Teaching Reflection on \"The First

¶ … Teaching

Reflection on "The First Year": Conditions and Realities Facing the First Year Teacher

Conditions and realities facing a first-year teacher are typically nothing like the new teacher likely expects them to be. Most of the time, first-year teachers enter their new profession filled with idealism, love for children, and a wish to contribute positively to society - after all, that is why they became teachers in the first place. However, more often than not, a first year teacher is in for a rude awakening, since the realities of teaching in today's schools differ quite a bit from what the new teacher probably imagined. This is mainly because public education, unfortunately, is nothing like it used to be and the changes are not for the better. For example, realities of funding; bureaucracy; paperwork; administrative hierarchies; internal and external politics, etc., are different, and likely meaner, than when teacher himself or herself attended school.

Most school districts nowadays also lack, chronically, the one resource most needed in order to make learning an optimal experience for students and their teachers alike: money. Consequently, first-year teachers find themselves shelling out their own hard-earned (and not very plentiful) money for much-needed supplies, like felt markers; staples; paper clips; chalk, etc. Further, a lack of time for making lesson plans (and for making plans in general) is another challenge, as first year teachers in particular struggle to learn their jobs, and to perform them as well as possible. In addition, first year teachers must become accustomed to having very little leeway in terms of personal or break time while at work. Students cannot be left unattended in a classroom, which makes teachers very restricted as to the number of breaks they can take, and for how long.

In general, also, classrooms today are crowded, making it increasingly difficult to spend quality time with individual students in order to meet their diverse learning needs. In addition, classrooms nowadays are increasingly international, with a mix (most typically) of Asian; Hispanic; African-American; and Caucasian students from all over the globe, and with quite a few of them being first-generation attendees of American public schools. This presents quite a challenge for a first-year (or any) teacher, of any background. Therefore, first-year teachers will often find themselves needing, and wanting, to know more about the multicultural backgrounds of their students, but not having much time to learn about them. In addition to multicultural diversity, students, even those of the same ethnic background, will have diverse learning levels and abilities, and attitudes about learning. First year teachers therefore must find ways to motivate both the highest and the lowest achievers within the same classroom.

Another big part of the job a first-year teacher must adjust to is dealing with parents. Like any other group of people, some parents are likeable; supportive; understanding; encouraging, etc., while others are less so. Teachers must learn to be diplomatic with parents, and simultaneously honest, tactful, and encouraging to them about their children, in ways unique to this particular job. New teachers must therefore develop the capacity to put aside their own feelings, about people and situations, perhaps more than in most other jobs.

Also, since teaching is for some, often depending on how long they have been at it, a "burnout" job, older, more tired, or disillusioned colleagues may resent a new teacher's energy and ideas. Some colleagues will be supportive and encouraging, but others may be standoffish, jealous, or even try to create obstacles for a new teacher if they feel that their own turf is somehow being threatened.