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Help! Been graduated for 8 years and want to classroom!

by Nicole

Apr 10, 2013

Hi all! I'm beginning the journey back to education after an 8 year hiatus (if you want to call working elsewhere full time and raising a family a hiatus). I graduated in May of 2005 from USF with my degree in secondary english ed. I'm hoping be in a middle school classroom. My certificate is still good but I'm lost on where to begin preparing myse...See More

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Why not sub? Isn't subbing a logical next step? It doesn't guarantee a teaching job, and can feel like a dead end, but at let it gets you in the classrooms and gives you the opportunity to brush off your classroom management skills. It also shows employers that you enjoy being in classrooms and working with kids. Maybe you can get a positive reference out of it...See More

Apr 11, 2013

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marjoryt, offering some advice You admitted in your post you'd be lost with getting the classroom ready. I'm pleased that you admit this - many prospective teachers believe that degree stays current.

I was in a much worse position - my B.S. in education dated from 1977 (detours for English Grad School, tech editing and writing, farming) and then wanted to start teaching...See MoreYou admitted in your post you'd be lost with getting the classroom ready. I'm pleased that you admit this - many prospective teachers believe that degree stays current.

I was in a much worse position - my B.S. in education dated from 1977 (detours for English Grad School, tech editing and writing, farming) and then wanted to start teaching after returning to my home state in 1991.

I called the state board of education and they recommended taking 2 refresher courses. That updated my degree, and it got me up to speed with the latest classroom technology and trends. Because I did that, I was "more or less" ready for my first job.

So, contact the state board of education first. They may have a jobs database. They can evaluate your transcript. Consider contacting a local university and ask about summer classes or workshops for teachers. You'll want to research every school district in your commuting area, download the applications, fill them out, and send out. Also, send a copy of those applications to EVERY principal - don't wait for the superintendent's office to forward the info.

In the mean time, volunteer at local schools and apply to be a sub. Tell everyone that you want a teaching job. Realistically, you are starting a little late. Be prepared to take over for a teacher going on maternity leave or losing the position. You may be a last moment call in.

Oh, and start working NOW with Common Core Curriculum AND Florida's website about Common Core.

I wish you luck. I started teaching in 1998, spending 1 year at the first position, another 4 in the next position at an alternative school, and the last 10 years in a community college. I raised 4 kids and finished my master's degree during this period. Certainly, with a good attack plan and follow through, you can jumpstart your career. > > > On 4/10/13, Nicole wrote: >> Hi all! I'm beginning the journey back to education after >> an 8 year hiatus (if you want to call working elsewhere >> full time and raising a family a hiatus). I graduated in >> May of 2005 from USF with my degree in secondary english >> ed. I'm hoping be in a middle school classroom. My >> certificate is still good but I'm lost on where to begin >> preparing myself to interview and then if course to be in >> the classroom. Any recommendations on courses, websites, >> blogs, or personal experience you can provide would be >> appreciated. I live in the Tampa bay are of Florida, so if >> there are any regional resources anyone could provide that >> would be amazing. Tia!!

Apr 17, 2013

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anyone heard of "reading teams"?

by a sub

Apr 12, 2013

I subbed for a teacher who had me tell the students to get into their reading teams, and the kids loved the activity sand were totally engaged in their assignment. Anyone know how to structure and implement this strategy?

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States with good Common Core websites for English/reading

by marjoryt, forwarding results from her students

Apr 17, 2013

I teach a Traditional Grammar course (elementary education and English education) sophomore level course. It's intended as a prep course for PRAXIS I and also as a prep for their future education courses.

I've been working with Common Core for several years, and I want my students to know about it! In one week, they evaluate the National C...See More

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High School English Teacher Interview Questions

by Kathy

Apr 21, 2013

Hello everyone!

I am a Single-subject English teaching credential student in California looking to teach high school English.

For a class that I'm taking, I've been asked to interview English teachers. So, while I'm asking for interviews from the teachers at my student-teacher placement, I thought I'd check online as well!
...See More

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HS Teacher On 4/21/13, Kathy wrote: > Hello everyone! > > I am a Single-subject English teaching credential student in > California looking to teach high school English. > > For a class that I'm taking, I've been asked to interview > English teachers. So, while I'm asking for interviews from > the teachers at my student-teacher placeme...See More

Apr 23, 2013

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Getting HS kids to read the text/novel on their own

by Jenn

Apr 26, 2013

I have taught mostly sophomores for several years now at a couple of different school districts and have yet to get a handle on how to get them to read the text when assigned. For example, we studied "A Separate Peace" this year. We would discuss a chapter in class then I would assign students to either finish that chapter or read the next chapter ...See More

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Modern Everyman That's awesome that you enjoy the challenge and it works for you...I'm just saying it doesn't work for my cohort, and I'd like to add that if some teachers are hanging on to Shakespeare just to "keep it alive," I don't think that's good for our kids. I'm not saying that is your intention Novel, but I get the impression that SOME teachers are doing ...See More

May 2, 2013

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Novel On 5/02/13, Modern Everyman wrote: > That's awesome that you enjoy the challenge and it works for > you...I'm just saying it doesn't work for my cohort, and I'd like to > add that if some teachers are hanging on to Shakespeare just to > "keep it alive," I don't think that's good for our kids. I'm not > saying that is your intention N...See More

May 4, 2013

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Seeking Summer School Ideas!

by Modern Everyman

Apr 27, 2013

I just got hired to teach summer school...1 prep of 9th and 1 prep of 10th. I'm hoping anyone can help with 2 things: 1) Tricks of the trade and hints from former/current summer school teachers 2) Recommended literature to grab summer school students--I'm inclined to plays, short stories, interesting non-fiction I find in the media...what does ever...See More

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Kathy You don't have to teach the curriculum they were supposed to have learned, but didn't? Do you have a final exam they have to pass?

On 4/27/13, Modern Everyman wrote: > I just got hired to teach summer school...1 prep of 9th and > 1 prep of 10th. I'm hoping anyone can help with 2 things: > 1) Tricks of the trade and hints from for...See More

Apr 27, 2013

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Modern Everyman On 4/27/13, Kathy wrote: > You don't have to teach the curriculum they were supposed to > have learned, but didn't? Do you have a final exam they have > to pass? > > On 4/27/13, Modern Everyman wrote: >> I just got hired to teach summer school...1 prep of 9th and >> 1 prep of 10th. I'm hoping anyone can help with 2 things...See More

Apr 27, 2013

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Text vs. Novels

by Mike

May 6, 2013

I am a newly named dept chair at a boarding school and have to choose what to use across the board for English class. My head just gave me a text to look at that has tons of excerpts from texts but nothing full. These are similar to the ones I am using now and hate. I feel like we should be doing full novels, plays etc. instead of this pseudo-antho...See More

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Sara On 5/06/13, Mike wrote: > I am a newly named dept chair at a boarding school and have > to choose what to use across the board for English class. > My head just gave me a text to look at that has tons of > excerpts from texts but nothing full. These are similar to > the ones I am using now and hate. I feel like we should be > doin...See More

May 20, 2013

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CA Teacher Is this question really about the Common Core's philosophy of teaching sections of literature rather than the entirety?

As far as I'm concerned, throwing more non-fiction into a lit class is acceptable as long as the works have literary merit. However, IF I'm understanding Common Core correctly, the poster's text sounds abominable. Studen...See More

May 23, 2013

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Drama

by Tom

May 8, 2013

What plays have been done in the last five years or so? (That will help give me a feel for what you like ... and help me not to suggest something you've already done :-)

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The Power of Poems and Photos to Inspire Writing – Part 5

by Hank Kellner in Teachers.Net Gazette

May 21, 2013

Hank Kellner shares his expertise with photography, poetry and teaching in the latest of 12 articles:

Click below to read "The Power of Poems and Photos to Inspire Writing - Part 5"

Thank you for supporting our sponsors!

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American Literature for Hispanic Students

by Beccie Price

Jun 4, 2013

I have just taken a job teaching English III, American Literature, in a school that is about 55% Hispanic, most of them immigrants. The English II teacher told me that the students have a difficult time relating to much of American Literature. I am searching for ideas and would welcome any suggestions or ideas.

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Very Veteran Teacher As an English as a Second Language teacher, I am delighted that you want to try to make the curriculum more accessible for your Hispanic students. There can be many variables as to the problems students are having with American Lit. Providing background material can help, but please consider the vocabulary in the reading selections, too. Much of th...See MoreAs an English as a Second Language teacher, I am delighted that you want to try to make the curriculum more accessible for your Hispanic students. There can be many variables as to the problems students are having with American Lit. Providing background material can help, but please consider the vocabulary in the reading selections, too. Much of the literature students read is filled with allusions, slang, dialect, idioms, etc., that are incomprehensible to students whose first language is not English. You can frontload vocabulary before assigning a selection, and you may be surprised at how much it can help even native speakers of English. I agree that the idea of small reading/discussion groups can work well. If you put Hispanic students with accepting native speakers, the Hispanic kids will be more comfortable asking about vocabulary and references to a history and culture that means little to them without background material. Many Hispanic kids can not read well for various reasons. If they spoke limited English or no English when they started elementary school, well-meaning teachers may have pushed them through with passing grades when they didn't know how to help these kids learn to read. Even those children who were born in the US and have spoken English all or most of their lives, may not have been ready to learn to read. Parents who can't read in any language or can't read in English may not have read to their young children or provided them with appropriate reading material at home. You also can differentiate assignments. A student who has limited proficiency in English may need to list, write phrases or simple sentences, compare ideas or characters by creating a Venn Diagram, draw pictures to express ideas, etc. We frequently remind classroom teachers that their job is to present material and to assess based on the abilities of individual students. You can't expect a student with limited proficiency in English to answer an essay question, but he might be show you how well he understood the plot if you give him a list of statements, written in simple, basic English, about the plot and ask him to put those statements in chronological order. I realize these ideas will require extra work and time you don't have, but with a little experience in differentiating, you will learn to anticipate problems and will be able to adjust your teaching/assessment techniques without feeling overwhelmed. If there is an ESL/LEP/EFL teacher at your school, he or she should be able to help you and give you specific ideas for accommodating your students based on their linguistic abilities in English and in language in general. I teach in a pull-out program where I teach students in small groups in elementary school and middle school and help them individually with classroom assignments at the high school level. I also work with classroom teachers and provide training and support for modifying work to accommodate their students. Thank you for opening this discussion.

On 6/14/13, Teri wrote: > It does depend on what your goals are for the course. In my area, > English III is meant to survey the literary periods of American > Literature; i.e., we are meant to read works representative of each > of the different time periods from Native American through Post > Modern. Choosing only modern, multicultural literature isn't an > option. From this perspective, I try to choose the most interesting > literature from each period and then try to make it interesting and > accessible to the students. Providing the students with background > knowledge,among other strategies, does help with this.

Aug 5, 2013

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marjoryt I teach American Literature online in the college setting. Here is some support for your students:

Ask the students to create a 1 page list of what their grade, culture, and community finds important. Don't give them much help - this should be their list. Make this a poster and give each a copy for their binders. As they go through the sem...See MoreI teach American Literature online in the college setting. Here is some support for your students:

Ask the students to create a 1 page list of what their grade, culture, and community finds important. Don't give them much help - this should be their list. Make this a poster and give each a copy for their binders. As they go through the semester, ask them to measure each work against the list - does the work match, miss, strike new ground. Periodically ask the students to group write paragraphs reflecting - are they finding new ground or affirming an element of humanity or being a Christian or being an American.

1) Look for the letter Christopher Columbus wrote to Ferdinand and Isabella - he's complaining (politely) that they aren't keeping up their end of the bargain.

2) For MOST of major works, you'll find YouTube videos and/or audio versions of the work. Find them! If you can't find them, record them yourself. Ask the students to read the text while listening to the audio version. My students tell me this is excellent help while dealing with the early modern English of the Puritans and John Smith.

3) I always give my students the background of the status quo and then how the writers were opposed to it. This is particularly important for the Puritans and the Transcendentalists and the Realists.

4) The Civil War, World War 1 and World War 2 eras will be really weak in literature. That's because so much propaganda was going on. You should expose the students to that. There is great material for World War 1 and 2 especially - cartoons, music, movies.

5) Make sure you cover writers of the state.

More ideas/authors/concepts my students have enjoyed: 1) Lincoln gets covered - he's the common man writer. Show the opposition - Jefferson Davis was considered the more highly trained and effective writer (during the time period) - find his letter resigning from the US Senate. 2) Use John Smith as an example of self-promotion. 3) Use the Mayflower Compact as the introduction to the Puritans. 4) The Crucible and Young Goodman Brown are NOT representative of the Puritans. Use Anne Bradstreet and look up Mary Rowlandson (full text online). My students don't like Johnathan Edwards to read, but they will listen to the online version. 3) Disney version of Sleepy Hollow is on YouTube. My students love it. 4) Disney versions of Paul Bunyan and other American tall tales are also there - they love them. 5) Always ask the students - do they "like" the protagonist? Are they "supposed to always like the the protagonist - no this is literature for adults - there isn't always a happy ending. 6) Young Goodman Brown - looking for evil and he finds something 7) Pair Frederick Douglass with Harriet Jacobs 8) For the 1960s I have the students examine poetry and music. 9) For the 1970s and 1980s I have the students examine movies. 10) For the 1990s and beyond, we look at anime, animation, and the internet.

My favorite Puritan assignment - I provide a list of the Puritan beliefs, then ask the students to find examples within the works they've read.

Aug 22, 2013

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