PART
1 – SUMMARY OF THE BOOK
For this
particular assignment, I decided to read the book The First Days of Class: A Practical Guide for the Beginning Teacher
by Rebecca Lynn Wilke. Wilke is a university professor and an educational and leadership
consultant (p.xvii). Moreover, she has worked with children for over 20 years
(p.xvii). There are eleven chapters in the book and I will summarize each
chapter.
Chapter
1: Getting Ready to Interview – Personal Reflection, Picking the Right Path,
and Interview Readiness (pp.1-14)
This chapter
covers what a beginning teacher should do to get a job as a teacher. The first
suggestion is that teachers should find out who they are as a person. Wilke
explains that self-reflection is extremely important for teachers because
self-reflection provides the opportunity to assess both strengths and
weaknesses (p.3). In the first chapter, Wilke also discusses professionalism
and how teachers should have confidence in their abilities. She also talks
about commitment. In the words of Wilke, “[A] vital aspect of teaching is that
you must truly love the job that you do” (p.7). Wilke explains that if a
teacher does not like being a teacher, the students will know. The next section
in the first chapter is Planning Your
Path. Interestingly, Wilke points out that once a teacher works for a specific
school district, the teacher is likely to end up staying there. That being
said, Wilke recommends that teachers make sure that they think about where they
want to work. Teachers should ask themselves, “Do you want to work in a public
school or a private school?” (pp. 8-10). The next section in the chapter is
about getting ready for an interview. Wilke suggests how teachers should
organize their resumes and she also provides sample interview questions that
could be asked during an actual interview. She proposes that teachers practice
the questions with a friend.
Chapter
2: Where It All Happens - Creating the Right Atmosphere (pp.15-22)
The second
chapter addresses school culture and the classroom setup. Wilke begins this
chapter by explaining that all schools have a culture. In other words, each
school has a “unique feel” (p.16). She stresses that it is important for
teachers to find out how they can become part of a school’s culture. Wilke then
talks about the classroom. She talks about how it is essential for teachers to
think about where they want to put their students’ desks. She also talks about
the importance of making sure there is enough space in the classroom for the
students and teacher to move around. Wilke also advises that teachers should think
about where they want to put their own desks. Should the teacher put his or her
desk in a corner or should the teacher put his or her desk in the middle of the
classroom? The next section in the book talks about classroom walls; more
specifically, the color of the walls, the art that is taped to the walls, and the
classroom bulletin boards. The last section in the chapter explains how
teachers should try to create an inviting classroom – A classroom that appeals
to all senses and a classroom that brings nature into the classroom.
Chapter
3: So Much to Do, So Little Time – How Do You Organize It All? (pp.23-31)
The third
chapter is all about organization. Wilke explains that teachers need some kind
of way to keep themselves organized. She talks about a curriculum calendar. She
says that as teachers are looking through the curriculum, they should also have
a calendar so that they can engage in “long-range planning” (p.25). The next
section in this chapter is about materials and how when teachers are looking
through the curriculum, they should also be creating a supply list. She talks
about how it is a good idea for teachers to ask the students to respect the classroom
supplies and equipment. Students should put away all the classroom supplies in
their respective places once they are finished with them. The next section is
documentation and how teachers should find a filing system that works for them.
Wilke provides teachers with suggestions on how teachers can label their
folders. She also makes it a point to mention that teachers must continuously
update their files.
Chapter
4: Planning the Trip – Your Plan Book Can Be Your Best Friend (pp.33-40)
Chapter four is
about planning. In this chapter, Wilke talks about teachers having a plan book.
Wilke explains that teachers can buy their plan books or make their own plan
books. She explains that plans books are a great way for teachers to plan daily
lesson plans and keep track of all the assignments given to the students. The
next section in this chapter talks about how it can be a good idea for teachers
to have students engage in “opening activities” as soon as they enter the
classroom (p.38). “Opening activities” avoids wasted time in the classroom
(p.38). Wilke also mentions lesson plans for substitutes. She notes that
teachers can leave their plan books at school for substitute teachers or simply
fax a lesson plan to the secretary. She concludes this chapter by explaining that
being organized and having prepared lesson plans makes teachers “appear more
professional” (p.39). That being said, Wilke cautions that teachers should only
plan detailed lessons two weeks in advance. She explains that teachers must be
aware that unexpected events can happen at any moment in school and if teachers
prepare detailed lessons more than two weeks in advance, teachers may find it
harder to change their lessons and may have to restart all their lesson plans
to accommodate the change.
Chapter
5: Enter the Students! Meeting the Demands of Diverse Learners (pp. 41-50)
In chapter five,
Wilke talks about students. She says that first impressions are very important.
Furthermore, as it is mentioned in the chapter, “All of the students you come
in contact with are special, and it is your privilege and responsibility to
discover what makes each one so extraordinary” (p.43). One the first day of class, Wilke recommends
teachers to learn how to correctly pronounce all their students names. She explains
that teachers should make sure that they make and take time to know each and
every student in their classroom. It is also suggested in the chapter that
teachers should be continuously learning about multicultural classrooms and
reading about how to be a “culturally competent" teacher (p.45). Teachers need
to be aware that there can be students with different cultures in the
classrooms and that it is important to acknowledge the diversity and allow
students to share their culture. In the next section Wilke talks about how
teachers should find out what students already know in the various school subjects
(prior knowledge). Wilke also briefly
mentions IEPs and how it is important for teachers to attend meetings because
it is by attending these meetings that teachers will know how to help their
students. Ultimately, this chapter is about how every child is special and
every child is important.
Chapter
6: The First Month of the Journey (pp.51-64)
Chapter six
addresses what a teacher should do and expect during their first few months as
beginning teachers. Wilke highlights that new teachers should make sure that
they are familiar with the school they are working at and should ask for a map
of the school. Wilke provides “key locations” that every teacher should know
such as the office, the library, the copy centre, the counsellor’s office, the
psychologist’s office etc... Wilke also states that it is important for
teachers to meet and introduce themselves to their colleagues, be aware of all
the school policies, and know the emergency procedures. A teacher familiarizing
themselves with the local community is another topic discussed in the chapter. The
next part of the chapter recommends that teachers think about “how” they want
to teach and “what” they should teach (pp.54-56). The author also states that
it would be a good idea for teachers to find mentors or other colleagues who
could help them with any questions they may have. Wilke also addresses class
management in this chapter. She states that it is important for teachers to
explain to the students the rules and expectations right from the beginning and
that it is important for them to “follow through with the consequences” (p.59).
She suggests that teachers tape the classroom rules on the wall for the
students to see. Wilke briefly talks about rewards and how teachers can use
rewards in their classroom. The chapter finishes with Wilke explaining that
reflection is something teachers should make time to do. Teachers should take
time at the end of the day to think about the day’s lesson and think about what
can be improved for next time.
Chapter
7: Keeping the Records Straight (pp.65-76)
The seventh chapter
covers assessment. The beginning of the chapter Wilke emphasizes that teachers
need to know how they want to grade their students. That teachers should think
about questions like, “Will you use points?” “Will you use checkmarks and Xs?” and
“Will you correct every assignment handed in?” (p.68). Wilke also gives a few
suggestion on alternative assessments that teacher can use instead of tests.
Rubrics are also discussed in this chapter. The author explains that teachers
are not the only ones that can come up with rubrics. Students can also help the
teacher develop rubrics. By having rubrics, the students are able to understand
what is expected of them and see all the requirements needed for the particular
assignment. Portfolios are also touched on in this chapter. Wilke states that
portfolios are a great way to see how students have developed and progressed
throughout the year and years. The last section of the chapter explains how
teachers who choose to have electronic grade books should always have a hard
copy or a backup because sometimes technology can fail and teachers can lose
all their information. Wilke also explains that it is important for teachers to
correct assignments, quizzes, and tests as soon as possible; to not let the
assignments, quizzes, and tests pile up.
Chapter
8: The People You’ll Meet Along the Way (pp.77-86)
The eighth
chapter is about the people beginning teachers will come into contact with in
the school environment. Wilke begins this chapter by stating that it may be a
good idea for the teachers to know their superintendents. She also explains
that principals and vice-principals will be observing and assessing how
teachers are teaching and managing their classrooms. Once again, Wilke states
that it is a good idea for beginning teachers to get to know the school staff
members. Wilke expresses that it is important to get to know the support staff,
the administrative staff, the custodians, the librarian, the school counsellor,
and the “school health, safety, and nutrition experts” (p.83). Wilke also
stresses the importance of getting to know the parents and primary care givers
of the students. She suggests that before school starts, the teacher should
meet all the parents or guardians of their students. As it is mentioned in
Wilke, the reason why teachers should contact their students’ guardians on a
regular basis is because it will be beneficial to the students and will help
them better succeed (p.84).
Chapter
9: Professional Development – Charting Your Progress (pp.87-96)
Chapter nine is
about a teacher’s ongoing professional development. Wilke emphasizes that
teachers should always try to improve their teaching strategies and increase
their knowledge. According to Wilke, being a teacher means being a “lifelong”
learner (p.95). Teachers should not “worry about what everyone else is doing;
just get going – and keep growing” (p.95). Moreover, Wilke explains
professional development and how teachers will have to go to a variety of professional
development workshops throughout their teaching careers. She suggests that
teachers look at all the professional development seminars offered, pick the
ones that are of interest to them and then write it down in their organizer.
She also talks about joining an “educational organization” and teacher unions
(teacher unions offered in the United States).
Chapter
10: Staying on Track Throughout the School Year (pp. 97-106)
The tenth
chapter focuses on what teachers should do to ensure that their whole school year
is successful. Wilke stresses during the entire school year, teachers should make
an effort and be organized. Furthermore, Wilke explains that the students’
interest in school fluctuates throughout the year. Students are usually
interested in learning the first couple months, but come January to March,
students are not as excited about school. Wilke then explains that in order for
students to remain excited and interested in school, it is important for
teachers to think about fun and engaging activities that they can incorporate
into their lessons. She also suggests that teachers include ”stimulating activities”
in the last few months of school because after spring break, students will have
summer vacation on their minds (p.103-104). Sometimes, it is recommended to
have a “heart-to-heart” conversation with students if the teacher notices a
drastic loss of interest in school (p.104). It is also important to mention
that there is a section in the chapter that covers “cultural events and
holidays” (p.100). During the school year, teachers should make an effort to
incorporate cultural events into their lesson plans (p.100). Incorporating
cultural events gives students the opportunity to learn about various cultures
and have the opportunity to interact and get to know their classmates. Lastly, Wilke
suggests that teachers allow students to work in groups in order to “increase
cooperation, communication, collaboration as well as to build confidence”
(p.100).
Chapter
11: Crossing the Finnish Line – Time to Celebrate Your Success (pp.107-114)
The
final chapter in the book, chapter eleven, is about the end of the school year
and what teachers should do to help them start preparing for the next year. She
explains that during the summer months, teachers should definitely take the
time to relax and decompress. She explains that it is essential and healthy for
teachers to take a break during the summer months because if they do not, teachers
may end up “burning-out” (p.109). She talks about travelling and how teachers
can learn about different cultures while travelling. She also highlights that
travelling can be part of a teacher’s professional development. In this
chapter, there is also a section about reflection. Wilke emphasizes that having
a reflection journal is a great way for teachers to think about what was successful
and what needs improvement. Wilke says that “just thinking about these things
is not enough; you must formulate a plan” (p. 111). The last section in the
book explains how teachers should find time to read and to “get lost in great
literature” (p.112). She then states that being a teacher will not be easy and that
there will be times when being a teacher is difficult, but she indicates that
teachers should “Hang in there” because it will not always be that way (p.113).
Essentially, she stresses that being a teacher is an extremely rewarding
profession.
PART
2 – CRITIQUE AND RESOURCES
Critique
Rebecca
Lynn Wilke’s book, The First Days of
Class: A Practical Guide for the Beginning Teacher was written in 1999, but
even though it was written more than a decade ago, I still find it helpful.
Wilke’s book is easy to read and easy to understand. I definitely think that
this book is a good read for any beginning teacher, whether they are teaching elementary
students, middle school students, or senior year students. Every chapter in the
book begins with a quote and a clever cartoon and every chapter ends with a “Tips
to Remember” section. A great example of a quote taken from one of the chapters
is Lee Iacocca’s quote (as cited in Wilke): “In a completely rational society,
the best of us would aspire to be teachers and the rest of us would have to
settle for something less, because passing civilization along from one
generation to the next ought to be the highest honor and the highest
responsibility anyone could have” (p.1) That being said, it is important to
note that this book was written in the United States and some of the
information in the book does not really apply to Canadian teachers. For example,
in chapter 9, she talks about teacher unions; more specifically, the two unions
in the United States. Canadian teachers do have unions, but the Canadian union
organizations are different.
For the most
part, I agreed with what was said in the book. However, I did have issues with
Chapter 6; more specifically the section on behaviour management. There is a
section called “They Want to Please You” (p.59). In psychology class and many
of the readings we had to read explained that students should be intrinsically
motivated to learn. Students should not want to learn because they want to “meet
our expectations” or please us (p.59). Moreover, Wilke states in her book, that
using rewards in the classroom can be beneficial (p.61). She does note that all
teachers may not agree with rewards, but that throughout her years as a teacher
she has “never come across a child who wasn’t willing to improve behavior if
there was some positive reinforcement as a goal” or that “just as your paycheck
is essential to you, pupils value every mark, smiley face, sticker, and comment
that you place on their papers (p.61, p.74). The mention of stickers reminded
me of Principe’s article, The Developmental
Psychologists’ Back-to-School Shopping List, and how “gold sticker stars can really
undermine children’s learning” (2012).
In relation to
what was previously said, we watched a video in psychology class that explained
that the use of rewards can be helpful if the task does not require students to
be creative or problem-solve (deep thinking). From what I have learned in many
classes and from working in school a division that does not use rewards, teachers
should be aware that rewards and praise promote extrinsic motivations. Therefore,
teacher should always try and think about the pros and cons of giving rewards and
praise to their students and try to avoid giving rewards when the task involves
creativity or problem-solving. Teachers should also be mindful that saying something
like “Good Job!” to the students may not be “so positive” either (Kohn, 2001). In
terms of classroom rules, Wilke proposes that teachers tape/hang the rules
where all students and teacher can see them and refer to them. I agree with
that; however, after talking and discussing with my classmates, I think that
students should create the classroom rules with the teacher.
Throughout the
book, Wilke talks about multicultural education and I agree that it is very important
to for teachers to be aware of the diversity in the classroom. All students should
have the opportunity to share their culture with their classmates. In psychology
class, we had to read about multiculturalism and we also had the opportunity to
discuss multiculturalism in class. During one of my group discussions, we
talked about the hidden curriculum, avoiding biased textbooks, and making sure
that all students feel welcomed and accepted in the classroom. Nonetheless,
from what I have read in the Social Studies curriculum as well as Coelho’s
textbook Adding English: A Guide to Teaching in Multilingual Classrooms, multicultural education is important, but
anti-racist education is just as important and both should be taught together.
Furthermore,
in the book, Wilke talks about where to place a teacher’s desk. The way she was
talking made it seem like teachers should have a desk in their classroom. When
I visited Ecole Constable Edward Finney, many of the classrooms did not have a teacher’s
desk. Not having a teacher’s desk in the classroom is definitely different, but
it is important to realize that it is not necessary to have a teacher’s desk in
the classroom in order to be organized. Staying on the topic of Finney, I also
read in Wilke’s book that when it comes to decorating the walls in the
classroom, students should have the opportunity to change the bulletin board
themselves. I found that to be a great idea. Nevertheless, Wilke talks about
putting commercialized posters on the walls. From what I have seen at Finney
and from what I have read in other articles, if teachers decide to put
commercialized posters on the wall, they have to make sure that the posters
represent everyone in the classroom. Additionally, teachers should try to have as
many authentic posters on the wall - posters made by students.
Ultimately, this is a great book for
beginning teachers who need tips on how to prepare for an interview and who
need tips on organizing their classrooms and lesson plans. In one of the
aforementioned paragraphs, I mentioned that Wilke’s book is for all beginning
teachers teaching any grade. Even though I did find that some of the
suggestions mentioned in the book helpful and useful, I would have liked to
have read a book for elementary
teachers where the focus is on elementary students. I would have also liked to
have read a book that explained ideas and suggestions in more detail. For
example, in the book, there is a section on ADHD and Wilke states that “There
are specific steps that you can take to help ensure success in school,” but she
does not explain what these steps are at all (p.49). I would have also liked to
have read a book with more activity ideas and a book that suggested a variety
of ideas and tips on classroom management.
Resource List – Taken directly from Rebecca Lynn Wilke’s
Book
Below
are resources that I found helpful.
Resume
outline (pp.10-11)
1. Vital
statistics
2. Job
objective
3. Education
4. Work
experience
5. Certification
6. Honors/Awards
7. Professional
Organizations/Community Involvement
8. References
– “available upon request”
Possible
Interview Questions – practice with a friend (Box 1.1 – p.12)
1. Tell
us about yourself
2. Why
did you decide to become a teacher?
3. Describe
your educational background for me
4. What
kind of experiences have you had in the field of education?
5. Can
you define your philosophy of education?
6. Explain
how you think you will fit into this position
7. How
do you best work with people?
8. What
will your classroom management be like?
9. What
professional organizations do you belong to? Do you read certain educational
journals?
10. What
books or people have had the most impact on your life?
11. In
what ways would you be asset to our school?
12. Where
do you see yourself in 10 years?
13. What
are your strengths? Weaknesses?
14. How
do you plan to keep in touch with parents?
15. What
will you do to keep current in the field of education?
16. Are
there any questions that you’d like to ask us?
Documentation – File Folder Labels (pp. 28-29)
1. Meetings
2. Parent
Contacts
3. Counselling
Referrals
4. Disciplinary
Action (e.g., suspensions)
5. Lesson
Plans
6. Grades
(per term – older students)
7. School
Procedures
8. Testing
Results
9. Evaluations
10. Professional
Development
Plan
Book Checklist (Box 4.1 – p.37)
1. Label
the cover with your name in dark ink
2. Print
your school’s name and phone number, as well as your room number, on the first
page
3. Try
to use a ‘week at a glance’ format, with blocks for each day and class
4. Use
an extra column to keep track of all school meetings
5. Block
out any special events
6. Highlight
reminders like important phone calls that must be made on specific days
7. Post
all homework assigned in your plan book so there is never a question about what
is due the next day, week, or month
8. Include
dates to remember, like local, state, national, global celebrations
9. Add
personal, schoolwide, and district goals in an extra column from time to time
as reminders of what you are striving toward during this school year
Alternative
Assessments (p.69)
1. Write
a report
2. Make
a scrapbook
3. Put
on a demonstration for the class
4. Create
group projects
5. Do
statistical charts or diagrams
6. Paint
a picture or a mural
7. Design
a game
8. Set
up an experiment
9. Teach
the class (for older students)
10. Present
a musical or play
11. Keep
a journal
12. Develop
a computer program (for older students)
13. Formulate
a problem-solving technique
14. Choreograph
a dance
15. Interview
an expert in the field
At the end of the book, Wilke provides
many resources. Some of the books she recommends reading are
(pp.117-118):
1. Codell,
E. R., & Trelease, J. (1999).
Educating Esme: Diary of a Teacher’s First Year. Chapel Hill, NC: Algonquin
Books.
2. Lindfors,
J. W. (1999). Children’s Inquiry: Using
Language to Make Sense of the World. New York; Teachers College Press.
3. Tiedt, P. L., & Tiedt, I. M (1999). Multicultural Teaching: A Handbook of Activities,
Information, and Resources, 5th Edition.
Boston: Allyn & Bacon.
Some of the websites she recommends
visiting are (pp.120):
References
Coelho, E.
(2007). Adding English: A guide to teaching in multilingual classrooms. Toronto, Ontario: Pippin Publishing.
Kohn,
A. (2001). Five reasons to stop saying "Good Job!”. Retrieved from http://www.alfiekohn.org/parenting/gj.htm
Manitoba
Ministry of Education. (2005). The Manitoba curriculum grades 1‐4:
Social studies. Retrieved from http://www.edu.gov.mb.ca/k12/cur/socstud/kto4.html.
Principe, G.
(2012). The developmental psychologists’ back-to-school shopping list. Psychology Today.
Retrieved from http://www.psychologytoday.com/print/102518
Wilke,
R. L. (1999). The first days of class: A
practical guide for the beginning teacher. Thousand Oaks, California:
Corwin Press, Inc.
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