Kyleigh Hurak - First Time in the High School Classroom Teacher's Toolbox

First Time in the High School Classroom: Essential Guide For the New Teacher by Mary Clement

Introduction

The first time in high school classroom is a comprehensive book by Mary Clement.  In this book she effectively organizes the content into 10 chapters where she covers a variety of topics that all teachers should be aware of but first-year teachers may need reminders of. Rather than focusing on theories and concepts Clement gets to the basics that a teacher will need to know to get through their first year.  She addresses many different aspects of teaching. A large part of the book seems to be a review of most of what is taught in the Faculty of Education, but it is great to refresh yourself of these concepts before entering your high school classroom for the first time.

             

Brief Outline of Chapters

1. Curriculum Planning

This short chapter primarily focuses on American standards and testing.

2. Planning of Lessons, Units and Syllabi

“Why plan? If you have even the smallest feelings of your panic when you imagine facing 28 15-year-olds and keeping them busy and out of trouble four 50 to 90 minutes at a time, then you see the value of planning.” – Mary Clement

In this chapter Clement advocates that looking at the “big picture” is the best way to organize your classroom for long term planning. To see the big picture she suggests familiarizing yourself with the curriculum then beginning to organize the sequence of your units. Once the sequence has been decided you should begin your unit planning then progress to lesson planning. Before ever teaching a lesson a teacher should know what they intend to teach and the goals and objectives that will be met. This process, Clement says, will allow a teacher to be organized, keep to a schedule, and provide purposeful learning experiences.

Once a teacher has decided their direction for the class they should create a syllabus. Within your syllabus Clement suggests you should have an outline of your units and the “nuts and bolts” of the classroom such as when tests and projects will occur. This allows them to be responsible for their work and have a guide s to the direction of the course. She mentions that a high school syllabus does not have to be as rigid or comprehensive as a university or college syllabus because that will overwhelm students.

3. Methods for Teacher Instruction

“Technique is what teachers use until the real teacher arrives.” - Parker Palmer

            This chapter covers various methods that a new teacher can use until teaching becomes second nature to them. I am sure most student teachers have all observed their co-operating teachers point something out that might be a useful resource or way of doing things that we may have never noticed before. During this time and I would argue the first few years of teaching you may need extra assistance in how you might deliver content to your students. This chapter, I find, is very focused on teacher directed methods of learning and instruction.

This chapter outlines the following methods:

1.     Assessing prior knowledge

2.     Knowing how students learn

3.     Knowing the textbook

4.     Lecture/Presentation

5.     Concept attainments

6.     Graphic organizers

7.     Demonstrations

4. Methods for Guiding Students Talk and Thought

            This chapter again is mostly a review of what has been taught in the faculty. It focuses on more equal teacher/student methods of learning. These methods put the power of learning more into the hands of the student rather than focusing on the teacher to provide instruction as in the methods outlined above.

This chapter outlines the following methods:

1.     Teaching with questions

2.     Discussions

3.     Group work

5. Methods for Guiding Student Production of Work

            We know that at some point we will have to assess students’ understanding. To do this the author outlines very briefly some ways this may be done.  She explains how to make the following methods effective in the classroom and things that should be considered when planning and implementing them. The nice thing about this chapter is that she offers some suggestions to get you thinking about how each of the methods may be used in multiple subject areas. 

The following methods are outlined in this chapter:

1.      Projects

2.     Lab work

3.     Independent study

-Be mindful that over 10% of students will actually work and learn best independently.

6. Technology and Teaching

“For decades teachers had textbooks and chalkboard and little else at their disposal for teaching.” – Mary Clement

            In chapter 6, while quite brief, you will find information about using technology to enhance the classroom experience and your life as a teacher. Technology can improve the life of a teacher by aiding in organization, as supplementation to the resources and information you may already have at your disposal and finding visuals to enhance your lectures. The great thing about technology is that it keeps relevant and vast amounts of information available to students to help them with research projects that books in a library may not have traditionally been able to provide. It also provides students with many different skills that are not always used when research is done through books and textbooks. Skills like critical thinking. However, Clement acknowledges that the internet presents unique challenges that teachers must be mindful of; accuracy, safety and inappropriate actions.

7. Homework, Assessment and Grading

“Extra credit should not be a way for a student to compensate for lack of studying early in the grading period.” – Mary Clement

            Clement acknowledges the controversies associated with all thee of these subjects but makes a case for how they can be effectively used if done so with a mindful approach.

8. Classroom Management and Getting the School Year Started

           Every teacher has some anxiety over classroom management. Especially when you have been assigned your first classroom. This chapter overviews how you might incorporate management into your classroom through classroom set up and knowing your students. She advocates that to teach your students you must know them (interests, abilities, prior knowledge, learning style, and interest in the subject). 

           To enforce management you should familiarize yourself with your school's policies first. Consequences should also be logical.

9. Diversity, Communication and Professionalism

"Being a teacher means much more than just teaching the curriculum to students." - Mary Clement

           The overall message of the diversity section is that as a teacher you must acknowledge and accept diversity in your classroom. At the same time you must teacher your students tolerance and acceptance of diversity. 

           Clements outlines various way you may communicate with a parent, such as written, meetings and phone calls. She acknowledges communication does not always have to be negative and you should also inform parents of positive behaviour. 

10. Success strategies for your first year and beyond

"Five years from now how will you know if you have been successful?" - Mary Clement's Colleague (Unnamed)

          This is the section that finally covers some aspects of teaching you may not be aware of. Thought evaluations were over after student teaching? Nope. The principal may typically look at the same things that your faculty advisor will. 

         You may find that you have to stock your classroom with supplies students may need and things that are not alway thought of or available. You might need things like an extension cord, clean clothes (self and student), magazines, paper, pens, markers, emergency money. 

         Lastly, Clement acknowledges you must balance your professional and personal life. The life of a teacher is consuming and busy, but do not neglect those you  care about because they are your support system. You will need them and they will need you. 

Resources

            What I really enjoy about this book is the fact that the author does not just tell you about being a mindful first time teacher. She provides some useful outlines and examples of things you may use to make your year a bit easier. I have included some pictures of the things she provides that I find to be the most useful and applicable resources.

A simple and easy way to get some of your new students.

 Some useful websites you might use for specific subject areas.

Possible rules for contacting parents/guardians - because most teachers never look forward to the phone call home this may help ease that anxiety.

Sample letter that can be sent home to encourage parental involvement and awareness regarding absences and missed assignments.

Some scenarios you may encounter as a new and experienced teacher. Because teaching is more than just lessons. 

Critique

            I found this book just okay. Like I mentioned above this book is mostly a review of what we have discussed in so far in the faculty. By the time we begin teaching (because of the way the job market is) we may have been subbing for a while and may have forgotten what we have learned. This would be a great refresher in that case. I could also see it being useful to teachers who have been teaching for a few years and fallen into some habits to remind themselves of things they should be thinking about.

            I feel that this book strongly related to teachers whose philosophy is more in line with the idea of traditional classrooms. That would be the idea that a teacher must teach students material. I mean, technology is the shortest chapter of the whole book and none of the ideas are that innovative or inspiring.

            Speaking of innovation and inspiration the whole book lacks both. Like I said the book is mostly a review of what we have already been taught.

            I noticed while reading the book is mostly based in History and English. I feel this may be Mary Clement’s subject areas. She acknowledges other subject areas, but the ideas and examples always have a History or English focus. If you teach a certain way and certain subjects for a while it becomes what you know so may be hard to move away from. It would also be hard to write a book on something you do not fully understand if you want to sell copies, so I will give the author that.

            I would not waste much money buying this book, nor would I waste my time fully reading this book again if I do not have to. If I happened to come across this book in a library or in a bargain bin I would consider getting it if I was going into the classroom for the first time or teaching for quite a while. The book is very well organized and clear so overall, you could mostly just skim through the book and find the sections you are looking for a skim through those.

Overall 2 stars out of 5