if the school is a large one, as many as possible. 1 l
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9. Get a school calendar for the year.
10. Learn the philosophy of the school and how it meshes with your philosophy and style.
11. Learn about the community that the school serves, particularly resources that might support programs you want to start in your classroom.
12. Take a tour of the school. Where are the restrooms (on each floor)? The faculty lounge? Your mailbox? The cafeteria? Supplies stored? The copy machines? The procedures for checking out equipment? Where is the a.v. equipment stored?
13. Get to know the secretary and custodian. She or he will be able to answer many of your questions. Also, the custodian may be able to help you with adapting equipment in your room and help you out in messy emergency clean-ups.
14. Learn the policies of the state/province and district, regarding both students and teachers.
15. Get to know your teacher aide (if you have one) and discuss how you can best work together.
ORGANIZE YOUR CLASSROOM
2. Arrange the furniture and check for needed repairs.
3. Set up learning centers and put up bulletin boards.
4. Find the outlets in your room.
5. Leave space between the seats in the classroom.
6. Make a seating chart and plan to have disruptive students sit near you.
7. Ensure that all classroom areas are free of distractionsstore items in closets if possible.
8. Keep working areas free of materials not being used.
9. Check contents of cupboards, shelves, etc., so you know what you have and where materials are stored.
10. Do an inventory of materials and keep it updated.
11. Place carpeting in the classroom, if possible, to reduce noise.
12. Check to be sure all equipment is in good condition.
13. Check room temperature; cold is better than warm to control behavior.
14. Organize your materials and personal teaching supplies.
You have now talked with the administration, met your colleagues. and organized your room. But, before the students arrive, you need to take care of one more very important itemplanning. Planning won't prevent poor teaching, but, good teaching will only occur as a result of good plan- ning.
PLANNING AND RECORD KEEPING STRATEGIES
1. Order Materials. Following is a list of suggested materials. This list is not intend- ed to include everything you might need for the first few weeks; it is just the
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beginning. Check with the school secretary for procedures regarding the order- ing of supplies..
Magic markers Pens Writing paper Index cards Duplicating paper Rulers Ditto masters Folders Erasers Correction fluid Chalk (whit and assorted colors) File folders Construction paper Tape recorder Crayons Headphones Scotch tape Poster board Masking tape Paper clips Scissors Cassette tapes Glue Fun stickers Stapler Cards Staples Plastic cups Pencils Napkins
It is also important to order a few items that can be used as rewards, such as cereal, cookies, rai- sins, candy, movies, small prizes, etc. Visit other classes and find out what students are interest- ed in earning.
Complete a P.O. (purchase order) for local stores and/or a supply company requisition form. Ask your school secretary to explain this procedure to you.
If appropriate, be sure to include your school's tax-exempt number on all or- ders.
Keep a record of what you have ordered and how much you have spent. Give a copy to the school secretary.
2. Plan your first dayand make it creative. Students have probably already been asked to write a paper about "What I did during the summer." For something dif- ferent, read Judith Viorst's poem, if I Were in Ciarge of the World." Ask your students to write what they would do if they were in charge of the school year. This may also give you some ideas about what their interests are and how you might be able to incorporate them into lessons and activities.
3. Plan for the first weekinclude photocopying materials. Don't forget to plan not only the academic lessons, but also group assignments, social skills activities, and "reward" activities. If possible, consider taking numerous slides of the stu- dents during this time. After they are developed, have a slide show accompanied by an appropriate song such as, "Getting to Know You," from "The King and I"; "Ya Got the Right Stuff," by the New Kids on the Block; or some other popular tune.
Be flexible. Lesson plans are not written in stone you can burn out real quick if you get upset over crossed out rewritten, or erased plans.
Lynette Flight
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4. Do long-range planning for the semester and yearWhat do you hope your stu- dents will accomplish this year as a group?
5. Review student fileskeep the following information in a ,case manager's note- book, index card file, or listed on the sample Student Summary Form shown in Figure 1-1. Be sure that you manage student information consistent with dis- trict policies. For each student you should have a record of his or her:
Assessment information, tests that need to be updated
Grade level, past academic achievement
IEP Goals
Behavioral expectations/academic expectations
Any other contacts, such as social workers, counselors, physicians, and/or psychiatrists that you might need to reach during the year
IEP review date
Student's schedule
Talk to students' former teachers for suggestions on effective strategies, meth- ods, etc.
6. Begin thinking of strategies for integrating students into regular classes.
7. Plan your daily scheduleto record the times allotted for music, art, P.E., speech, lunch, and any other special programs. Complete your schedule by com- bining the school needs and the needs of your students. This is a very difficult job, but it feels so good when you've finished it. Be sure to get your principal's approval before finalizing it; the principal may know something you don't. Be- sides, it's proper to show him or her first. When your schedule has been ap- proved, post it in your room, memorize it, and give a copy to your principal and the school secretary. If you're a resource room teacher, give each of your regular classroom teachers a copy of your schedule, too.
One of my fondest memories of my first year of teach- ing was finally getting to do what I wanted in MY classroom. Through all my experiences, I had gath- ered positive…
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