Challenges and Solutions Facing New Teachers in Modern Education

Introduction

A number of studies note that issues and problems facing new or novice teachers have become an important area of concern in modern education. One of the main reasons given for this concern is that "the more known about the difficulties which student teachers encounter and the sources of their concerns, the better the chances for eliminating the problems and enhancing every student teacher's chance for success" (Smith, 2000, p. 633). Therefore, understanding the problems facing new teachers — and the possible solutions to those problems — is seen as an important aspect of developing and furthering creative educational praxis.

Another reason for this concern is that "many problems faced by student teachers could possibly be an omen of future conflicts" (ibid). In other words, problems that are identified and dealt with in a timely manner can provide the groundwork for better teacher interaction and teaching methodologies in the future. There are also numerous other reasons for this concern, such as the fact that teaching has become a very complex endeavor involving and demanding numerous facets of the teacher's expertise and knowledge.

The central purpose of this paper is therefore to discuss the various problematic areas that face the new teacher. This will include an assessment of general and practical issues affecting novice teachers. A major part of the paper will be directed at a discussion of solutions to these problems and related techniques and methodologies, as well as theoretical solutions that have been suggested.

General Problems Facing New Teachers

The problems faced by new teachers can range from basic unfamiliarity with practical and administrative issues, to more complex and vexing problems relating to classroom adaptation, teaching techniques, and issues of confidence and self-esteem. Simply stated, the most essential problem facing new teachers is a lack of experience and often a resultant lack of confidence that may impede the all-important connection between teacher and students.

Studies attest to the commonly held view that modern teaching has become increasingly complex, diverse, and demanding, placing more stress on the new teacher. One of the central problems facing the novice is often a lack of confidence in the face of the demands and requirements of the modern teaching environment. Most teachers enter the profession well aware of the effect and influence that teachers can have on the future of their pupils. As Henry Adams stated, "A teacher affects eternity: he can never tell where his influence stops" (Eison, 1990, p. 21). This is often a daunting prospect for those with no prior experience. "The truthfulness of this observation is known to experienced teachers; its implications can be profoundly intimidating, however, to new or inexperienced faculty" (ibid). This realization can reduce the initial enthusiasm of the novice and result in feelings of despair and inadequacy. Therefore, the cultivation of necessary confidence is a foundational problem that many new teachers must face.

There are many studies and guidelines offering suggestions for the new teacher, yet relatively few deal with the essential problem of self-confidence. Confidence must be projected in order to communicate with students effectively, and there are various core issues the new teacher can develop to gain that confidence. These include the organization, structure, and clarity of work and presentation, as well as the cultivation of teacher–student rapport. Other contributing factors include the teacher's communication ability, the size of the workload, and the level of course difficulty (ibid).

Among the aspects that can help the teacher over the initial confidence hurdle when facing a class for the first time, Eison offers the following suggestions: speak expressively and emphatically, use humor, vary facial expressions, stress important points, show concern for student progress, encourage questions and comments, move about while lecturing, praise students for good ideas, ask questions of the class, and be friendly and easy to talk to (Eison, 1990, p. 22).

Eison emphasizes three crucial but fundamental guidelines for new teachers based on "activity." The first is to speak actively: "Become an expressive, enthusiastic speaker who captures students' attention both verbally (e.g., humor) and nonverbally (e.g., facial expressions, movement)" (ibid). He also encourages new teachers to teach actively, meaning the teacher should actively engage pupils and encourage comment and participation in the classroom — an approach crucial to establishing communication and reciprocity between student and teacher. Eison further emphasizes active care: "Demonstrate a visible concern for your students, recognize publicly their academic achievements and growth, work hard to insure that students recognize that you are an approachable human being" (Eison, 1990, p. 22).

Another aspect that can help establish good rapport with students is to prepare directed educational goals and objectives when planning a lesson. This serves several purposes. It helps the novice teacher be more confident by teaching with clear and precise guidelines, providing focus and allowing for logical, easy-to-follow lessons. In other words, a beginner teacher should not have a vague notion of what is to be taught in a particular lesson. "A more useful approach is to formulate specific instructional objectives for each class session" (ibid).

The new teacher should also build in opportunities for experiential learning within the lesson plan. This could include "teaching specific critical thinking, writing, or speaking skills... examining one's attitudes and values, and... identifying the significant personal implications that can be found in the course content" (ibid). Another important pointer is that teachers should keep track of each student's progress, since "few things will enhance a teacher's self-confidence more than visible signs of students' satisfaction and growth" (ibid).

A useful guideline that many new teachers fail to follow is to reduce lessons to the most significant and interesting elements. Many novice teachers attempt to introduce too much scope and detail in a single lesson. Many experts hold that "less is more," in the sense that too much information may confuse students and lead to a loss of direction in the class — and hence to a loss of confidence for the novice teacher. The content of a lesson should introduce and interest students, not overwhelm them with detail.

Active learning is an essential component of good teaching practice. This view is supported by experienced professionals such as Patricia Cross (1987), who states that "when students are actively involved in the learning task, they learn more than when they are passive recipients of instruction" (Eison, 1990, p. 22). Active learning strategies provide students with the opportunity to complete short in-class writing activities, engage in extended class discussions, take field trips, complete laboratory or self-assessment exercises, conduct debates or role-playing exercises, participate in games and simulation activities, use computer-assisted instruction, make individual or small-group presentations, and take graded or ungraded tests.

Another very important area the new teacher should focus on is the dynamic interchange between teacher and student. This is a particularly difficult area for the novice, as it requires an experienced grasp of the subject matter — which the novice may not yet have — and a certain built-in flexibility in the teaching plan that the novice may not yet feel comfortable with. Related to this is the challenge of admitting one does not know everything. Eison offers the following insight: "Anticipate that student curiosity and creativity will often be greater than most instructors' knowledge and experience; there will be times when student questions will stymie even the most senior instructor." Other expert advice includes the use of peer observations to improve instruction, developing the art of teaching through discussion and questioning (Eison & Helling, cited in Eison, 1990, p. 23), teaching students to think critically, and recognizing the differences in learning styles that different students may have. A particularly difficult area often requiring training from more experienced teachers is the ability to construct tests and assign grades that genuinely aid the learning process (Eison, 1990, p. 24).

One of the fundamental issues documented with regard to problems experienced by new teachers is teaching "vision" and the self-concept the teacher holds of him- or herself. This has a direct influence on both the quality of teaching and the relationship between teacher and students. "One of the most powerful predictors of teachers' commitment to teaching is a 'sense of efficacy — the teacher's sense that he or she is making a positive difference in the lives of students'" (Hammerness, 2003). This sense of efficacy is related to the teacher's vision of the profession and its expectations. Hammerness explains the concept of vision as follows:

"Vision may provide a means to surface and examine teachers' beliefs, providing teacher educators with a way both to validate and build on teachers' hopes and dreams.... Vision may provide an avenue for teacher educators to help new teachers 'plumb the depths' of their beliefs and goals — examining, challenging, and further articulating their beliefs and assumptions through the sharing of visions."

Understanding a teacher's vision is an important part of identifying and evaluating problem areas in the education of new teachers. Teacher educators often find that many of the problems new teachers experience are due to a disparity between their hopes and vision and the realities of teaching practice. New teachers frequently set expectations for themselves and the profession that are out of sync with actual classroom realities. Young teachers often place unrealizable goals as their immediate aim, resulting in feelings of inadequacy when those goals are not achieved.

Part of the solution lies in assisting the teacher to "understand and deal with the gap between their hopes and their practice" (Hammerness, 2003). For many new teachers, "vision consists of images of what teachers hope could be or might be in their classrooms, their schools, their communities, and in some cases even in society as a whole" (ibid). While vision can be a motivational force, it can also make the teacher feel despondent if it is too extreme. Comparing vision to the current realities of classroom and education sometimes "leads them to learn that their visions are impossible and that they and their students are powerless to reach them" (ibid). The gap between vision and reality can in fact lead some teachers to conclude that their visions are entirely unattainable (Hammerness, 2003).

Dealing with this important problem usually requires the intervention and guidance of mentors, which is discussed in the following section. Experienced teachers and teacher educators can provide techniques and methods to help new teachers manage the gap between ideal and real. For example, teacher educators may help teachers recognize the steps needed to reach their vision and come to terms with the time required. Furthermore, teacher educators may help new teachers develop visions with an episodic character — ones in which teachers recognize that their classes will not be ideal every day, but that such ideal instances may occur once or twice a semester, after several weeks or even months of careful scaffolding. In so doing, teacher educators may help new teachers prepare themselves to address the balance between ideal practice and ordinary work, and in turn recognize and celebrate the achievements they do make (Hammerness, 2003).

Conclusion

Teaching in the modern complex and technologically dependent environment of today is a challenge even for the most experienced teacher. The contemporary teaching environment therefore presents an even greater challenge for the novice teacher. Besides coping with the practical issues of education and teaching, the new teacher must provide a wide range of skills and techniques to interact with and educate students. This leads to a plethora of potential problem areas, which are particularly acute when dealing with mentally and emotionally disadvantaged students.