| When new teachers experience a difficult or | | | | develop the confidence you need. |
| challenging classroom experience, they quickly loose | | | | New Teacher Confidence Building Tips |
| touch because that one 15 minute segment of an | | | | Keep a fresh ongoing perspective: If you find |
| unsuccessful lesson simply tore them down. They | | | | yourself nervously dwelling on any one aspect of |
| quickly forget all those positive classroom teaching | | | | classroom management (which is typically the case |
| experiences. Since new teachers lack the confidence | | | | with newer teachers) stop and ask yourself: what |
| seasoned teachers work hard to establish, it then | | | | were my students able to do well? What went |
| becomes very hard for new teachers to rebuild a | | | | successfully? Fifteen minutes of chaos may not really |
| positive flow of teaching energy. The worst thing for | | | | be chaos at all unless you choose to look at it in this |
| a new teacher to do is to start a Monday by bringing | | | | way. |
| a bundle of nerves and and jitters into the classroom. | | | | Exercise Flexibility- Adjusting to new classroom |
| It becomes a no win situation. | | | | situations is a long process and requires an |
| When you are able to shift the focus away from | | | | introspective mindset. what didn't succeed? What |
| yourself and to your students, you are able to focus | | | | could you have done differently helps new teacher |
| on true teaching moments of HERE and NOW. Even | | | | realize that there are numerous other ways to deal |
| in the early Monday morning hours after you've | | | | with a problem and that he or she isn't necessarily |
| prepared a well-prepared lesson and finished marking | | | | the cause of it. |
| all those papers yet find yourself absorbing in a series | | | | Begin each lesson anew as if you just taught it for |
| of "what if's," stop yourself and ask: What is the | | | | the first time - |
| most important thing my students need right now? | | | | Don't take anything for granted - Assume your |
| How can I effectively cater to them? | | | | students know nothing and this will help you create |
| It's hard to do this because much of what happens in | | | | more engaging lesson plans. I suppose the same |
| the classroom is often determined by a new | | | | principle can also be applied to life. |
| teacher's personality. But there are tips and tricks of | | | | So what are you waiting for? Start taking charge in |
| the trade that you can use RIGHT NOW that will | | | | the classroom today! |
| help you adapt to new classroom situations and | | | | |