I've recently completed a teacher education certification program, but I've had trouble finding work as a full-time teacher, or even long-term sub, in my state in my field of study. I'm so excited about teaching, though, I really want to start. Is there anywhere I might be able to go, even overseas, that really needs teachers? If I go overseas, though, I will need a program with low or no start-up costs. I'm still in graduate school, and I don't have a lot of money saved up right now. Being new, I'll also need to go into an environment that's willing to support me and let me grow.
You say you're a grad student. Would you ever want to teach college? One thing I've (quickly) learned is that you can have a PhD in a major field and many schools will not appreciate you, and hire the Ed major. (And we wonder why the US is way behind other countries in math proficency)
For the time being, I would sub, and tutor on the side. Students would probably be better off with you tutoring them in your field (I assume you want to teach secondary)instead of a tutor at one of those tutoring centers (who frequently have tutors working out of their majors). Good luck.
On 11/12/11, subteacher86 wrote: > Hi, > > I've recently completed a teacher education certification > program, but I've had trouble finding work as a full-time > teacher, or even long-term sub, in my state in my field of > study. I'm so excited about teaching, though, I really want > to start. Is there anywhere I might be able to go, even > overseas, that really needs teachers? If I go overseas, > though, I will need a program with low or no start-up > costs. I'm still in graduate school, and I don't have a lot > of money saved up right now. Being new, I'll also need to > go into an environment that's willing to support me and let > me grow.
I've recently been hired as a 10th grade English Teacher. For the past two months, the students have had a sub and really haven't done any work that sticks. So I'm coming in fresh faced, and pretty much do catch up of what they should have learned in the start of the year with some things mixed in. My question is...where do I start? To begin I wanted to draw up a contract for the class giving the classroom rules/procedures, grading policy, expectations.. Help!
Does your new school do contracts? They don't work at all schools and some like mine don't allow them.
I'd add this too - it's miserable to have a sub for two months - it's miserable for the sub and for the kids. They will be looking forward to have a regular teacher again. You might want to embrace that moment and not quash it. I'd say start on an upbeat tone like "It's going to be a good rest of the year - sorry for the offbeat start you had to this year but I'm very happy to be here, love English, like kids and think we're going to have a great rest of the year.
Our first book/project/story is....
Capture the moment, show your enthusiasm and try to build some interest for the first book/project/story before you move on to rules and expectations. Grading policy discussions are always a let-down - I'd save that for your first quiz or first homework.
But of course all that's me - I like a room full of enthusiastic kids and not every teacher does want that. Enthusiasm leads to energy and some teachers prefer quiet, stolid classrooms with quiet, stolid students sitting quietly.
I would also suggest not trying to "catch them up". I'm not an English teacher, but my thoughts are... they would be better off doing two novels well rather than four novels in a rush.
Good Luck.
Zodea
On 11/16/11, Vet Teacher wrote: > > Does your new school do contracts? They don't work at all > schools and some like mine don't allow them. > > I'd add this too - it's miserable to have a sub for two months > - it's miserable for the sub and for the kids. They will be > looking forward to have a regular teacher again. You might want > to embrace that moment and not quash it. I'd say start on an > upbeat tone like "It's going to be a good rest of the year - > sorry for the offbeat start you had to this year but I'm very > happy to be here, love English, like kids and think we're going > to have a great rest of the year. > > Our first book/project/story is.... > > > Capture the moment, show your enthusiasm and try to build some > interest for the first book/project/story before you move on to > rules and expectations. Grading policy discussions are always a > let-down - I'd save that for your first quiz or first homework. > > But of course all that's me - I like a room full of > enthusiastic kids and not every teacher does want that. > Enthusiasm leads to energy and some teachers prefer quiet, > stolid classrooms with quiet, stolid students sitting quietly.
However - we were just discussing this yesterday at the lunch table - it seems as if the trend is reversing itself in a way. Many of the younger teachers that were hired were just not "making it" or were receiving parent complaints (overly- friendly to students, no classroom management, etc.) so now it seems like the administrators are giving "more mature" candidates a shot. Let's hope it continues!
On 11/17/11, 50 plus wrote: > The job seekers board hasn't been working for a long time, > so I will post here. Many of us mature teachers have been > frustrated by the teaching profession's preference for > hiring younger applicants. Supposedly they are more > energetic, full of new ideas, blah blah. I have been trying > to cast a wider net by applying to alternative schools, > because I consider myseklf excellent at etablishing rapport > with troubled teens, but I am finding that one cannot even > get hired as an instructional assistant at these > alternative schools unless one is physically capable of > restraining an out of control teen. I can see the rationale > for hiring only young, buff applicants but it is yet > another stumbling block to get discouraged about. Sigh.
Do you know of any states with English teacher shortages? I really want to work, and I'm getting desperate. I don't want to settle for just anything, but I'm getting tired of just subbing.
In the meantime, to make it easier for "their" teacher wanabees to address their "shortage problem", the CT SDE lowered the passing scores for Math Praxis to accomodate their teachers. Of course this applies to ALL teachers in CT (we wouldn't want to increase the achievement gap, would we?).
I wish they would do what Colorado does: Have a passing score for the H.S.math of 156, instead of the ridiculous 137. We wouldn't want the math teacher to know math, would we now?
On 11/20/11, good luck with that! wrote: > If you have been reading these boards for any length of time, > you would know that there are many, many people in your shoes > and that there is no state, repeat, no state, with a shortage > of English teachers, or even special ed teachers for that > matter. If you can teach foreigh languages or higher math, > then MAYBE. > > > > On 11/20/11, subteacher86 wrote: >> Hi, >> >> Do you know of any states with English teacher shortages? I >> really want to work, and I'm getting desperate. I don't want >> to settle for just anything, but I'm getting tired of just >> subbing.
On 11/20/11, subteacher86 wrote: > Hi, > > Do you know of any states with English teacher shortages? I > really want to work, and I'm getting desperate. I don't want > to settle for just anything, but I'm getting tired of just > subbing.
Hi! I am an education student, about to go into my student teaching. I am looking to get some feedback about inclusion in the general ed classroom, and would love to know the thoughts of a new teacher (or teachers). If you could please answer these questions, as honestly as possible, I would greatly appreciate it. 1. How many years have you been te...See MoreHi! I am an education student, about to go into my student teaching. I am looking to get some feedback about inclusion in the general ed classroom, and would love to know the thoughts of a new teacher (or teachers). If you could please answer these questions, as honestly as possible, I would greatly appreciate it. 1. How many years have you been teaching? 2. How many students in your class have IEPs? 3. Have you had any specialized training (either in college or as part of your teacher development) for special education? 4. What is your personal philosophy when it comes to inclusion of students with special needs? 5. How do you feel that inclusion impacts your classroom and your teaching? 6. Do you see or feel there are any negative effects of inclusion, either for the students with special needs or the typical students? 7. What are your biggest struggles with your current class, in regards to the differing needs of the students? 8. What do you feel is the most challenging student that you've been faced with? 9. What is one thing that you wish someone had told you (regarding special education and inclusion) before you had started teaching? 10. Any other comments?:
Again, thank you for your time and I look forward to seeing what you have to say.
Lisa201Thanks for the quick response! I love your idea for the infamous, "whats your weakness" question. It's entirely true and an honest answer. I find that question to be one of the hardest to answer... not because I don't think I have a weakness, but because I do not want to be viewed as incompetent.
There's a really great, new book about a first-year teacher that used some interesting, unconventional strategies for getting through to his students. Very motivating, inspiring. A lot of people in my district have read it. It's on Amazon, Searching For A Savior... I think it's by Donovan. Great read!
You say you're a grad student. Would you ever want to teach college? One thing I've (quickly) learned is that you can have a PhD in a major field and many schools will not appreciate you, and hire the Ed major. (An...See More