Serious support for a not so serious new teacher

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Serious support for a not so serious new teacher

by In over my head

Nov 25, 2012

I am a mentor to a first year teacher. Although I think she wants to do a good job, when it comes time to do the work, it doesn't happen. We are over 9 weeks into the year and there is very little effective small group instruction going on. Management s a huge issue, so whole group is a disaster.

I know the problem is lack of preparation. Her focus has been on centers, and changing them up each week. She wants her classroom to be "fun".

Whenever we are scheduled to meet, something comes up or she only has a few minutes. I am very concerned, and feel responsible as her mentor.

I need a plan if action. I know that we should focus on one thing at a time. I also know it will take follow up on my part to make sure she is following through. I am a full time teacher so this will be difficult. Also, as a mentor, I am not an evaluator. But, without pointing out areas of improvement and follow up, nothing is going to change.

How do I handle this as a peer ...See More

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Sara On 11/25/12, In over my head wrote: Some people are harder to reach than others - do you have a mentor? Do you have someone to go to who can help you reach this teacher? How serious is your school about its mentor program?

You can - if you're brave and your administration doesn't mind - read her the riot act. You can say things like "I wan...See MoreOn 11/25/12, In over my head wrote: Some people are harder to reach than others - do you have a mentor? Do you have someone to go to who can help you reach this teacher? How serious is your school about its mentor program?

You can - if you're brave and your administration doesn't mind - read her the riot act. You can say things like "I want to help you but things are not going to get better until you..."

By the way, does she recognize it's a disaster and does that bother her? There's nothing wrong with wanting a class to be fun - though it's unrealistic to think that a class can be made to be 'fun' every day. My goal for my classes is that they be an experience the kids find positive - I don't use the word fun but I do want a positive class every day. I want a class the kids look forward to coming back to each day. Does that mean it has to be fun? I don't think so and my class isn't always fun - I wish I could achieve that but I do my best - but it's always a positive class. I think the kids can see I'm trying hard to make it work in everybody's best interest. I really care about the kids and about their school experience.

Why did this person go into teaching? What are her goals? But why not strongly suggest to her that she let the 'centers' go and get things under control.

Not every two teachers were meant to work together - does your school require her to meet with you? If not, then there's not much if anything you can do. Here our mentor teachers do get to evaluate us.

To me it sounds like a 'heart to heart' wouldn't be out of order - ask her - do you want any help? Or do you want to go it all alone? Does she have a relationship with any other building teachers? You could quietly ask them to pitch in and help.

Can she have a sub and spend a day observing in other classrooms? That can be an eye-opener if that can be made to happen. > >

> > > > I need a plan if action. I know that we should focus on one > thing at a time. I also know it will take follow up on my > part to make sure she is following through. I am a full > time teacher so this will be difficult. Also, as a mentor, > I am not an evaluator. But, without pointing out areas of > improvement and follow up, nothing is going to change. > > How do I handle this as a peer and as a mentor? Suggestions > for my plan of action? > > I will add that she totally blames the kids and their > behavior. There is no reflection on her part that she might > be at fault.

Nov 30, 2012

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