Friday 14 March 2014

Kayla Tretiak (A12) - The First Days of Class: A Practical Guide for the Beginning Teacher by Rebecca Wilke

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):
1.      www.discovery.com – astronomy, history, and health
2.      www.pbs.org – there is also a PBD kids section
3.      www.scholastic.com – educational information, lesson plans, activities, and resources
4.      www.thehistorynet.com – history
5.      www.nationalgeographic.comgeography and science
6.      www.classroom.com – other resource (currently under maintenance)

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 14: 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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