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Mentoring New Teacher: Classroom Management Plan

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stacie vernor

on 13 October 2012

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Transcript of Mentoring New Teacher: Classroom Management Plan

Mentoring New Teachers: Classroom Management Plan
Stacie Vernor
University of Phoenix
October 12, 2012
EDL 520 When mentoring new teachers many school members need to be involved. The teacher leader and new teacher need to work with other grade-level teammates, reading specialists, special educators, ESOL teachers, guidance counselors and administrations. The teacher leader needs to assist the new teacher in seeking out the advice and help of others and being willing to ask questions when necessary. Who should be Involved? The behaviorist and humanistic theories of motivation are good approaches to use in this situation. Students are often motivated by rewards and incentives. As students complete the work requirement and conduct themselves as expected, the student should have the opportunity to earn rewards. This could be in the form of a "No Homework" pass, sitting next to a friend for the day, getting computer time, or earning extra-credit points. If students have something that drives him or her, the student is more likely to do what is expected. The humanistic approach uses the student's own sense of pride and accomplishment to motivate the student. Posting test scores by student number so the student can track individual progress and compare him or herself to others often motivates the student. Having students set personal goals and then tracking them through the quarter also motivates students to want to improve (Hoy & Hoy, 2009) What Classroom Management Programs, Strategies, and Techniques Should be Used? The new teacher must first and foremost set up classroom expectations and procedures. There needs to be a clear routine in place with rules and consequences. The new teacher must begin the year by teaching students how to come into the classroom, turn in assignments, put headings on papers, conduct themselves in the classroom and participate in classroom discussions. The new teacher needs to be consistent with the routines and consequences that follow should a student not obey the rules. Which Problem Area Are Important for the New Teacher to Address First? Get to know your student's likes and dislikes. Design lessons based on student interest. Create rubrics for project-based learning so the student has a clear understanding of expectations. Be sure to be consistent with rewards and consequences and let students know when you are proud of them for doing the right thing and discuss with them what they did wrong when he or she did not follow the rules. Have students discuss with you what steps he or she needs to make towards personal improvement. What Specific Suggestions Would You Give to This Teacher? The mentor teacher needs to be someone the new teacher can freely come to for questions and advice. The mentor should help the new teacher work with other members in the school for advice and suggestions on how to work with different students within his or her classroom. The mentor teacher should be there for the new teacher as they go through the process of setting up rules and consequences. Using a reflection journal for communication between the mentor and new teacher allows both the opportunity to reflect on lessons and classroom management and to discuss techniques that have been successful and how to improve those that have not been. How to Support the Teacher in Making Positive Change? The new teacher may also want to try daily and/or weekly work habits and behavior charts with particularly challenging students. The new teacher should make an effort to connect home life and school life and seek out the assistance of parents. Additional Resources for the New Teacher to Use. References Hoy, A. W., & Hoy, W. K. (2009). Instructional

leadership: A research-based guide to learning

in schools (3rd ed.). Boston, MA: Pearson

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