Mentoring Matters: The First Two Years of Teaching

Autor/in	Barnes-Ryan, Sarah G.
Titel	Mentoring Matters: The First Two Years of Teaching
Quelle	In: English Journal, 99 (2010) 3, S.84-86 (3 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-8274
Schlagwörter	Beginning Teachers; Mentors; Teaching Experience; Help Seeking; Humor; Teacher Characteristics; Career Development; Teacher Persistence; Teaching (Occupation) + Suchen Sie Ihr Suchwort? Junior teacher; Junglehrer; Help-seeking behavior; Help-seeking behaviour; Hilfe suchendes Verhalten; Humoristische Darstellung; Berufsentwicklung; Teaching; Lehrberuf
Abstract	Without the benefit of having experienced many years of teaching, it is hard to emulate the experienced colleagues one admires. In her second year of teaching, the author seems to have captured some of the wisdom that comes with many years of teaching. Her advice reveals many of the practices that distinguish veterans from newcomers. Teachers who have been practicing their craft for many years exude confidence borne of an awareness of the resources in the school and the possibilities for pedagogical options. They have rebounded from mistakes and disappointments, and they have found ways to contend with the workload that comes with an endlessly demanding job. In this article, the author reveals some key characteristics of a "stayer" in the classroom: (1) a commitment to the mission of schools; (2) a determination to plan for growth and improvement; and (3) a strong sense of humor. The need to mentor a newer teacher and the importance of staying connected to colleagues within a school and among other schools remains into the second year of teaching and well beyond. (ERIC).
Anmerkungen	National Council of Teachers of English. 1111 West Kenyon Road, Urbana, IL 61801-1096. Tel: 877-369-6283; Tel: 217-328-3870; Web site: http://www.ncte.org/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10