Friday, 14 March 2014

Scott DeLong - The First Year Teacher's Survival Guide

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.

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