Advice for a new teacher?  How about one who is still in college?
548687
Try to soak up everything you can learn from the history teacher you will be observing! Observe the mentor's good teaching qualities and also observe the mentor's very bad or at least not so good teaching qualities. Use this time to help you decide things you would do differently then him, given the position of the teacher. Also, try to teach some lessons to the class, the experience you will get is priceless! Learn as much as you can and most of all, have fun! Enjoy! Good Luck to you!
24581
1) Brainstorm.  Start with a list of everything that you can think of that you may want to include in your speech.  This is a stage where you generate ideas, so turn off your censor/editor and WRITE EVERYTHING down that you can think of.  Even if your ideas are dumb, they may help you think of other ideas after you have something written down.  Set a time limit for brainstorming so that you have to think quickly.  try 2-5 minutes.\n\n2) Pick your best idea and start with that.  In a speech, it's good to start with something unusual, something memorable, funny, etc.  Don't start with the boring stuff.  You want people to lean in to listen.\n\n3) If you're trying to think of an approach to start, you could begin with:\n\n--Your first impressions of the two teachers.\n--Accomplishments that people may not know about the teachers.\n--Statistics about how many students they've impacted, or some accomplishments of the students they've instructed.\n--Point out/remind people of a lovable/quirky trait about the teachers.  Like a common phrase they use or their trademark green sweater and purple tie, who knows?  (Be careful not to offend) \n\n4) After you have a rough draft of the speech, read it out loud.  If it doesn't sound like you're having a normal conversation, edit it so that it sounds like you're talking to someone.\n\n5) Rehearse the speech to a person who doesn't know the teachers.  Ask for honest feedback about areas that could be improved/shortened/lengthened.\n\n6) Rehearse the speech to a person who does know the teachers.  Ask if it's a speech that honors them, and again honest feedback for improvement.\n\n7) More ideas on brainstorming:  When I was a writing tutor, I often had to get students to brainstorm on a topic that they felt stumped on.  I'd ask them some questions about their topics similar to the following prompts.\nTry any of these prompts to get you going, and freewrite about them:\n\n--If each teacher was a color, what color would he/she be and why?\n\n--What would your grandmother have to say about these teachers?\n\n--Name some traits about these teachers that you wish you had.\n\n--Name some things about these teachers that most people don't have.\n\n--Why could this teacher never be replaced?\n\n--List some things about these teachers that students may not know.\n\n--If the teacher was a character from Shakespeare/Bible/Dickens/ (other classic literature), who would he/she be, and why?\n\n--If the teacher was a character from The Real World/The O.C./Survivor/Desperate Housewives/(Other popular show), who would he/she be, and why?\n\nGood luck on generating ideas!
458265
Create a relaxed study schedule, balance out your classes between first and second semester. Don't take on more classes than you can handle, it okay to take the minimum classes and stay full time.....And if you need help don't wait until the last minute for getting help....Let your teachers know the very second you don't understand.
1104312
Going to a new school can be a lil scary. But it can be just as exciting! \n\nSometimes making friends can be a challenge - especially if you're shy! So first off - you need to think of who you want as friends. Most people like to make friends with people who like to do the same things as they do.\n\nSmile! When you smile, people think you are nice and easy to talk to. \n\nStart a conversation by saying something nice to someone. "Great answer to the teachers question"\n\nAsk your new friend questions about themselves..."Whose your favorite singer?" Make sure you have plenty to offer a conversation to keep it going. (personal experiences, likes/dislikes...)\n\nA great way to meet new people is to get involved in an extra curricular activity. Wether it be signing up for something in school or outside of school!\n\nAs far as teachers go...it's their job is to teach you and your job as a student is to learn. Most teachers are approachable and willing to help you when you need it. If you are confident - you can introduce yourself but if not - in time they will get to know you and you them!\n\nIf you happen to bump into a bully: Try not to show them fear because they love that.\n\nIf you start feeling scared because someone has hurt you (punch, kicked) tell an adult right away!\n\nOtherwise, just be yourself! You are wonderful in your own ways!\n\nHave fun and good luck...
369931
Ask what YOU want to know. Try to ask stuff that you cannot find on the college's site or brochures. Asking some of the college students themselves is a lot of times more rewarding than whoever is leading the tour or session.\n\nA good question is:\nIf there was one thing you would change about this college, what would it be and why?
423747
if the class is new to itself and the sts dont know each other then either do some fun questionnaires or try a throing ball game where you shout out the sts name before throwing it to them to get them all used to each other. if its only you that is new then teacha few ordinary lessons first, dont lose their respect by trying to be too fun at first, let them see that you are a teacher first and then as you get to know then and they you, you can reward them with some fun games.
401000
It really does depend on your cooperating teacher for student teaching. If you have a good one, the experience is both much more difficult than classes, and highly rewarding. If you have a bad one, you either end up thinking things are much easier and end up in a total panic your first year with your own classroom; or, you are so overwhelmed it's nearly impossible.
721923
I'm a teacher of 13 years experience.  I have taught most of my time in junior high (where I still am), but I've also taught high school and college.  I hope I have some guidelines that help.  Remember there is nothing like experience in education.  For all the advice you'll get, you just have to do trial-and-error until you find what works for you.  Everyone has his/her own style of discipline and motivation.  So, in no particular order, a list of problems and solutions:\n\n1) Tell the student to spit out gum, and don't make a big deal of it.  This is a minor offense.  If there is eating and drinking going on, emphasize that this is not the time or the place.  In a junior high school, a second offense gets paper pick up, where students have to go around during break time and pick up papers and tidy the campus.  For a college class, I'd recommend dismissing the student from class early if it's continual and passive-aggressive, having a talk with the dean.  Or if this is a college class, make clear, specific rules for bringing food to class and make your expectations clear about how to dispose of it.\n\n2) For excess talking, move the students around.  Say that you will not talk while they are talking, and they need to listen as a courtesy to you and the learning community.  Keep "playing chess" with them and bouncing them around the classroom.  You must back up what you say with consequences, too.  You cannot just ask someone to stop, then tell them to stop, and keep telling them.  The third time, there needs to be a consequence, not only because some people are inconsiderate and insensitive, but because there are others who are passive-aggressively hostile and need other people to set boundaries for them because they won't do it for themselves.  Remember sometimes you just have to stop talking altogether.  The withering glare (or my favorite, "The Gorgon") is particularly effective and also always gets a laugh.  Never shout over them.  I often speak my first sentence a bit louder than I need to, then immediately soften my voice so they have to strain just a bit to hear.  \n\n3) For verbal defiance in the classroom, I stare directly at the student, lean over, and say, "Excuse me?" and keep staring.  This usually gets an immediate apology and a quick re-statement.  If the student continues to be defiant, inform him or her that you are not going to put up with the obnoxiousness and rudeness, and immediately send the person to another classroom or an early dismissal if a college student.  Then you MUST follow up, whether with detention, a phone call home, a visit home, a talk with the dean of discipline.  This is three-fold: not only are you not letting yourself be a target, but you are also letting the student know that a boundary has been violated, and you're letting the class know indirectly that you have the authority to discipline and keep order and control.  \n\n4) Keep your students so busy that they do not have time to turn around and talk or cause problems.  Give them interesting, engaging, mind-expanding work to do so that they get caught up in their work and won't want to make problems, because they are enjoying what they do.  Of course, making work interesting and enjoyable takes years of practice, tinkering and imagination, and it takes empathy with your class, its age, and your objectives.  Anyone can learn how to keep order in a classroom, but the art of teaching comes from entertaining and opening up the mind so that people want to learn and want to come to class.\n\n5) Sit needy students near you, as well as students who ask a lot of questions.  They get their questions answered quickly and easily, and the classroom isn't disrupted (as often).  Often simply sitting close to the teacher may result in fewer questions; they may simply want attention or need to be close to an authority figure to feel safe and get the attention that they want.\n\n6)
396634
As a teacher, I could offer a few tips:\n\n1. Ask your teacher for extra help after school. He or she should be willing to make sure you understand the subject; plus it shows the instructor that you truly care. In addition, see if you can get a classmate to tutor you in any subject you might have difficulty in.\n\n2. Conduct group studies. You'd be surprised to discover how much you can learn studying with friends -- if you remain on topic. Creating a study group the night or two before a big exam could really help you prepare.\n\n3. Eliminate distractions during your study time. Turn you cell phone on vibrate. Turn off the television. Don't pay attention to your AIM. Give your text/notebook/worksheet your undivided attention.\n\nThese are just a few that should help your study habits.
74617
Some of these tips are critical during your first weeks, while the others are meant for longer-term guidance and survival. Whatever you do, be sure to be yourself and try to enjoy your college experience as much as possible. Expect to feel some stress and homesickness, but don't let these issues wear you down. \n\nGo to all orientations. Do you really need to go on yet another campus tour? Yes. The faster you learn your way around campus -- and around all the red tape -- the more at ease you'll feel and the better prepared you'll be when issues arise. \n\nGet to know your roommate and others in your residence hall. The people you live with, most of whom are going through similar experiences and emotions, are your main safety net -- not only this year, but for all your years. You may change roommates after the first semester or you may stay roommates for all four years -- just take the time to get to know your fellow first-year students. \n\nGet Organized. In high school, the teachers tended to lead you through all the homework and due dates. In college, the professors post the assignments -- often for the entire semester -- and expect you to be prepared. Buy an organizer, a PDA, a big wall calendar -- whatever it takes for you to know when assignments are due. \n\nFind the ideal place for you to study. It may be your dorm room or a cozy corner of the library, but find a place that works best for you to get your work done -- while avoiding as many distractions as possible. \n\nGo to class. Obvious, right? Maybe, but sleeping in and skipping that 8 am class will be tempting at times. Avoid the temptation. Besides learning the material by attending classes, you'll also receive vital information from the professors about what to expect on tests, changes in due dates, etc. \n\nBecome an expert on course requirements and due dates. Professors spend hours and hours preparing course syllabi and calendars so that you will know exactly what is expected of you -- and when. One of the lamest excuses a student can give a professor: "I didn't know it was due today." \n\nMeet with your professors. Speaking as a professor, I can assure you there are only upsides to getting to know your professors, especially if later in the semester you run into some snags. Professors schedule office hours for the sole purpose of meeting with students -- take advantage of that time. \n\nGet to know your academic adviser. This is the person who will help you with course conflicts, adding or dropping courses, scheduling of classes for future semesters, deciding on majors and minors. This person is a key resource for you -- and should be the person you turn to with any academic issues or conflicts. And don't be afraid of requesting another adviser if you don't click with the one first assigned to you. \n\nSeek a balance. College life is a mixture of social and academic happenings. Don't tip the balance too far in either direction. One of my favorite former students always used to say her motto was to "study hard so she could play hard." \n\nGet involved on campus. A big problem for a lot of new students is a combination of homesickness and a feeling of not quite belonging. A solution? Consider joining a select group -- and be careful not to go overboard -- of student organizations, clubs, sororities or fraternities, or sports teams. You'll make new friends, learn new skills, and feel more connected to your school. \n\nStrive for good grades. Another obvious one here, right? Remember the words of the opening paragraph; while good grades could have come naturally to you in high school, you will have to earn them in college -- and that means setting some goals for yourself and then making sure you work as hard as you can to achieve them. \n\nTake advantage of the study resources on campus. Just about all colleges have learning labs and tutors available. If you're having some troubles, these resources are a
645241
Congratulations! Now is the time to get that Prozac prescription...just kidding!\n\nReal things to do to get ready for next year:\n\n1. Find out if your school uses a standard form or expects you to use your own for Present Levels of Performance reports. Review the district form, or ask to speak to a veteran sped teacher in your district about the paperwork requirements. The same goes for your lesson plans. Do NOT turn to a regular ed teacher for this. You MUST link up with a veteran sped teacher. The sooner you have the "templates" and "cut and paste" part of your paperwork down, the less time will be sucked out of your busy schedule during the actual school year for the routine stuff.\n\n2. Ask to look at a sample district IEP, or even better yet, if they know your caseload already, look at your kids' IEP paperwork. Get to know the paperwork format backwards and forwards. \n\n3. If you can review those IEP's now, review commonalities in individualized goals and modifications, and center your planning around linking the curriculum to those shared elements (tweaking from that point for further individual needs is easier than going student-by-student from the ground up).\n\n4. If you can get into your school over the summer, do it. Start working on organizing your classroom now. You won't have time at the start of the school year, especially as a new teacher, with the additional new teacher orientation meetings, additional sped staff meetings, and possibly incoming IEP meetings prior to the children returning.\n\n5. Did I mention hooking up with a sped teacher from your building (or a nearby building at the same level) as a mentor? Your district may assign you a "mentor," but he or she may not be special ed. If your official mentor is not special ed, you are not going to be able to turn to them for many things. A veteran sped teacher knows the ropes...the ones that are so different for us than for the regular ed teachers.\n\n6. If you haven't done so already, start to invest some of your own resources in alternative curriculum, materials, etc. Most districts either provide only a little, or no funds, for alternative materials at the building site level. Start to build wish lists and wait for the sudden "we have $100 each teacher that must be spent by day after tomorrow" announcement, too. Ensure open communication for yourself both with your school front office and with SPED central office. When I started in my classroom, I was provided with one copy each of each regular ed textbook from for each grade level (K-5), and access to the school materials closet. Excellent resources for getting the real materials and curriculum you immediately need to start things off, are your prior cooperating teacher from student teaching (if that worked out ok), and your sped colleagues. Make sure you write your name on EVERYTHING that you either buy with your own money, or gain through hand-me-downs.\n\n7. Have a clear picture in your mind about the roles you and each of your educational assistants will be playing within the classroom. What decisions will you maintain full control over, what will you delegate to them, and how will you ensure both quality services from your EA's, and their job satisfaction so that you won't have rapid turnover? Always be alert to the different support requirements between 1:1 EA's (assigned to a particular student) and EA's assigned to you as YOUR assistants for general use across your program(s).\n\n8. At the start of the school year, identify the following people, and throughout the year work on building positive professional relationships with: the school secretaries (who are the real heart of any smoothly functioning school); all therapy providers (SLP, OT, PT, etc.); the school counselor; the other sped teachers in your building; every single educational assistant whether they are sped or not (you never know who and when you'll be to
750578
Do you mean "teaches" you????  The student learns.  The teacher teaches!  Don't think you're quite ready for ANY college yet!
389661
first of all, make sure your spelling and grammar are correct...otherwise, the principal may think you need more class time.  also, list your reasons clearly and concisely--even in a bulleted list--so that both you and the principal can refer to any particular one that concerns you.  don't be a wise guy--no adult likes that when there's a serious matter on the table.  and it really couldn't hurt one bit to use a little flattery--defer to his/her knowledge, but be clear about your own reasons to want to continue going on field trips.  learning outside the classroom makes some things easier to understand.  using your senses (touch, hearing, sight, etc.) often is the best way to learn something.  good luck...let us know what happens!!
173848
1. Listen carefully. The most annoying questions are the ones that the teacher has already answered, sometimes moments before.\n\n2. Ask a classmate first. If your classmates don't know either, it isn't a dumb question. \n\nYour teacher is an overworked, underpaid professional who could be making much more money skills in almost any other field. And if she took another job, she would greatly enjoy whole days where nobody is rude to her. \n\nMany teachers will take another job at the end of the school year and never come back to the classroom. The new teachers will have worse tempers, and your education will suffer.\n\nYour teacher is in the classroom because she cares about preparing you as well as she can for a future you can't even imagine. She wants to see you work and learn because you need that knowledge for yourself. Grownups shouldn't have to talk you into doing your own work.\n\nTake responsibility for your own learning--own it--and your teacher won't get mad at you nearly as much.
576488
Remember that teaching in real life and teaching "concepts" and "methods" they teach you in school are very very different.  You have to be resourceful, patient, resilient, confident, creative, and strong!!!  Dealing with students daily is not easy and sometimes feel like a battle.  Also, there is a lot of politics involved with the administration and parents.  Be prepared for the worst and reap your rewards!
926420
Follow your teachers' instructions. \nBe polit and courteous.\nArrive on time and attend regularly.\nComplete your homework/coursework and meet deadlines.\nListen carefully.\nTake an active part in lessons by asking/answering questions and completing everything set.\nRead around your subjects to broaden your knowledge and understanding.\nAbove all try your best!
698392
I have taught in three private schools, so here's my two cents.\n\n1. What is your educational philosophy?  In other words, explain your views on how students learn, what they ought to learn, and  how curriculum should meet their needs.\n\n2. What are the most important tools of learning?\n\n3.  What do you believe about individual learning styles?  How should teachers implement them in their classroom, in order to better meet the needs of each student?\n\n4. What is the role of a teacher?  What is the role of parents in their children's education?  \n\n5.  What is the role of administration?  \n\n6.  If there is a complaint against a teacher, what is the director's role in aiding reconciliation?  (In other words, do they first back up the teacher, requesting that the parent take their complaint directly to the teacher first, before seeking help?  While that's uncomfortable, it is the best and most respectful way to bring about positive change.)\n\n7.  Why do you love education?\n\n8.  What are your goals for this institution?  What impact would you hope to make?  What legacy would you hope to leave?\n\n9.  What are your strengths?  What are your weaknesses?  How do you work with your weaknesses to bring about something good?\n\n10.  How would you approach conflict?  (This one is an important one.  Conflict always happens.  It's how we deal with it that makes or breaks us.)