Summary:
The First Year Teacher’s Survival Guide offers practical advice for people entering the field
of education. It is a compilation of
strategies, tools and activities that beginning teachers can use to stay
afloat. The book is split into seventeen
sections, each one addressing different challenges facing or tasks assigned to
teachers. Section topics range from
becoming a valuable team member to evaluating students’ progress. Most sections include a brief introduction of
the topic, teachers’ advice on the topic, and strategies to address the topic.
In general, The First Year Teacher’s Survival Guide is written matter-of-factly. It offers ready-made activities and solutions
to common teacher problems. Below is an
example of an activity:
-The
First Year Teacher’s Survival Guide, p.137.
This is a picture of a worksheet a teacher could use on the
first day of class to get to know their students. Such an activity could be easily used by a
teacher with minimal effort. If it is
not exactly what they are looking for, Thompson offers similar activities, as
well.
Possibly some of the most useful resources presented in the
book are the step-by-step procedures teachers can follow under given circumstances. For example, here is an outline of what to do
when a student challenges a grade:
-The
First Year Teacher’s Survival Guide, p. 230.
Critique:
I really enjoyed the multitude of personal anecdotes included
in Thompson’s book. Not only does she
include her own advice, but also the experiences of other teachers. As a first year education student, I have
found the advice of teachers to be more valuable than most things I have read
in education textbooks. Through reading
this book, readers are able to hear teachers’ opinions on virtually any topic
they want to look up.
Although there are resources geared toward teaching all grade
levels, it seems like the author writes from the perspective of an elementary
teacher. For example, on the very first
page of the book, she states “the rest of the world believes that teachers . .
. must like wearing clothes stained with red ink, crayon, and chalk” (Thompson,
p.1). While reading a book that is somewhat
geared towards early years teachers is
not useless for myself as a prospective high school teacher, I feel as though
it could be more relevant. It would be
helpful if certain scenarios were discussed from the perspectives of early,
middle, and senior years teachers.
One of the major themes of the book congruent with those
outlined in the Psychology of Teaching and Learning class is the concept of
reflection. In class, we practiced
reflection on a daily basis through reading responses. We were constantly asked to think critically
about our own teaching practices and why we do the things we do. Additionally, we were frequently presented
actual teaching dilemmas and asked what we would do in these situations. Consequently, we had to reflect on our
personal teaching morals. In her book,
Thompson highlights the importance of teachers thinking often about the choices
they make. In fact, her very first worksheet
requires readers to identify their own assumptions about teaching.
-The
First Year Teacher’s Survival Guide, p. 5.
One area not addressed in the book but heavily emphasized in
the Psychology class is alternative or outdoor education. Thompson does an excellent job of covering
issues pertinent to teachers in traditional classroom settings, but includes
little discussion on different places children can be taught. The list of missing settings includes
classrooms for art, band, woodworking, etc.
Also missing are gymnasiums or outdoor spaces. In our Psychology class, we learned about the
benefits of teaching in alternative spaces and how ‘getting outside the norm’
can be extremely beneficial for students’ learning. The
first-year teacher's survival guide tends to view the education profession
through a traditional lens.
References:
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