Thebeginningteacher’shandbook

UPDATED JUNE 2016

This handbook can also be found on the MTS website at www.mbteach.org

Reproduction: Manitoba teachers and/or local teachers’ associations may copy sections of this handbook without permission.

All others must obtain the written permission of The Manitoba Teachers’ Society to reproduce any part of this publication. Please contact the Society to request permission.

TABLE OF CONTENTS1. If you need help, please call

2. Getting Started

3. Classroom Management

4. Diversity — Building an Inclusive Classroom

5. Planning for Effective Practice

6. Working with Others: Educational

Assistants, Volunteers, Substitute Teachers

7. Parental involvement and communication

8. The Professional Teacher

9. Looking after yourself: Wellness and

the Beginning Teacher

Resources

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5

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25

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1. If You Need Help, Please Call

You are now a member of The Manitoba Teachers’ SocietyThe Society oversees a number of benefit programs and services to members:• Professional Issues: Programs and

Services• Personnel Services• Collective Bargaining and Employee

Benefits• Special Area Groups of Educators

(conferences, publications)• Counselling (Educator Assistance

Program)• Disability Benefits Plan• Public Relations and Publications

(The Manitoba Teacher, www.mbteach.org, public information campaigns and events)

• Information in English and French to individuals and to associations

If you require information, assistance or advice, help is not far away.

Provincial MTS staff officer assistanceFor information or advice on any matter related to your employment situation or a professional issue, you can contact a staff officer by phone or by fax:• Phone:

Winnipeg: 204-888-7961 Rural: 1-800-262-8803

• Fax: Winnipeg: 204-831-0877 Rural: 1-800-665-0584

• Address: The Manitoba Teachers’ Society 191 Harcourt Street Winnipeg MB R3J 3H2

• Website: www.mbteach.org• Facebook: manitobateachers• Twitter: mbteachersIf you call the Society, you can assist the receptionist by briefly describing what you require so that the call can be directed to a staff officer.

Your teachers’ associationFor a complete listing of local association presidents see www.mbteach.orgEvery school has an MTS representative who can provide information on numerous topics:• divisional and provincial MTS

policies• the collective agreement• professional development activities

and sources of funding• community activities, services and

expectations• salary and benefits

Educator assistance program and counselling servicesAs a member of MTS you and your family can receive free counselling sessions in French and English with its professional counsellors.

Purpose of EAP• To provide confidential and

voluntary professional counselling and referral services for MTS members.

• To provide help and intervention at an early stage of difficulty.

• To enhance the health of members. Services• Individual and relationship counselling. Common issues• Enhancing self-care in a stressful

environment. • Dealing with changes, transitions. • Improving professional and personal

relationships. • Coping with loss, separation,

divorce. • Recognizing and addressing burn-

out, depression, stress, anxiety. • Addressing relationship concerns. • Addressing emotional trauma from

work or other situations. • Dealing with harassment or abuse. How can I obtain service?Contact the offices of the Educator Assistance Program located at:• McMaster House

191 Harcourt Street Winnipeg MB R3J 3H2 204-837-5801 or 1-800-378-8811 OR

• Room 28 144-6th Street Brandon MB R7A 3N2 204-571-2080 or 1-800-555-9336

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2. Getting Started

Ask your principal to provide information on all matters you need to know for a successful start to your first year as a professional teacher.

Get to know your school• Physical layout of the school• Where your students will go for

other classes• Nearest emergency/fire exit• The names of the teachers located

close to you• Meet the secretary and the

custodian• Locate the staff room• Staff handbook• Curriculum guides• School keys and security system• Student supervision duties• Duplicating and photocopying• Classroom supplies and audiovisual

equipment• Reimbursement for purchases• Staff parking• Process for reporting in sick and

obtaining substitutes• Guidance, resource assistance and

other student support services• Staff meetings

Get to know divisional and provincial policies• Ask your principal or teachers’

association representative to meet with you to provide information about divisional policies.

• Ask your Manitoba Teachers’ Society school representative or your local president to provide information about MTS policies.

Get ready for students• First day and registration procedures• Class lists• Enrolment and parent information

forms

• Student fees• Textbooks, workbooks and library

books/resources• School arrival and dismissal times

and procedures• School homework policy• School discipline policy, school-

wide rules• School policy on absenteeism• Special needs students in my classes• Students requiring medication• Language to be spoken in the

classroom, hallways and on the playground (this is important in Immersion and in Français classrooms.)

• Fire drill routine• School assemblies• Schedules and timetables• Student evaluations• School handbook

Prepare a package to send home on the first day• Request form for student fees• Student handbook• Parent information forms• Forms required by the school• A welcoming note• A supply list and costs, and a list of

what the school provides• Appropriate books for reading or

reference use• Text books/accompanying materials• Classroom art supplies

Prepare your classroom• Plan the first day in detail• Prepare an outline for the first week• Duplicate materials needed for the

first week• Prepare the classroom arrangement

and seating plan• Make a checklist for forms which

need to be returned

• Organize your daily plan book• Have a receipt book ready for

money collected• Plan a textbook distribution form• Post a fire exit map near the door• Consider the rules/agreements/

expectations you want for your classroom

• Prepare a class list and post a copy• Make signs for the room• Arrange equipment• Find a place for students to hand in

assignments and pick up handouts• Determine where supplies will be

stored

Prepare for the first day• Review your lesson plan(s)• Review your behaviour

management plan• Review your schedule for the day• Run off all materials you need• Prepare name tags or desk tags• Prepare student supplies for distribution• Check the room arrangement• Post your name and room number

Dress for successIn your first year of teaching, you will have many obstacles to overcome. You are the teacher. Dress to succeed. If you dress the part of the teacher, you show that you take teaching and learning seriously. Cultivate the business look and leave your university/casual gear for the weekend or for special events.

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The first dayA well-planned first day is crucial-it can set the tone for the remainder of the year. Plan for a memorable and interesting day. Learn students’ names as quickly as possible in order to personalize your teaching.

Pointers for the first day:1. Make it enjoyable2. Plan down to the minute3. Over-plan (have more activities than

you can use)

Seven things students want to know on the first day of school:1. Am I in the right room?2. Where am I supposed to sit?3. What are the rules in this

classroom?4. What will I be doing this year?5. How will I be graded?6. Who is the teacher as a person?7. Will the teacher treat me as a human

being?

Sample first day activities:

Who are you?On a piece of paper (same size for everyone), name one thing about yourself that you don’t think anyone else would know about you. Teacher picks up the cards, shuffles them and passes one card to each student. Students must circulate the room and ask questions to everyone, to try to find out whose card they have. They must sit down only after they find the person whose card they have and when someone else finds them and what they wrote.

Me cardGive students a rectangular piece of white paper. On it they must write their name in the middle; upper right corner something they like; upper left corner something they don’t like; bottom right can be favourite movie; bottom left corner is favourite singer or actor. They stick it on their shirt when finished. Time them for 5 minutes and they must mingle with everyone and talk about the upper right corner and vice versa. Then you say “stop”; now talk to someone or 2 or 3 different people and talk about the upper left corner, etc. Make sure you tell the students to say why they don’t like a certain thing and why it’s their favourite movie.

Famous pairsPass out cards with famous pairs (i.e., Miss Piggy and Kermit the Frog). The students must find their pair only by asking questions. They cannot say who they are or who they’re looking for.

Celebrity gameEach student has a name of a famous person stuck to his/her back and he/she doesn’t know who it is. The student must go around and ask questions to each other to try to figure out who he/she is. The questions can only be a “yes” or “no” question and you can only answer a question with “yes” or “no”.

People-hunt or bingoFind out fun facts about each other. Students must get signatures from other students who can answer the question listed on their game card.

InterviewsInterview one person and introduce that person by name, favourite subject, one thing we should know about him/her, one thing he/she does not like, one thing he/she likes.

JeopardyBasing the questions/answers on things you have covered on the first day.

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PlanningWith thoughtful planning in place, you will be more confident in providing quality learning experiences for your students.

Map out your curriculumFirst, step back and get an overview of the year. Then, create loose timelines and set learning goals. It is within this framework that you set your daily plans. As you engage the students with the materials, allow a certain amount of flexibility to allow for student enthusiasm and interest in a topic.

Long-term planning• Objectives for the course and the

strategies to reach these objectives• How you will evaluate student

progress• What resources you will need• The time to be allocated for each

unit

Short-term planning• Each unit should be planned

outlining the content and process you plan to use

• Whenever possible, try to integrate curricula

• Ensure that the core curriculum receives priority

• Teach topics sequentially, so that the more complicated ones are built on simpler ones

• Become familiar with the curriculum from the previous grade/course(s) to avoid duplication and to allow adequate time for review

• Leave time in your schedule for review and re-instruction or unexpected occurrences

Daily planning• It is good teaching practice to

prepare a brief overview of what you plan to teach each day. Initially, you may plan too much for your class to accomplish in a day in each subject. However, as time goes by, you will become much better at planning more accurately.

• These daily overviews should list the materials to be used.

• The daily outline should be written up before you leave school each day. In the event that you will be away, it will provide a guide for a substitute teacher to follow.

Lesson plans should include:• student learning outcomes• subject matter• learning strategies• assessment and evaluation processes• materials needed

Questions to consider in lesson planning• What are the purposes of teaching the

lesson?- anticipated outcomes- expectations/responsibilities

• How will the lesson help the learner?- engagement- motivation

• Why am I doing what I am doing?- connections- processes

• How will I know if I am accomplishing what I set out to do?- reflection- ongoing diagnostic assessment

• How will I create a learning environment that will facilitate the highest possible degree of ownership for learning and success for all students?- climate- performance assessment

• How will I know if the student has a significant grasp of knowledge and development of skills?- reflection- ongoing evaluation

• How will I introduce the topic and get the students’ attention?

• What instructional strategies will be most effective?

• How will I make a connection with students?

• What opportunities are there for assessment and evaluation?

Successful lesson plans• Get and hold student attention• Focus student attention when

beginning the lesson• Move at a good pace• Allow for monitoring of teaching

and for student understanding• Provide for different learning styles• Have variety and are interesting• Include meaningful assignments• Contain the ingredients for success• Provide opportunities for student

choices about their learning• Include opportunities for student

assessment• Allow for student application• Make connections with real life• Are structured for maximum time

on-task• Link to previous learning• End before they have gone on too

long

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3. Classroom Management

Characteristics of well-managed classrooms• Students are deeply involved with

their work• Students know what is expected of

them• There is relatively little wasted time,

confusion or disruption• The climate is work-oriented but

relaxed and pleasant

What worksCreate a classroom environment that provides structure and support and reinforces positive behaviour.

Effective teachers• arrive in the classroom before

students• organize and prepare before each lesson;• insist that everyone be treated with

a wholesome respect• listen to student opinions and

consider their feelings• maintain a sense of humour and

tolerant attitude• assist students in making

appropriate choices• teach students decision-making

skills• help students live with mistakes and

take them in stride• use a quiet, friendly tone of voice

• show faith in students and build on their strengths

• help students increase their feelings of self-esteem

• believe that all students are capable and lovable

• have a low-key, consistent and matter-of-fact manner; and

• use realistic, logical consequences and enforce them

Teachers who have discipline problems often• preach, nag, criticize or shout• use excessive praise instead of

encouragement• teach appropriate behaviour through

punishment• accept excuses, bargains or blame;• use sarcasm, or try to embarrass or

humiliate• rescue children rather than teaching

problem-solving skills• act hastily without knowing the

implications of their actions; and• punish the whole class for the

misdeeds of a few

The teacher makes the difference in the classroom. Effective teachers manage; ineffective teachers discipline.The three characteristics of an effective teacher:1. Has positive expectations for

student success2. Is extremely good at classroom

management3. Knows how to design lessons for

student masteryThe role of the teacher is crucial in establishing a positive learning environment. The objective is to instil self-control in students. Set the tone of your classroom from the start by being firm and fair; friendly, yet professional. When you are confident in your ability to maintain order, you will be relaxed and the students will perceive you as a person who really cares. Discipline and good behaviour are learned. Guide your students to know what to do in all situations rather than punish misdeeds. Help your students understand that with rights come responsibilities. Encourage your students to be responsible for their own learning and behaviour. When students make choices, they learn new skills and gain social awareness from the outcomes of those decisions.

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Classroom organization and proceduresEstablishing routines and procedures is one of the most effective ways of avoiding many disciplinary issues. Take the time up front to teach them well. Give lots of opportunities to practice. It will make the rest of your year go more smoothly. You should incorporate the following elements:• Flexible floor plan for furnishings• Process for student access to

materials and supplies• Classroom routines for starting and

conducting each lesson and for class dismissal

• Activities for students to undertake when they arrive in class and when they have completed their work

• Classroom policy regarding interruptions for the use of the pencil sharpener, phone, or washroom

• Process for monitoring student work during class

• Procedures to encourage total class participation during oral activities

• Process for having students mark papers

• Policy regarding student work (what your expectations are regarding written work, incomplete work, make-up work, neatness, due dates etc.)

• Information provided about expectations and evaluation criteria for each student assignment

• A portfolio organized for each student. Include samples of student work, tests, information regarding incomplete work and notes to parents

Questions to help you develop classroom procedures

How will you?• Post assignments• Explain assignments to various

groups• Keep students working from one

assignment to another• Let students know what

assignments were missed while they were absent

• Explain how assignments will be graded

• Keep students aware of requirements for long-term assignments

• Identify work turned in without a name or identification mark

• Dismiss the class• Use cues or signals for getting

student attention• Use students to exchange papers• Use students to mark paper they

check• Decide what you will mark and

what you will let the students mark• Check for turned-in work• Check on work not turned in on

time or by the end of the day• Provide feedback

- grades (marks)- written comments- graded by student or teacher

• Check on how and when to return papers to students

• Have students correct their own papers• Check and return corrections• Determine report card grades

- components to be included- weight or percent for each

component

Classroom routines checklist• Entering the classroom• Behaviour during PA announcements• Getting student attention (cues or

signals)• The degree of student talk during

seat work• Dismissing the class and for the end

of the period• Distributing supplies and materials• Fire drills and emergency

procedures• Working on assignments• The use of the fountain, sink,

bathroom and pencil sharpener• Hall movement• Lining up• Lunch• Make-up work• Playground behaviour• Putting away supplies and

equipment• Roll call, absentees and students

who leave early• Student movement within the room• What students should do when they

are tardy• What students should do when they

are finished• What to do when there is an

interruption• Checking out materials• Changing groups• Passing in and exchanging papers• What students should do when they

do not understand• Participation in class discussions• How students should act when there

is a substitute teacher

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• Grade daily assignments• Record grades with notations for

identification and clarification• Have students keep a record of their

own grades• Grade completed stages of long-

term assignments• Do student self-assessment

Rules and expectations Generally it is very important for students to know what is expected of them. Some teachers find it desirable to have the students participate in the making of classroom rules. This gives students a sense of ownership. It can also be helpful to discuss situations as they arise and to develop rules cooperatively.

Tips for rules:• Limit yourself to 3 to 6 rules• State rules in positive terms

whenever possible. (This helps to create a positive non-threatening environment)

• Keep rules short, simple and succinct to focus on specific behaviour

• Post rules and send a copy home• Rules need to be taught possibly use

role play and/or a quiz• Rules need to be enforced in a way

that preserves student dignity• Rules need to be consistent and be

consistently administered• Give positive feedback to

cooperative behaviourExamples1. Students will walk while in the

classroom or halls

2. Students will bring all needed materials to class

3. Students will raise their hands for permission to speak

4. Students will show up on time5. Students will be prepared6. Students will complete assignments7. Students will respect their own and

others’ spaces

Consequences should:• Be clear, specific and suitable• Have a range of alternatives• Not be a punishment• Be related to a rule• Be natural, logical and reasonable;

and• Not be related to academic gradeRemember, it isn’t the severity of the consequence, but the consistency with which it is used that makes it effective.

Consequences1. Don’t use academic grades as

consequences2. Consequences should not be arbitrary3. Consequences should be related

directly to the misbehaviour4. Try to have a range of consequences

so that you may choose one that suits the degree of misbehaviour

5. Consequences should never be demeaning

6. Consequences may be more readily accepted by the student if they are discussed privately

Examples:• Time out• One minute after class• Have student call parent• Write letter home• Visit to principal• Time out in another classroom

Think about your response and the consequences in relation to your rules: • If a student does not raise their

hand for permission to speak the consequence may be that the teacher does not respond to that student.

• If the student runs in the classroom or hallways the consequence is a Do-Over, (the student goes back and retraces their steps by walking).

Check with colleagues and your school administrator to ensure that you have support for your discipline and behaviour management plan.

Using humour in the classroomIn the classroom, humour can bring students and the teacher closer together. Stay away from sarcasm. There is some evidence in brain research that children and even teens misinterpret sarcasm, which can result in misunderstandings.

There are four different types of humour 1. Verbal humour involves the use of

phrases or words in a funny way. Sometimes the wrong word can be really funny.

2. Intellectual humour is more complex than verbal humour and involves parodies or simulations that provoke laughter.

3. The most frequent type of humour in the classroom is situational humour. Many things happen every day in a classroom: a desk breaks, a brush falls on the teacher’s shoe or a screen won’t stay down. The situation makes these things funny, and laughter results.

4. Personal humour is also found in the classroom. Students and teachers are characters, and things that certain people do can be funny.

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Discipline and behaviour managementDiscipline and good behaviour are learned. Teachers are encouraged to guide their students to know what to do and how to do it in all situations.

Basic structure for a discipline plan:• Rules: What is the expected behaviour?• Consequences: What happens if a

rule is broken?• Rewards: What will students receive

for appropriate behaviour? Note: In schools that are using a restitution model no concrete, tangible rewards/reinforcers are distributed. This model is based on values/beliefs.

1. Discipline with dignity. Always try to validate the person

by giving the message that the behaviour is inappropriate, not the student. Aim to have a secure, inviting classroom where the dignity of others is always respected. It is helpful to remember that children are basically good, and that inappropriate behaviour is a purposeful response to a need for attention, power, revenge or avoidance of failure. Separate the action from the person.

2. Assist students in taking responsibility for their own learning and behaviour.

The teacher’s role can be to help students understand that with rights come responsibilities. Encourage your students to be responsible for their own learning and behaviour. By learning that each decision or choice brings a consequence, students develop new skills.

3. When rules are not respected, concentrate on the behaviour and the consequences. Keep consequences simple.

Deal only with what you see in a consistent and calm manner. Students have to learn that with the right to attend school, comes the responsibility to respect the rights of others and to become actively and positively involved in their own learning. Consequences should always be related to a rule and applied consistently and fairly.

4. Students need to feel and to believe that they are being treated fairly.

Fairness is important. Students and their teachers may have different perceptions regarding fairness. Students who feel they are treated unfairly need a non-confrontational forum in which to have a discussion.

5. Try to resolve discipline problems through problem-solving processes.

Students who experience logical and realistic consequences learn that they can have positive control over their lives. Try to examine student-related and teacher-related reasons for which there may be discipline problems

Three basics to remember:1. Monitor student behaviour. Use an “active eye” to see what is

going on. Don’t become preoccupied with someone or something and ignore the rest of the class. It’s said that one teacher on his/her feet is worth two in the seat. This benefits your discipline program and is an effective teaching strategy. Simply looking the student directly in the

eye for prolonged contact while you continue your lesson sends a non-verbal message that says, “I saw what you did and I want it stopped.”

2. Be consistent. Have the same expectations for

appropriate behaviour for all students. Your students should know that you will enforce rules consistently and determine an appropriate consequence. Your goal is to be fair, but that might mean different consequences for students. If one student frequently fails to return homework, you may choose a different consequence than you would for a student who forgets his or her homework for the first time. Your students should understand that being fair does not always mean being equal. In order to be consistent, be certain that the consequences for student behaviour are reasonable and appropriate.

3. Promptly manage inappropriate behaviour.

Effective classroom managers know that if misbehaviour is not handled immediately, there is the risk of a snowballing effect. Instead of one or two students involved, there may soon be several. In order to provide maximum time for learning and to reduce minor behaviour problems, there are some strategies you can employ that deal with behaviour in the least amount of time and with the least disruption and negative feelings.

Strategies to monitor student behaviour:ProximityContinuing your lesson while you move about the room, or pausing near trouble spots can let the students know

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that even though they aren’t near the teacher’s desk, they are still expected to demonstrate appropriate behaviour. Getting boxed in behind your desk or lectern encourages misbehaviour in the far corners of the room.

PauseThe continuous sound of the teacher talking can provide students with a noise screen for their own conversations. An occasional pause just a few seconds of silence can bring an off-task student back in focus.

GestureA look or shaking your head helps to stress your message to the student.

Asking for a responseHearing your name can be an attention getter, even if you’re not paying attention. Working an off-task student’s name into a question can often bring the student back into the lesson. To respect the student’s dignity, say the student’s name first, so that he or she hears the question. The purpose is to get students back into the lesson, not embarrass them.

Active participationHaving the student respond to a question or become involved in an activity can eliminate undesired behaviour. Asking for a show of hands or having students perform a physical activity or write a quick answer to a question can make all students accountable for an immediate response.

Rewards and reinforcementRewarding students with an enjoyable activity that is contingent on appropriate behaviour can be effective in motivating students to complete a task: “if we can

finish this chapter by 9:45, we’ll have time to play the map game”

Praising appropriate behaviourWhen large numbers of students misbehave, addressing the whole group may be necessary. Rather than addressing the negative behaviour, praising the students demonstrating appropriate behaviour cues the misbehaving students and reinforces the other students. Sometimes beginners need support in seeing what they’re missing. You may want to ask your mentor or a trusted colleague to help you:• Isolate the problem through data

collection. Experienced teachers are often able to be aware of many things happening at once, and can deal with several activities at one time, while maintaining a productive rhythm

• Collect data about misbehaviour as objectively as possible. This may help you to see a problem, and it is useful information to show students and partners

• Use problem-solving strategies with the student to come up with an appropriate consequence

• Request that a parent/guardian meet with you to discuss your concerns.

• Construct situations so that the student has no choice but to succeed

• Remember to move from regular to intermittent reinforcement for a difficult student

• Consult with previous teachers about successful strategies. Be in conversation with resource teachers when appropriate

• Remember that every day is a fresh day. Children are usually forgiving; strive to be “forgetful”, too

Setting limitsWhen the basic classroom management guidelines and strategies do not achieve

desired results, you should move to the technique of setting limits. Limit setting helps students to make better behavioural choices by placing responsibility for behaviour on the student, not the teacher.1. Clearly state the inappropriate

behaviour and why it is inappropriate. Saying “stop that now” is not a clear enough message.

2. Give the student a choice in the form of reasonable consequences, presenting the positive first. Even if the student makes a poor choice, this sets the stage for follow-up discussions about responsibility.

3. Allow time for compliance. Walk away and give student “think time” no less than 10 seconds. This maintains the sense of “choice.”

4. Enforce consequences. Limits don’t work unless you follow through with the consequences.

Example“Jane, you need to stop talking. You are disturbing others. If you do, you can leave at the end of class. If you don’t you’ll stay behind for one minute. It’s your choice.”Remember, behaviour does not change overnight. By setting limits and enforcing consequences, you are providing a structure through which, over time, students can learn to make better behavioural choice.For behaviourally challenging students keep detailed records (date, situation, consequence). This will help you and the student to identify patterns. These records can prove invaluable in follow-up discussions with the student, the principal or parents.

Power strugglesDealing with power struggles can be difficult. When this happens to you: • Ignore the students who attempt to

engage you in a power struggle

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• Insist that teaching and learning needs be met

• Describe to the student, in objective and explicit terms, the behaviour that you cannot accept

• Give a warning, stress the consequences and then follow through

• Arrange for time out from the classroom or school

• Seek intervention by appropriate school personnel

• Communicate with the parents to draw up further action plans

Sometimes, even if you have carefully planned interesting and relevant lessons and your expectations are clear and fair, you may still encounter situations where students fail to become engaged with school experiences and act in disruptive and non-productive ways. It is important to recognize that this may happen because of overwhelming needs that the student may have, and that you may not be able to meet those needs. It can be helpful to remember that sometimes, success with very needy students comes in very small steps. Train yourself now to look for small successes, not radical conversions. Learn to accept those successes and continue to plan for the next success with a challenging student.When you are feeling uncomfortable with discipline issues and strategies, ask yourself these questions to try to isolate or identify areas where changes may make a difference:1. Did I communicate expectations and

consequences ahead of time?2. Did the consequences fit the norms

that are recommended?3. Have I set limits appropriately?4. Have I used the appropriate strategy?

Dealing with severe discipline problemsEven though you may have done everything in your power to avoid it, you may have a situation where the misbehaviour is severe. Consequences, whether for major or minor misbehaviour, should be logical, natural and related to the behaviour. Find out what the limits are in your school.• Can you keep students after school?• Is there a detention policy? What is

the procedure for getting assistance from a counsellor or principal?

• In what cases should the principal be involved in your discipline procedures?

• In what cases would the division suspend or expel the student?

Having this knowledge will make it possible for you to keep your sense of autonomy in handling any situation. Getting assistance from others is different from giving away your role in the discipline plan.Enlisting the assistance of parents is an important strategy to employ. Your approach will have a lot to do with the level of cooperation you might receive. Consult the parents for assistance and ideas to help with the situation. Very few parents object to a teacher approaching them with an idea that might help their child if the idea shows the teacher’s commitment to the success of the child.Students have the right to be in school. With that right comes the responsibility to respect the rights of others and to become actively involved in their own academic learning. School boards have the right to suspend or to expel students who are unwilling to cooperate with teachers and with the school system.

Physical and emotional abuseNo student or teacher should be subjected to any form of abuse. Students have the right to be treated with dignity and respect. Teachers have the right to a professional working environment free from physical, emotional, or sexual abuse, or the threat of such harassment.Schools and school boards have a legal right to suspend and to expel students for inappropriate behaviour towards other students or towards teachers. As a teacher, you are encouraged to seek support and advice rather than expending valuable energy blaming yourself for a difficult situation for which you are not responsible.If you have reason to believe that you are being subjected to inappropriate behaviour on the part of a student, a colleague, an employer, or a member of the community, you are encouraged to contact your local association president or call The Manitoba Teachers’ Society for information about general process and advice to address the matter. When a teacher experiences abusive behaviour, it is important to request and expect support from the school administration and staff. If you have been subjected to abuse, you are encouraged to contact MTS at: 888-7961 or 1-800-262-8803.

1. Physical abuse: Acts of violence against individuals, their families and/or their property (e.g. hitting, kicking, slapping, breaking belongings, throwing objects, etc.)

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2. Emotional abuse: Verbal abuse including insults, obscene gestures, or abusive phone calls; the aftershock of physical abuse; harassment based on gender, race or lifestyle; the threat of physical violence against an individual or family members; lack of appropriate response to a situation of abuse or harassment.

3. Workplace harassment: Behaviour which intimidates, threatens, or harries a teacher in such a way as to deny the teacher his/her dignity and respect, and causes offense, embarrassment or humiliation.

4. Child abuse: You are encouraged to be well-informed about rights and responsibilities. Check with your principal to obtain information about division policies and programs. Also, contact the Society for clarification of your legal responsibilities.

5. Inappropriate contact with students: Teachers are encouraged to avoid engaging in any communication or action which could be interpreted as inappropriate, offensive, abusive, or violent towards a student. Teachers are encouraged to utilize self-evaluation and to check with colleagues when unsure if words or actions might be inappropriate.As a consequence of an allegation of inappropriate touching, a teacher can be at risk of being in breach of the law, of being registered as a child abuser, of losing his or her job and of jeopardizing his or her right to a teaching certificate.

6. Physical force: The Manitoba Teachers’ Society believes that teachers should avoid use of corporal punishment. Section 43 of the Criminal Code of Canada protects a teacher from charges of assault in the use of physical force to discipline a student provided that the force is reasonable under the circumstances. In recent years, the courts have begun to interpret a teacher’s right to use physical force much more conservatively than in the past as a result of changing community standards over the acceptability of physical punishment. Teachers should therefore restrict the use of force to situations in which they are either protecting the safety of the student or the safety of others.

Teacher’s responsibility to report abuse or neglect The Child and family Services Act requires you to report if you have reasonable grounds to believe a child is in need of protection.

Reporting a child in need of protection 18(1) Subject to subsection (1.1),

where a person has information that leads the person reasonably to believe that a child is or might be in need of protection as provided in section 17, the person shall forthwith report the information to an agency or to a parent or guardian of the child.

Reporting to agency only 18(1.1) Where a person under

subsection (1) (a) does not know the identity of

the parent or guardian of the child; (b) has information that leads

the person reasonably to believe that the parent or guardian

(i) is responsible for causing the child to be in need of protection, or

(ii) is unable or unwilling to provide adequate protection to the child in the circumstances; or

(c) has information that leads the person reasonably to believe that the child is or might be suffering abuse by a parent or guardian of the child or by a person having care, custody, control or charge of the child;

subsection (1) does not apply and the person shall forthwith report the information to an agency. (Child and Family Services Act)

This piece of legislation requires you to ensure that, if you have reasonable grounds to suspect a child to be in danger or the victim of neglect or abuse, a report is made to the appropriate authorities. It is sensible to inform your principal of your suspicions and to let him or her know that you are intending to make a report, but your principal cannot direct you not to make a report and cannot absolve you of the legal requirement to do so. You may decide between you that the report might best come from the principal or counsellor, but you must ensure it is made.There are also safeguards in the Act to protect your anonymity, including penalties for anyone who leaks such information. The Society Code of Professional Practice absolves you of the requirement to speak first to your colleague, if you suspect him or her of perpetrating the abuse or neglect of a child. When in doubt consult a staff officer at The Manitoba Teachers’ Society.

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4. Diversity – Building an Inclusive Classroom

Definitions:Diversity is defined as the variation and differences among people related to their cultural heritages and identities, their gender and class experiences, their mental and physical abilities, and the social construct of race. Diversity in the classroom is a reflection of the diverse realities and experiences of individuals in society. (SPDU, 1996, p.6)An inclusive classroom is one where individual differences are seen as a source of richness, possibility and creative energy. This contrasts to the kind of environment where differences lead people to be perceived as “other” and “separate”.

What is meant by equity, inclusion and diversity?One of the most exciting challenges of teaching today is recognizing and affirming the diversity that is apparent in classrooms. People often choose teaching as a career because they wish to be influential in the lives of children and youth, and hope that in doing so, they will have contributed to the betterment of the world. The principles of courage, respect, fairness, honesty and care that help to shape us as professionals, are extremely important as we consider questions of diversity and equity, and aspire to increase tolerance and respect.Today’s classrooms demand an attentiveness and acknowledgement of diversity in a way that has not always existed. Schools must be ready to adapt to the needs that are presented by children from a variety of backgrounds and abilities.In our society, both children and adults are affected by discrimination based on age, gender, race, religious background,

physical ability, intellectual ability, class, sexual orientation, and language use. Sometimes, teachers unknowingly reinforce patterns of discrimination by certain practices in the classroom. It is important to reflect on what you do in the classroom and why you do things the way you do, so that you can be sure that all children are provided with the supports necessary to develop their potential abilities.Schools should be inclusive learning communities that:1. Reflect the principles of respect for

diversity, equity and human rights2. Foster and support the intellectual,

social, physical, emotional and spiritual development of each child

3. Are characterized by values of cooperation, trust, caring, sharing, respect and responsibility

4. Have school cultures that reflect a commitment to racial harmony, gender equity, First Nations, Métis and Inuit education, poverty issues, peace and global education, violence prevention and respecting differences; and

5. Exhibit systematic and sustainable school family community partnerships

Building an inclusive classroom requires respect for diversity, equity and human rightsThe children in today’s classrooms are the key to Manitoba’s future. One of the most exciting challenges and encouraging rewards for teachers is unlocking the potential of every child. Every child in your classroom has the right to an education that will meet that child’s learning needs. And every child has the right to be taught in an

inclusive environment that is safe and caring, respects diversity and the rights of all persons and provides equitable opportunities for success.In an inclusive learning community, diversity is viewed as an asset. Students learn to appreciate differences among people and to understand that our differences contribute to richer learning opportunities and more creative problem-solving.Teachers can foster inclusive learning communities by promoting the principles and practices of respect for diversity, equity and human rights. The following demonstrates what these principles and practices are and are not, in relation to classrooms and schools.

PrinciplesIn principle, respect for diversity, equity and human rights in education is• Treating every person with dignity

and respect• Acknowledging the need for policies

that recognize the needs of diverse groups

• Seeing identity as fluid and dynamic• Committing to educate all children• Committing to personal and

organizational transformation• Meeting the individual needs of all

students through a coordinated and collaborative effort on the part of all partners

• Sharing resources in a spirit of generosity to end exclusion, injustice, and political and economic oppression

• Promoting the development of responsible consumer behaviour and practices

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• Encouraging educational leadership and stewardship

In principle, respect for diversity, equity and human rights in education is not• According respect on the basis of

status or position of privilege• Having policies that ignore the

challenges of particular groups• Seeing difference as essential or

innate• Favouring certain students or groups

over others• Reproducing the same social

divisions over and over again• Encouraging every person to think

only of himself or herself• Instituting a multi-tiered system

of education based on sorting exclusionary practices

• Promoting the market economy as a priority above all else

• Encouraging educational managerialism

PracticesIn practice, respect for diversity, equity and human rights in education requires• Curriculum and evaluation materials

and practices that embrace the principles of diversity, equity and human rights

• Social and emotional learning integrated with academic achievement

• Equitable opportunity along with the recognition that some people may need more resources or different supports

• A barrier-free environment where everyone benefits equally

• A balance of power among school

communities achieved through open discussion and democratic principles

• Partners in education dedicated to the success of all students

• Employment practices that ensure equity and fairness

• A recognition that there are different ways of learning and teaching

• Everyone having the opportunity to achieve

• The provision of a learning and teaching environment that is free from violence in all its forms, including physical, sexual, emotional, psychological, economic and social

• A climate of mutual respect and regard for all; an environment that protects the most deprived and vulnerable

• A just, inclusive and open climate where freedom of expression is defended and dialogue and listening are encouraged

• In practice, respect for diversity, equity and human rights in education is not a single-minded focus on courses of study that preserve the status quo

• The separation of the academic achievement of students from the broader goals of schooling

• The provision of the same resources and support to everyone, along with the expectation that everyone will achieve the same results, not maximum potential

• An environment where everyone is treated the same

• Centralization of resource allocation, decision-making being removed from communities

• Ranking and sorting of students• Hiring token representatives

without addressing the causes of discrimination

• A single approach to learning or teaching the causes of discrimination

• The lowering of standards to achieve quotas instead of questioning the narrowness of standards that exclude marginalized groups or individuals

• An environment based on survival of the fittest

• Narrowly-defined standards of conduct, rules and procedures

• Subtle oppression through indirect methods of control and manipulation

How can I adapt my practice to meet the diverse needs in my classroom?There are steps that you can take to ensure that your classroom reflects principles of equity and fairness. These steps encourage the development of a cooperative, caring community of learners.1. Create a classroom environment

that values trust, cooperation, communication skills, and critical thinking above competition.

2. Encourage students to develop their ability to recognize the diversity that surrounds them and to empathize with people whose lives and backgrounds differ from theirs. Explore concepts like stereotypes, prejudice and discrimination.

3. Teach students to think critically about the ways in which society and its institutions (including schools) might be affected by issues of equity.

4. Assist students to find strategies to make a difference in their social interactions and the world around them. Help them to find ways to interrupt inequity and injustices at school and in their community.

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Students with special needsThe Manitoba Teachers’ Society supports the principles of equity and opportunity for ALL learners, and the concept of inclusion, while recognizing that physical inclusion may not be appropriate for all students some or all of the time.The appropriate education programming amendment to The Public SchoolsAct, regulates the policy and programming for all Manitoba students and ensures that all students, including those with special needs, receive an appropriate education. Students should receive their education in the most enabling environment. In most cases, this means the classroom.Careful planning is necessary for a student with special needs to be placed appropriately, and with the required resources available. The assessment of a student with special needs must be an ongoing process of consultation among the teacher or teachers, the parents, the resource teacher, the principal/vice-principal, and the student (where applicable). Be sure that you ask your principal to explain your school’s “protocol” (i.e. when/whom to call, how to document incidents, etc.).Most likely you will have one or more children with special needs in your classes. You should expect to be consulted in planning for this student.Check your collective agreement, or ask your staff rep for specific divisional inclusion policies and procedures. Other sources of assistance include school-based resource teachers (learning assistance, special education teachers), division resource staff,

consultants, school administration, educational assistants, counsellors, education psychologists, social workers, speech language pathologists, teacher librarians, social workers, and other community resource people.

Individual education plan An Individual Education Plan (IEP) must be prepared for each student whose special needs cannot be met in the regular classroom, with differentiated instruction or adaptations. The IEP documents the resources and strategies that are needed to help the student meet her/his full potential. The IEP is generally jointly written. Be clear about the resources and the help you will need in order to provide a successful experience for the child, and insist on regular follow-up.Often, division workshops and/or in-service funds are available for classroom teachers to support them in working to include these students and meet their needs.If you have a special needs student in your classroom:• Work as a team with support

personnel, parents and administration to develop an individual education plan

• Involve the parents in determining appropriate programs

• Develop programs based on individual needs

• Set realistic expectations• Work closely with the educational

assistant, bearing in mind that you are responsible for all programming, assessment and planning for the student

• Always value the child

• Foster a feeling of trust in the child• Be patient• Create an atmosphere of caring, where

each member of your class is respected and valued. Working with children with special needs brings its own rewards

Support for students with special learning needsAs you consider the diversity in your classroom, you will want to draw on the support systems that exist in your school, your division and your community. Consider how these supports might work for you, and how you can connect with them from your school.

1. Resource teachersResource teachers support classroom teachers in programming appropriately for students with particular needs that relate to learning. In some divisions, resource teachers have responsibilities for students who are referred to them because of delays in some academic area as well as some responsibility for gifted learners. These may be students who have learning disabilities, attention problems, Fetal Alcohol Syndrome Disorder (FASD), or there may be an unexplained or poorly understood delay. Some resource teachers pull students out of the regular classroom for extra instruction, and some work with the teacher in the classroom. Your division may use a model that differs from these options, so be sure to ask your principal to explain it to you.Resource teachers are also instrumental in the construction of an IEP. If you have a student in your

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classroom that has been designated as having special needs, you and the resource teacher will collaborate to complete an IEP for that student. Be sure to check with your principal about how you might benefit from the support of a resource teacher.

2. Teacher librariansTeacher librarians are indispensible in assisting with planning for a diverse student population. Ask for their assistance when planning to include culturally diverse learning materials, or to provide materials that address your topic but reflect a range of reading abilities.

3. Educational assistantsEducational assistants (EAs) are staff hired to support the teacher. Typically, an educational assistant is hired to assist a teacher in delivering an appropriate program to a student with special emotional, behavioural, intellectual or physical needs. Educational assistants are placed according to policies that are determined on a local basis. Not every child with a special learning need will have an EA assigned to him or to her. Talk with your principal to clarify the placement of an educational assistant and tasks assigned.Educational assistants are not professional staff, and take direction from teachers about the programming needs of the child. If you are going to work with an educational assistant, then you will need to clarify how the work of the EA will be monitored. You will want to create clear communication among the educational

assistant, the student, parents or guardians, and your administrative team to carry out the program for the child as directed on the IEP.For further information on the roles and responsibilities of teachers and educational assistants, see Teachers and Educational Assistants Handbook on the Society’s website www.mbteach.org, or contact MTS.

4. ConsultantsConsultants’ roles vary from one division to another. In many cases, you will have access to a consultant who can help you design programs because of their expertise in curriculum and subject expertise.

5. Educational psychologistsEducational psychologists are helpful in making assessments as to any behavioural and academic needs that students might have. They can provide information through testing and interviews, and can make helpful suggestions about strategies that might relate to student needs. Gifted learners, students with attentional difficulties, or students who display delays in learning might benefit from an educational psychologist’s intervention. Be sure to refer to the student’s cumulative folder to find out what services may have been obtained, and then consult with your principal about how to proceed if you feel that an educational psychologist can support your work with the student.

6. Counsellors Counsellors are helpful at assisting teachers with students who are experiencing emotional or social struggles. They can:

• Be involved directly with the student in counselling sessions

• Assist the teacher in promoting social skills training

• Work with small groups of students in training sessions

• Help to coordinate other community supports

• Teach problem-solving skills to classes

7. Speech/language pathologists Students may benefit from the intervention of a speech/language pathologist if they are experiencing difficulties in any aspect of language development, with the possible exception of English as an Additional Language (EAL) students. Speech/language pathologists are available to:• Consult with teachers about

strategies that support students with language and speech difficulties

• Provide an assessment of children’s communication skills through observation and testing

• Consult with parents

8. Social workersSocial workers may become involved with a student to support concerns that you may have about a student with regard to:• Chronic attendance problems• Suspected abuse or neglect• Crisis situations like unexpected

death, suicide, family violence• Access to community support systems

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5. Planning for Effective Practice

Evaluation, assessment and measurementIntroduction: In planning for effective practice, teachers need to consider the cycle of planning, teaching and assessing.

Cycle of planning, teaching and assessingWhat will I teach?• Consult curriculum• Select topics• Target knowledge, skills, attitudes• Set learning objectivesHow will I teach that?• Gather resources and learning materials• Design activities• Implement strategies• Success for all Learners MECY

department documentHave I accomplished what I set out to do?• Incorporate ongoing diagnostic

formative and summative assessments

• Report appropriate information• Reflect and refocusGood planning demands that student evaluation is considered as objectives and instruction are being organized. Evaluation is as important to the planning process as content. Teachers must assess, evaluate, and report student progress in relation to the learning outcomes in the prescribed curriculum.You will need to have a written procedure for evaluating student achievement in place before the beginning of the year. For example, you need to know if there is a percentage breakdown for each term. Copies of your student evaluation plan need to be given to students, parents and your school principal.

Your teaching plans must include well-designed methods of student evaluation. Effective evaluation must serve a specific purpose:• To determine achievement in one

learning sequence and readiness for the next

• Test student knowledge,• Give students the feedback

necessary to make study plans• Provide feedback on the degree of

success you are having with students• Improve your instructional strategies• Improve student learning by making

students aware of their strengths and weaknesses

• Gather information on student progress to report to parents

Teachers have professional autonomy in deciding what methods to use to assess student work in their classrooms including, observation, tests, portfolios, checklists, written assignments, projects, oral questions and interviews, exhibitions, demonstrations, anecdotal records.

EvaluationInvolves making a judgment or an interpretation about the worth or value of the information that has been gathered. The teacher must decide how to blend these three judgments:• self-referenced: a determination that

the student has improved greatly as compared to her performance six months ago

• norm-referenced: that the student’s performance is slightly behind her peer group

• criterion-referenced: she did succeed on a standardized spelling test.

AssessmentRefers to the collection of information that reflects the development of students’ learning. It may involve

measurement, but assessment will include other activities as well. • collection of information about a

student’s spelling patterns through test scores, a comparison of informal and formal writing assignments, and observations of group spelling tasks.

The purpose of classroom assessment is to support learning. Teachers assess student learning and describe what the student knows and is able to do and use this information to adjust instruction for individual students, small groups of students or the whole class, and to plan further instruction. Assessment that provides descriptive feedback is more effective than assessment that provides evaluative feedback (right or wrong, a mark). Descriptive feedback focuses on:• What students have or have not

achieved, including improvements to earlier work

• Explanations to a student that they are right or wrong and why in a timely fashion

• Specific ways in which the work could be improved

• Inviting the student to suggest ways they can improve

Measurement Refers to the collection of data on the frequency or extent of something.• a score on a spelling test

Evaluation should:• Be an integral part of planning• Be a continuous, deliberate activity• Involve interpretation and judgment

as well as measurement

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• Should reflect the objectives of the learning activity

• Be responsive to culture, gender, geographical location

• Be fair and equitable• Safeguard confidentiality of student

information• Be based on norm-, criterion-, and

self-referenced indicators• Provide useful, productive feedback

to students• Assume student self-appraisal, as

well as student participation• Provide opportunities for student

improvement• Assume communication to students

in advance• Be regularly communicated to

parents in a meaningful way• Use formative, summative, and

diagnostic assessment techniques• Provide information in the

cognitive, affective and psychomotor domains

• Guide teachers as they plan for individual needs

Tips for assessment and evaluation• Ask your principal for a copy of

the board and school policies on student evaluation. You should also get a copy of the school report card so that you know how student achievement is reported to parents.

• Always keep parents informed of student progress. Parents should not be surprised with a student achievement problem on a report card or at a parent-teacher interview.

• Talk with other teachers of the same grade level or subject about strategies they use and appropriate weighting for different units of the curriculum.

• Use a variety of assessment strategies. For example, you should use a combination of short, written assignments, pre- and post-tests, projects, performances, tests, teacher observation, student self-assessment and unit exams.

• Plan your student assessment and evaluation tasks when you plan for instruction. Make sure that the assessment task is consistent with the type of expectations specified in the curriculum.

• Encourage choice in the topic or method of presentation. Students will perform better if they enjoy the task.

• Avoid using evaluation as a threat or punishment. Distribute your marking criteria when you give students the task. Students need to know how they will be judged so that they can perform their best.

• Keep accurate records of student achievement. If you’re using a computer marks program, you must still maintain a backup disk and record book in case of a computer error.

Note: For further information on assessment, new teachers should refer to the department documents “Rethinking Classroom Assessment Policy Kindergarten to Grade 12: Academic Responsibility, Honesty, and Promotion/Retention” at www.edu.gov.mb.ca.

Record-keeping and trackingTeachers should keep detailed and accurate records of pupils’ progress and attendance. Effective tracking and record-keeping systems may include checklists, marks/grades and anecdotal reports. Appropriate record-keeping will help in reporting to parents about student achievement and in conferencing with other colleagues about a student’s performance. It will also be extremely helpful when parents/guardians question their child’s progress, ask for clarification of your criteria for assessment or request specific examples to substantiate your decisions.Keep records of disciplinary incidents with students. This information can provide you with valuable insights into patterns of behaviour and can be beneficial in resolving issues in discussions with your colleagues or parents/guardians. Log phone calls and any conversations with parents or colleagues about a student’s progress. Keep your written comments professional and factual, avoiding inflammatory language. These documents are the property of the school board and can be subpoenaed in court proceedings.Accurate record-keeping is a prime responsibility of a teacher. There are many software programs available, for just this purpose. When you report to parents, you will want to relate student achievement to the program objectives.For a beginning teacher, making judgments about student progress may seem a bit overwhelming. Organization and proper planning for evaluation will ensure that your students and their parents/guardians will receive quality information about their progress.

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Keep your student records current• Keep an anecdotal file where you

can note pertinent information on work habits or behavioural problems

• Allow students to keep some records by using graphs or comments to show weekly progress

• Collect samples of students’ work• Keep test results• Log test scores and other student

performance indicatorsRecord-keeping should reflect positive, not just negative, achievements of students. This information should be communicated to parents as well. Communication with students and parents about student progress should be ongoing so there are no misunderstandings or surprises at the first reporting session.Teachers are encouraged to place copies of notes sent to parents, and notes pertaining to conversations and meetings in each student’s portfolio.

Reporting to parentsThere are many ways to inform students and their parents of the child’s progress in school. It is important to communicate with the students and parents long before the first report card goes home. These are some methods for communicating:• Notes sent home• Checked and returned homework• Sending home results from tests• Telephone calls home – reporting

outstanding performance as well as concerns

• Progress reports• Report cards• Teacher-student conferences• Parent-teacher conferences• Student-parent-teacher conferences

(Additional information on parent conferences is on page 26.)

You can assist parents with their understanding of student assessment and evaluation practices by answering the following questions:• Is there an evaluation overview for

the entire year?• Are there things that parents can do

before tests to help their child do better?

• Are there study tools or classes available to help a child prepare?

• What are the consequences of each test? What are the strengths and weaknesses of these tests? Who gets to see the results? Do they become a part of the child’s permanent record?

• Can the child retake any of the tests if the results are unsatisfactory?

• Is there anything parents can do or should not do as a result of their child’s performance on a test?

• What impact do the results of each test have in terms of the bigger picture of their child’s performance in school?

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6. Working with others: Educational Assistants, Volunteers, Substitute Teachers

Working with supportsIt is the teacher’s responsibility to diagnose learning needs and to prepare materials and lessons. The teacher directs the work of all the other adults in the classroom.

Educational assistantsRegulations of The Public Schools Act stipulate that educational assistants “shall perform duties as the principal assigns to him or her”, but those duties shall not include:• the organization and management

of the classroom• the planning of teaching strategies

or• the direction of learning experiences

including the assessment of individual needs of the pupils

Working with educational assistants and community volunteers:• Ensure that tasks you ask assistants

and volunteers to do are within school board and MTS policies (see Teachers and Educational Assistants: Roles and Responsibilities at www.mbteach.org)

• Stress that absolute confidentiality is to be maintained at all times

• Define and clarify roles• Aim to develop a climate of trust• Provide support and encouragementFor complete information about working with educational assistants please refer to the MTS handbook: Teachers and Educational Assistants Roles and Responsibilities available at www.mbteach.org

VolunteersManitoba has a proud tradition of volunteerism. Parents and other volunteers who care about the education of children want to become involved with the school. They are not there to replace teachers but to assist with a wide variety of tasks that need to be done every day. Parental and other volunteer involvement is an important factor in student success and can only enhance the quality of education in your classroom.Volunteers wish to be accepted as part of the team, but remember that, as the teacher, you are the team leader. Careful preparation and organization on your part will result in a worthwhile and meaningful experience for the volunteer. Teaching is a very demanding career, and occasionally an extra person in the classroom can be an additional burden for a first-year teacher. So, when you feel comfortable, invite volunteers to come in for short stints to do specific tasks.Planning is the key to success. Be certain to involve the principal in any planning before you invite volunteers. Arrange for an orientation session where you can match the skills and interests of the volunteer with tasks that need to be done. Remind volunteers that, although they might be qualified to perform certain tasks, it may actually contravene division or MTS provincial policy for them to do so. Also, it is most important to stress that absolute confidentiality must be maintained. Privacy and confidentiality must be respected by all concerned. Provide appropriate training, have supplies available and then let them decide how to carry out the tasks.

Volunteers are busy people and they often appreciate a regularly-scheduled time. However, there will still be times when the volunteer will not be able to keep the appointment, so plan accordingly. If the school routine changes to accommodate some special event, let your volunteers know well in advance that their services will not be needed.Parents have traditionally been the source of volunteers, but because of busy schedules, you may have to look beyond the family and into the community. Don’t overlook peer tutors, older students, senior citizens, work-experience or students as potential volunteers.Volunteers can be a vital source of support and can become excellent ambassadors for the school in the community. Make them an integral part of your classroom by letting them know they are valued, wanted and needed. A sincere thank you from you and the students will show that their efforts are greatly appreciated.

Substitute teachersThere will be occasions when you will need to be absent from school. You should check with your principal as to the proper protocol for teacher absence. If the absence is planned, e.g. you will be away for a scheduled meeting or a professional development day, then the principal will know well in advance and be able to call in a substitute teacher. However, if the absence is unplanned, e.g. illness or some other unforeseen circumstance, there should be a system in place whereby you notify the school and a substitute is called for you. In this event you will need to have a contingency plan for your classes for that day. It is your responsibility to

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ensure that a quality education program continues in your absence. Advance planning on your part will help to maintain a consistency of routine and will, in the long run, make it easier for you upon your return.

Preparing for a substitute teacherStudents should be aware of your expectations for behaviour when a substitute teacher is in charge of the class. You may want to inform your students ahead of time that you will be absent. If possible, preview the coming day’s assignments. This preparation demonstrates to them your confidence that they can handle your not being there.You are responsible for preparing the daily plans for your substitute teacher. However, if you will be absent for an extended period (more than one week) the substitute teacher will assume planning for the classroom. The lesson plans you leave for a substitute teacher should be carefully thought out to ensure success for students and teacher. While planning lessons, it is preferable not to incorporate manipulative materials, laboratory supplies and/or objects which may get lost or be misplaced. If you believe the substitute would have difficulty following your daily lesson plan, leave one day’s activities in a special folder for the substitute to use. Most teachers include activities for students that ensure accountability (such as work to be collected and marked). Encourage your substitute teacher to leave you written feedback on how the day went and be sure to follow up on any outstanding issues.

Information folder for the substitute teacherPrepare an information folder that will help organize a successful day for both the substitute and the students. • Class list with phone numbers• Class rules, expectations and

responsibilities• Collection of some interesting

supplementary material that the substitute could use as additional resource material

• Daily and weekly timetable, showing class times

• Homework assignments and policy• Information about students with

special needs• List of classroom routines,

procedures• Location and procedures for

booking AV equipment• Map of the school (including the

fire exits) and key locations• The names of some students who

could be of help• Notes on procedures, such as taking

attendance and opening exercises• Seating plan, preferably one with

photographs• Supervision schedule and guidelines• Up-to-date daily plan book• Emergency lessons for each class• It is not always possible to anticipate

everything that a substitute will need, so it is helpful to indicate the name of a staff member who can provide assistance when required. This “buddy” teacher can also welcome your substitute, and offer him/her help.

Show you appreciate your substitute teacher:• Before your absence, speak to the

substitute teacher to communicate your expectations and to share information about any extraordinary circumstances they should be aware of.

• Following your absence, contact your substitute teacher to talk about what was accomplished and to acknowledge their special role in the teaching profession. When you return, also ask the students and the “buddy” teacher how the day went. Follow up on any disciplinary events and then put the day behind you and begin anew. Remember, you do not have control over what the substitute does or does not do during the day.

Substitute teachers are now covered by regulations under The Public Schools Act. For further information on contracts, provisions in collective agreements, or the regulations covering substitutes, contact a staff officer at The Manitoba Teachers’ Society at 888-7961 or toll-free 1-800-262-8803.

Resource teacher and guidance counsellorPlan to meet with each of these colleagues early in the year to discuss how you can work together. They may have information or advice to assist you in your work with students. Each of them can provide information about their programs and services for students. Ask about services being provided to individual students in your class.

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Educational psychologists, speech and language pathologists, social workers and reading cliniciansAsk your principal to provide you with information concerning which of your students have been working with specialists. It is important to find out about how to refer other students for assessment and assistance and about services available for students who may need them.

Principals/vice-principalsA principal and vice-principal are important parts of your support network. Don’t wait for them to ask you how things are going let them know. Use their assistance to gain a broader understanding of school operation.

Librarian/ library technicianA librarian not only looks after a collection of library materials but can also assist you with research-based projects. Familiarize yourself with using the library effectively. A librarian may also assist with ordering student and teacher resource materials.

School secretaryRequests made of you by the school secretary are probably for information required by the principal or by the school division. Your working relationships may be enhanced by being prompt in responding to these requests. Ask your principal about which secretarial services might be available for teachers.

Custodial staffAsk the principal about the custodial staff responsibilities. Introduce yourself and discuss ways in which you can work together to keep your classroom a pleasant place. Aim to assist students in taking responsibility for keeping the classroom tidy.

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7. Parental Involvement and Communication

Partnerships with parentsYou can welcome parents as partners in learning by creating conditions where parents can assume roles as advisors, collaborators and supporters. In these meaningful roles, parents are not mere spectators – they are active participants in the teaching-learning process. Trust, respect and honesty are necessary conditions for parent-teacher relationships to flourish. Mutual support and open communication between the school and the home create a climate where the student is at the heart of the learning partnership.Enlisting the assistance of parents is an important strategy to employ. Your approach will affect the level of cooperation you will receive. Very few parents object to a teacher approaching them with an idea that might help their child if the idea shows the teacher’s commitment to the success of that child. Consider parents as part of the support for a mutually agreed upon solution to discipline problems.Apart from wanting to be kept informed about their child’s progress, parents are also interested in other information about the school:• What are the school goals?• What are your goals as the teacher?• What is the child learning?• How is the child being taught?• What attendance and homework

policies are in place?• What courses and extracurricular

activities are available?• What is new, or being changed at

the school and why?

Meet the teacher nightThe first formal introduction to parents will usually be in the form of a “Meet the Teacher” activity. This may have different names, but usually it is a time to introduce yourself and your curriculum.

You As a first-year teacher, many parents will be coming to “check you out.” Be prepared to instil confidence regarding your instructional abilities. Talk about your relevant experiences (camp counsellor, club sponsor, etc.). Let your enthusiasm show!

ParentsYou will want to talk to colleagues to find out what parents expect from this session. You should also seek information regarding the demography of the parent population. Ask parents to identify two or three areas they would like to talk about before they attend the function. Treat parents as partners in the learning process.

Your classroomYou might consider discussing the following: rules and operating procedures, the subjects and goals of the curriculum, expectations for students, instructional materials.

Your presentationYou will want to be well-prepared for this session. Some of the following techniques may be helpful:• media and handouts• outline what you are going to

address (watch your timing to be sure you hit all relevant points)

• present a sample lesson• have handouts of curriculum,

grading procedures, homework criteria, etc.

Working togetherThis is a good opportunity for you to identify how home and school can work together. Inform parents of when, where and how you can be reached and discuss how parents can best support their child’s learning out of school.

Cautionary notes Don’t let one parent monopolize the discussion or sidetrack you. Have a conference sign-up sheet available. Don’t get caught in a student conference situation this is not the intent of the session. Have key responses ready so you’re not caught off-guard: for example, “Can we set an appointment to give this the time it merits?”

Communicating with parentsCommunication with parents is a very important part of your teaching role. An ongoing, trusting relationship with parents will help you and the students enjoy the school year.Points to consider:• Know the student prior to

communicating with parents.• Get to know the parents. If time

and the number of students allows, it is a good idea to have one positive communication with each parent during the first month of school.

• Prepare a portfolio for each student. Include the student in this preparation. Have examples of student work to show parents when you meet with them.

• Inform the principal of any potential problems. Ask the principal for his or her support in responding to anticipated parental complaints.

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• Discuss with a colleague the content of a written communication for parents.

• Keep records of notes, calls and other communication with parents.

Ways to communicate with parents• Phone calls. Plan positive phone

calls. - When a student demonstrates a

positive behaviour- When a student completes a

challenging task- When a student who is having

difficulties shows improvement - When a student is absent—to say

the class misses them• Letters home, or newsletters stating

what your class is doing in each subject area, samples of student work

• E-mail• Progress Reports• Certificates, commendations, etc.• Formal and informal meetings• Classroom meetings• Parent/guardian/teacher night• Conferences – formal and informal• Open House• Notes, Happygrams• Mini surveys• Use of a web page

The first important contact with parentsAlthough the first week of school will be extremely busy, you should find time to do one important thing which will probably make all the difference in your future communications with parents and also in your future

effectiveness as a classroom manager. Make one phone call home to each student in your home-room during the first week. Depending on how many students you have in your class, you could plan to make 3-6 phone calls per night. The contact will be worthwhile and can be followed up every month or two. This contact does two things:1. It gives the parents/guardians a clue

to your approach to their child’s education

2. It also sends a message to the child that you are prepared to communicate to parents/guardians if the need arises

Parent-teacher conferencesSuccessful parent-teacher conferences provide a balance of teacher-talk and listening, as well as positive comments and suggestions for improvement. When you discuss a problem with parents, be truthful, sincere and objective. They will respect your integrity.It is helpful for you to recognize and validate the parents as the student’s primary teachers. Thus, offer plenty of opportunities for parents’ questions and observations. Remain focused and reiterate that you and the parent(s) have a responsibility to work together for the sake of the student.

Parent conference checklistWhether the parent-teacher conference is a report card meeting or a scheduled opportunity to discuss a student’s performance, you should be prepared.

1. Before the conference• To achieve the best communication,

the interview climate should be as comfortable as possible. If you are relaxed, parents usually will relax too.

Arrange informal seating around a table with the student work on display.

• Ensure privacy.• Be well-prepared. Collect dated

samples of student work to demonstrate student improvement and/or decline.

• Compile appropriate material to substantiate your evaluation of the student, e.g. student portfolios and other.

• Before your first meeting with parents, review the academic history of the student.

• Prepare a conference form for record-keeping to keep the discussion focused and to be an aid for future conferences.

• If the interview occurs as part of the formal report card process, have appointments posted outside the door and keep to the schedule as closely as possible. Parents needing additional conference time should be invited to set up a separate appointment.

• Successful conferences deal with only a few issues because of time constraints. Make sure you know what points you want to cover, but allow equal time to cover parental concerns.

• Be aware of school procedure on parent-teacher conferences.

• Have chairs available outside the classroom.

• If the conference is part of the regular reporting period, send home a newsletter describing your programs and some of the topics being studied.

• If the students are not included in the conference, meet with them beforehand so that they are aware of what will be discussed.

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2. During the conference• Greet the parents at the door• Introduce yourself with a friendly

voice, but keep opening comments to a minimum to allow more discussion time

• Maintain the focus and keep the discussion on track

• Be clear and concise in your comments. Be an attentive listener

• Keep the parents involved by encouraging them to share pertinent information with you

• No matter how many problems a student has, find some positive things to report

• With the parents’ help, develop some goals for the rest of the year

3. Keep the conversation positive and focused on the student:• How might I at the school and

you at home work together to help (student) be successful in (subject area)?

• When thinking about (student’s) behaviour, what are the things that we most want to focus on?

• Here are some examples of (student)’s behaviour in class. Can you tell me if some of these things are also noticeable outside of school?

• Here are some things that I have noticed about (student)’s interaction with other students.

• How might we use these examples of behaviour that we have observed to set up a program to help (student) change the unacceptable behaviour?

• As (student)’s parent, what would you like to see in place to help him/her modify his/her behaviour?

• What are some of the reasons that would lead (student) to act this way?

4. Concluding the conference• Summarize the points covered and

add these to your files• Highlight the conclusions and the

agreed-upon actions - How would you like to be kept

informed of (student)’s progress in (subject)?

- How would you like to be kept informed of (student)’s progress with the behaviour management program that we have discussed?

• If needed, set another date for an interview- Looking at what we have worked

out together to help (student), the chances for success are very high. We will keep in touch by a weekly call and a note in his/her agenda

• Check that the parents have a clear understanding of what was discussed

• End as you began on a positive note• Thank the parents and walk them to

the door

5. Follow-up• Send a note home the next day

thanking the parents for their time and interest

• After a few weeks, phone the parents with a progress report

• Keep your principal informed

Sample conference formats

Regularly scheduled conference1. Introduction• State purpose of the conference• Share something positive about the

child• Update on past concerns, if

necessary.

2. Academic achievement• Discuss academic strengths/

weaknesses• Present documentation• Obtain parental input and reaction

to information• Develop one academic goal.3. Social interaction and behaviour• Discuss social strengths/weaknesses

and behaviour• Present specific examples• Obtain parent input and reaction• Develop a behaviour/social goal,

if necessary.4. Other issues• Allow parent input and discuss other

issues• Provide additional information

parent may need5. Closure• Review goals• Plan for follow-up• Close on a positive note

Problem-solving conference format1. Introduction• Open on a positive note• State purpose or concern: Tell the

parent in observable terms what the student did or did not do.

• Describe the behaviour (such as hitting, shouting, or refusing to participate) and the number of times the problem has occurred. Rather than saying “Wayne treats others cruelly”, say “Wayne hit three students over the course of the day.”

• Update the situation

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2. Description of the problem• Describe the problem, present

documentation• Discuss what has been done: Let the

parent know that you are not calling in lieu of trying to solve the problem yourself. Explain specifically what you have done to address the problem. “Last week I discussed the rule with him/her, and I had him/her write down a commitment not to hit other students. Today, I sent him/her to the principal’s office and later spoke with the principal about how to help him/her address the problem.

• Obtain parent input and reaction to problem. Ask for any information he or she can add that might help solve the problem. Listen to what the parent has to say to discover what may be troubling the student and exacerbating the behaviour.

3. Problem solving• Suggest possible solutions: Prepare to

tell the parent exactly what you will do and what you would like the parent to do. Ask the parent to let the child know that you called and that both you and the parent feel concerned about the problem. The parent may feel anxious and want to know that you have the ability to work with the child to correct the problem, just as a mother would want to know that a paediatrician could make his/her child well. Rather than saying, “I don’t know how to handle this, but I’ll try”, say “Don’t worry. Other students have had this problem. We can help Eric.”

• Discuss different alternatives

• Obtain parent input and suggestions.

4. Action planning• Develop an action plan to help with

the student’s improvement• Identify specific actions5. Closure• Plan for follow-up: Promise the

parent that you will follow up on this conversation. Commit to follow up contact. Say “I will contact you on Friday and let you know how things went”

• Close on a positive note

Helpful hints for conferencing with parents• Try to establish a positive,

welcoming setting for all meetings• Consider including the student in

your meeting with parents• Use the student portfolio to provide

examples about student progress• If you need to discuss behaviour,

use definite, clear examples. Try to communicate in a non-blaming, non-judgmental way

• Avoid predicting a student’s future achievement

• Be prepared to explain aspects of your program, methodology, evaluation criteria, and classroom management practices. Be prepared to explain how you have determined a student’s capabilities

• If you make suggestions, it is helpful to share ideas that have worked in other cases. Avoid telling a parent what to do because this could arouse resentment

• Work cooperatively to find solutions. Including the student can be helpful. Encourage parents to ask questions. Ask parents for suggestions to assist you in working with their child. Develop an action plan if required, facilitate the development of a commitment, and set timelines

• At the conclusion of a meeting with parents, summarize the parents’ ideas and your suggestions. Reaffirm the ways with which you will follow through. After the meeting, prepare a written summary for your files.

• Plan the next conference or meeting.Thank parents for attending. Determine who will call the next meeting: the parents, the teacher, or the student

Student-led conferencesRecent research on authentic assessment refers to the importance of student involvement, not only in setting assessment strategies and analyzing their success, but also in reporting to parents/guardians. The student is accountable for what he/she has learned and shares his/her goals, successes and next steps with parents/guardians.Speak to your principal or mentor about what your school does during parent/teacher conference time. If you are involved in doing student-led conferencing, make sure you inform parents/guardians on the process of student-led conferencing and the purpose of this type of conference.Successful conferences have equal amounts of teacher talk, parent talk, and student talk.

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Challenges in communicating with parents1. What do you do when a parent/

guardian is confrontational with you (in person or on the phone)?

In a situation where you feel uneasy, it is always best to remain calm. You should not feel obligated to listen to verbal abuse. Calmly end the conversation and suggest another time you could talk to discuss the issue. Do not be alone in a situation where you may feel uncomfortable. Involve the principal or vice-principal to assist you and to perhaps be a third party.

2. What do you do when a parent/guardian arrives uninvited to your classroom and he/she wants to discuss a concern or problem?

If a parent/guardian arrives while you are teaching, you should suggest another time to meet. If the matter is of an urgent nature and the parent/guardian needs to speak to someone, invite your principal to address the problem or to supervise your class.

Report cards

Report cards serve several purposes:1. They tell parents/guardians how

well their children are achieving the educational goals outlined by the curricular materials.

2. They tell the students the areas in which they are achieving, as well as the areas in which they need to review the information/skill and retry the assessment. They also assist students with formulating the aims of the education plan.

3. They let other agencies know how well the students have achieved for purposes of higher education and/or work placement.

4. They allow educators to modify education goals, re-teach concepts that have not been grasped and allow for more practise of skills and knowledge.

Writing effective student reportsWhen reporting to parents/guardians, it is important to make anecdotal comments or reports which will make the report card more meaningful. Anecdotal comments also help in explaining marks and help in assessing student progress. Highlight the uniqueness of each learner. It is important to parents/guardians to recognize their child as an individual rather than applying comments that could be applied to any student in the class.

Always start with student successesTry starting with a positive comment, state the improvement that is needed and end with a positive comment. “Sally is a leader in the classroom. She is cooperating well with others and is always willing to help in the classroom”

Tell about the whole student (academic, social, physical, etc.)“Sally’s knowledge about insects added to our unit in Science. She also was able to teach others about what she learned when she was at last year’s Science Olympics.”

State concerns and outline the action plan or next steps needed to improve“Sally is not always transferring her skills in grammar when she writes. She shows a good understanding of how to use capital letters and periods, but she is not always using them when she writes a story. She needs to make sure she checks her work over before she passes

it in. Reading her work aloud will also help alleviate this and I hope she chooses this as a goal for next term.”• Be specific, clear and concise.

Include examples to add support.“Sally is grasping the concept of integers very well, but has difficulty with fractions. Multiplying and dividing fractions needs to be a next step she could work on for next term.”

Homework Many times an action plan arising from a parent-teacher conference prescribes work at home for the student. There is a difference between “home work” and “home study.” Even though students may not have homework, encourage home study to develop study habits. Parents can help by assisting the child to organize a study schedule and providing a quiet area for students so that he/she can study for a given time each night. Parents can also monitor a child’s homework assignments.Homework can be a contentious issue. Some parents demand lots of homework; others may believe that homework is inappropriate for their children because of age or other circumstances. In some families, getting a child to tackle homework creates a negative atmosphere in the home. The home situation of each student is unique and needs to be considered when giving assignments.

Homework policiesMany schools have homework policies. Homework can provide:• Ways to monitor student learning,

other than tests

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• Opportunities to practice a skill or concept that has been taught

• Experiences that will connect in-school learning with real-world experiences

• Activities that are open-ended and allow for success

• Means of communicating with the home on student progress

• Ways to actively involve the family in the student’s education, and

• Avenues for preparing the student for in-school activities

Obtain information about your school’s homework policy and check with other teachers regarding common practices in your school and in your grade area. Find out about parental expectations for your school and grade level.

Practical advice• Homework should reinforce/extend

classroom activities• Homework growing from a child’s

experiences or personal interests will be more productive

• Make sure the homework assignment is clearly understood by the student and parent. It would be desirable to have the child write the assignment in his/her assignment book. Involve parents in the process

• Reasonable timelines should be set for homework assignments

• Children could be involved in determining the amount and kind of homework

Homework do’s Homework don’ts

Do have a homework policy and communicate it to students and parents.

Don’t assign many problems if few will accomplish the objective (more is not always better).

Do make sure students know the objectives of the assignments Don’t give homework as punishment.

Do give immediate feedback and acknowledgement on completion of homework. Don’t use homework as busy work.

Do hold students responsible for completion of homework, but be sensitive to outside obligations.

Don’t assume that homework should be assigned every night. Check your school policy and each child’s unique circumstances.

Do be aware of the resources that are, or are not, available in students’ homes in order to complete assignments. Don’t assign homework just because a parent requests it.

Don’t make unrealistic demands on students’ time.

• Homework which is a natural outcome of experiences or activities of the child is a valuable aid in developing independent study habits and in helping to gain subject mastery

• School is only part of a child’s life. We need to restrict the time for homework to allow the child to have time for play, relaxation, to plan his/her own activities, to be with parents and friends, to be active elsewhere, or to do nothing

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8. The Professional Teacher

Four characteristics of professional1. Professionals continually evaluate

their own performance. A professional teacher examines strengths and weaknesses, and looks at challenges as opportunities for growth. The professional pays heed to practical classroom concerns as well as to broader underlying beliefs and values.

2. Professionals are lifelong, self-directed learners who establish personal and professional goals, then act toward those goals. A professional evaluates the actions leading to goals, and adapts them when necessary.

3. Professionals rely on practical knowledge integrated with research-based, theoretical knowledge. The professional continually seeks to revise and update a knowledge base.

4. The professional deliberately seeks out challenging and innovative practices and enters into dialogue with colleagues to refine their understandings.

— Adapted from Wideen, 1988As a beginning teacher, it is your responsibility to fully understand what it means to be a professional. It is the responsibility of your colleagues, your principal and your professional organization to clearly communicate to you the standards of the teaching profession so that you can integrate these standards into your practice.As you enter this career, you will encounter many teachers who have attained excellence in professional practice. These professionals will exhibit highly developed practical and theoretical knowledge and will act with integrity, fairness, caring,

honesty, courage, and wisdom as they strive to bring their students to new understandings of their world. Their professionalism (i.e., their desire to achieve excellence in their professional practice) may go unnoticed by many; it may not bring paid secretarial help, or even a private working space. But it does bring a sense of improving the opportunities that children have, and in that sense, improving the world in which we all live.

Professional growthProfessional growth occurs when you:• Understand your professional rights

and responsibilities• Participate in the development of

professional growth plans• Become a reflective practitioner• Seek out professional guidance and

support through participating in assorted professional development opportunities, networking, becoming a mentee, etc.

A beginning teacher is supported in order to facilitate growth. The principal/vice-principal:• Provides appropriate resources

(curriculum guides, course outlines, division/school policies)

• Provides workable schedules for beginning teachers

• Ensures appropriate class sizes• Provides instructional materials and

supplies• Assigns reasonable extracurricular

tasks beyond classroom• Creates opportunities to discuss

subject matter, classroom management, student issues, parental concerns, peer concerns

• Supports release time

• Encourages questioning• Recognizes accomplishment• Visits classroom informally• Clarifies supervision goals, procedures• Supervises/evaluates to improve

instruction• Creates an opportunity in which the

beginning teacher talks with peers and experienced professionals

• Provides opportunity for orientation and induction

• Advises staff of all department directives regarding timelines, expectations (provincial exam schedules, evaluation procedures, curriculum delivery)

You may want to take some initiative in your evaluation process and set up some ongoing self-evaluation. This may be done in a number of ways:• including the development of a

professional growth plan, • setting up a professional portfolio

and • reflection through activities like

keeping a journal.

Professional growth planTeachers may take ownership of professional development through the use of professional growth plans. These plans should be constructed by a teacher to help the teacher plan professional growth activities that respond to the teacher’s needs. Portfolios can be part of a personal, professional growth plan, or they may be used as part of the supervision process that you and your principal/vice-principal will engage in. It is important for you to fully understand why you are using a portfolio, so be

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sure that you know if your portfolio is for personal use, professional purposes or for part of a supervision process.Develop a professional growth plan in which you might consider:• Some area or areas that you want to

develop such as a teaching skill, a research component or a subject area

• Professional development activities that you will undertake to meet the objectives of your plan

• A plan that includes peer coaching or mentoring

The plan may include:• Reflective writing about what is

motivating the teacher• Specific learning activities that will

lead the teacher• Descriptions of resources that will

facilitate learning• Action plans to direct the learning• Measures of the success of the

learning activityQuestions to ask yourself:• Why am I doing this?• How might I learn about...?• What do I need to learn about...?• How will I incorporate this into my

teaching?• When and how will I know I have

done what I set out to do?

Professional portfoliosCreating a professional portfolio facilitates professional development through promoting meaningful, personalized learning opportunities. Portfolios allow teachers to document significant and self-directed accomplishments in their work.

Successful portfolio development involves a careful selection of artefacts that reflect progress toward an established goal. • Journal entries that document

important events or insights• Video or audio tapes of specific

behaviours• Class newsletters, letters to parents,

or student journal entries• Samples of student work that led to

insights or questions• Clippings from magazines or

newspapers that illustrate issues that you are dealing with

• Photographs of important events.• A summary list of workshops,

conferences or study groups that have influenced your teaching

• Reading response journal entries about professional readings

• Checklists of instructional strategies that you have tried

• Reflective writing that describes and analyzes the experiences that the artefacts represent

• Written plans for future action based on the understandings gained so far

A professional portfolio may include:• Samples of work that went very

well (lesson plans, lesson ideas, unit plans)

• Samples of some things that did not go well and ways to change these

• Notes regarding student work and expectations

• Comments about classroom management ideas that went well or needed adjustment

ReflectionTeaching is a complex intellectual and moral task that needs to be constantly

considered in a thoughtful way. One of the most powerful tools you have for learning is self-reflection.Teacher reflection is the process through which you can ensure that your work will be meaningful and professional. In your first years of teaching, you will be encouraged to become a “reflective practitioner”; one who honours the practical knowledge that is accumulated and revised and considers how this knowledge affects the cognitive and emotional development of students.A reflective practitioner must see how classroom practices look and feel to students. In order to accomplish this, one must first acknowledge the reflection. Sometimes professionals accept that others (i.e. colleagues) may “hold the mirror”, thereby sharing information about classroom practices. Often, teachers can hold the mirror themselves. When teachers examine their activity and their thinking in the highly complex act of teaching, they begin to see the consequences of their actions. This process of examination and judgment prompts the professional to ask “WHY” rather than “HOW”.Throughout your career, you will use reflection to create the opportunities for your own development as a professional. The evolution of your career as a professional does not rely on the professional development opportunities that you are required to participate in. True professional development occurs when you work together with your colleagues at defining and pursuing the knowledge and pursuing the knowledge and understanding that you need in order to provide for those students in your care.

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The qualities of a reflective practitionerHonesty...A concern for the truth...recognizing our own neglect...students know and understand that they will not be deceived by teachers, and are free to trust.

Courage...To be calm in the eye of the storm...to apply reason in times of distress...to accept the challenge that teaching and learning are difficult and complex tasks...and to regard them as easy may be a denial of the difficulty and complexity of life.

Fairness...To witness fairness on the inside (of the school) to give children hope for it on the outside.

Care...Teachers must want children to care for that they are learning and for those with whom they learn...teachers need to be careful about the traditions or ideas or disciplines that need professional protection...teachers must be careful with care, for it fails us if it lapses into sentimentality or over-protectiveness, or when it ceases to be tough.

Wisdom...Possessing practical knowledge, understanding and judgment that evolves from reflection...allows the teacher to know what to do, and why.Spend 5–10 minutes at the end of each day reflecting on the day’s events to help you to:• Problem-solve• Plan• Monitor• Make appropriate choices

Questions to guide your reflections:• What worked well and why did it

work well?• What needs fine tuning?• What do I need to do to enhance this

area?• Who do I need to see?• What am I doing that I do not need

to do?• What kind of information or

assistance would help?Topics you might focus on:• Classroom Organization• Lesson Planning• Student Behaviour Management• Diversity of Student Needs

Journals A journal is a set of recollections, a “reconstruction of experiences” (Holly, 1989, p.20) that seem important or interesting to you as your teaching year unfolds. Journal writing can be sequential or daily like a diary, or it can be without chronology. It can be objective or subjective, it can be conversational or it can appear as a narrative or a story. Journals are a place for you to let go of worries, to celebrate success, and then to wonder about what brought all of things about. In your journal, you try to do more than record your thoughts, you try to make sense of them and understand them in new ways.

Journal-writing can be a helpful tool in reflection1. Writing requires that you take a

“time-out” from the rush of a busy day with tangible results.

2. Writing is often a first step in “figuring out” what issues really are significant to you right now.

3. Writing leaves a record for you

to refer to in the future; it can be useful in documenting your own professional growth.

4. Writing allows you to “extend or revise” at a later date.

5. Writing in a journal has a “hidden” sorting mechanism that presents priorities to you, even when you were unsure about what they were.

6. Writing allows you to realize connections and interactions that might have gone unnoticed otherwise.

In order for you to grow to appreciate all that journal writing might offer you, keep this in mind:1. Relax! Even though your days will be

full and busy, try to protect a time and place that is private, quiet and peaceful. For some teachers, this is a challenge! Think creatively about times that lend themselves to these circumstances. Some writers find privacy and sanctuary in a coffee shop or riding home on the bus. In addition, there are those who find their words flow more readily when they are surrounded by music, special lighting, or other environmental adjustments!

2. Write vividly! As you record your experiences,

strive to reconstruct them as vividly as possible. Think about incorporating as much detail as possible, and consider the range of sensory information that you were aware of. Strive to capture the mood of the event as you discuss what

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transpired. Sometimes writing from another’s point of view can reveal details that you didn’t think that you knew about.

Some journal possibilities1. I want to be a teacher because...2. I’d say that I possess these strengths as a

teacher...3. My weaknesses as a teacher are...4. The classroom in which I work and

teach...5. Some of the things that happen in my

classroom which I really like are...some things which I don’t like are...some things that I’m puzzled about are...

6. The way I see myself as a teacher of (grade or content assignment) is...

7. When I think about all that is expected of me as a teacher I...

Thinking about a teaching day1. What did you do a little of that you’d

like to have done more of?2. What do you think prevented you from

doing more?3. What did you do a lot of that you’d like

to have done less of?4. What would you need in order to do less?5. What one or two word descriptions

could you use to describe your day?6. What factors contributed to the way

you have described your day? Place these factors in a rank order of significance/importance. What control might you exert over these factors (if the factors are deterrents to your performance) OR how might you encourage these factors (if the factors improve your ability to do the work you want to do)?

Professional developmentProfessional development encompasses all activities that teachers undertake to direct their own learning and to enhance their professional practice.Teacher Autonomy in professional development (PD) is both a right and a responsibility of the individual teacher. This can be furthered by the collaborative development of capacity within school communities working together to support professional development through joint planning and execution of professional development activities and events. It is the responsibility of the school division to provide mechanisms and resources to ensure both individual teachers and groups of teachers have equitable access to professional development.To find out more about teacher autonomy and professional development, visit the MTS website at www.mbteach.orgYou have a professional responsibility to keep on top of new developments in education and take part in ongoing professional development. Most teachers are required to develop a personal professional growth plan based on a self-assessment of their learning needs. In some schools, your school principal will meet with you to review your teacher professional growth plan. In some schools, at the end of the school year, you will meet with the school principal to discuss the results of your PD activities.

Professional communityTeachers are members of a professional organization that encourages collegiality, collaboration and trust. Within each school,

these attributes are essential to the development of standards and priorities that guide professional activity and action.

Professional knowledgeTeachers possess a professional expertise that is marked by the interrelationship between two kinds of knowledge:1. Knowledge of a discipline (such

as the acquisition of content in a particular discipline, and the set of skills that are associated with learning within that discipline)

2. Pedagogical knowledge (tacit, implicit knowledge that helps teachers “reach” children, or helps them to know how to respond to a learning need).

50 ways to develop professionally1. Read an article on the mbteach.org

website2. Apply for a Reflective Professional

Practice Grant3. Read a pamphlet4. Attend a workshop5. Talk with colleagues6. Read an article7. Join a Special Area Group

of Educators (SAGE)8. Watch a video/DVD9. Conduct an action research project10. Read a book/e-book11. Watch a television program12. Attend a grade level meeting13. Acquire a new software program14. Participate in a podcast/webinar15. Read a journal16. Serve as a co-operating teacher for

a university student teacher/teacher candidate

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17. Join a professional organization18. Attend a Manitoba Teachers’ Society

workshop/conference19. Develop a professional newsletter20. Observe a teacher in action21. Join a study group22. Plan a staff/association workshop.23. Volunteer to serve on your local

association24. Develop a curriculum resource25. Visit a teacher resource center26. Serve as a mentor27. Attend a summer institute of your

choice28. Write a grant application for a new

initiative29. Serve on a planning committee for a

divisional PD day30. Write an article for a journal31. Partner with other community

organizations to develop new programs

32. Develop a professional growth plan/portfolio

33. Volunteer to sit on a committee with The Manitoba Teachers’ Society

34. Become a peer coach35. Enrol in a university course36. Implement a new instructional/

assessment strategy37. Pilot a new program/series38. Participate as a community

organization board member39. Develop new technology skills40. Join a formal network within or

outside your school division41. Contribute to a Special Area Group

of Educators (SAGE)42. Volunteer for a Department of

Education committee

43. Join the Manitoba Teachers’ Society Teacher Action Cohorts or Primary Prevention Team

44. Search the internet for information on an issue

45. Participate on a school-based committee46. Discuss educational resources with a

friend47. Enrol in a distance education program48. Volunteer for a local community

organization49. Develop a pamphlet on an

educational issue50. Write a book

Where can I look for professional guidance and support? You are primarily responsible for the emergence of your professional identity. In other words, the impetus and the results of professional development activity rests with you. Fortunately, you will encounter support and guidance for the journey that you choose to take.

1. SAGEsThere are special area groups of educators (SAGEs) affiliated with The Manitoba Teachers’ Society. Many are organized around a specific discipline, but there are several whose focus is the provision of services for a particular group of students, or are interdisciplinary in nature.All teachers can attend the annual one-day teacher’s conference organized by SAGEs. As a teacher, you have an opportunity to join one or more SAGEs and take part in many of the PD activities organized by them. SAGEs plan

conference in-service workshops and produce newsletters and journals.

2. Your professional communityOne of the strongest sources of support for professional growth is your professional community. PD activities are organized at a variety of levels. All local teachers’ associations have a PD committee and many have a PD fund that you may access to attend conferences.

3. Schools may have PD days on topics determined by staff, but school PD activities could also include:

• classroom visits• cooperative planning• peer coaching• reading journals and references, and• study groupsYou may be able to assist the PD program at the school by sharing current research and ideas from your university program.

4. You may wish to look beyond your school and your division to seek the assistance and empathy of other new teachers.

5. The Manitoba Teachers’ Society offers professional development workshops on many topics for beginning teachers, including

• Inclusive classrooms• Classroom management• Building classroom community• The “Beginning Teachers’

Symposium”, held in the Fall, sponsored by The Manitoba Teachers’ Society is an excellent opportunity to develop collegiality with other teachers

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Special area groups of educatorsThe Special Area Groups of Educators affiliated with The Manitoba Teachers’ Society are your link to a network of professional educators striving for excellence. They offer you professional development, networking, camaraderie and a forum to share your ideas and insights.Special Area Group conferences and workshops present the best ideas from the brightest minds in teaching. But SAGEs do much more than sponsor a one-day PD conference. They reinforce your personal professional development activities by helping you develop skills in a friendly, non-competitive environment, and keeping you on the leading edge of thinking in your areas of interest.Special Area Groups of Educators provide more than just professional development. SAGE members play a leading role in addressing issues and challenges that face Manitoba public schools today.For information on the Special Area Groups of Educators listed below, please contact The Manitoba Teachers’ Society at (204) 888-7961 or 1-800-262-8803 or access the SAGE web sites directly through the contacts link at www.mbteach.org

Special Area Groups of Educators• Council for Aboriginal Education of

Manitoba (CAEM)• Canadian Association of Young

Children—Manitoba (CAYC-M)• Educators of Business and

Information Technology of Manitoba (EBIT)

• Hutterite Educators of Manitoba (HEM)

• Manitoba Association for Art Education (MAAE)

• Manitoba Association of Multi-Age Educators (MAME)

• Manitoba Association of Mathematics Teachers (MAMT)

• Manitoba Association for Computing Educators (ManACE)

• Manitoba Association of Resource Teachers (MART)

• Manitoba Association Secondary Teachers of at Risk Students (MASTARS)

• Manitoba Association of Teachers of English (MATE)

• Manitoba Association of Teachers of French (MATF)

• Manitoba Association of Teachers of Spanish (MATS)

• Manitoba Council for Exceptional Children (MCEC)

• Manitoba Drama Educators Association (MDEA)

• Manitoba’s Early Literacy Intervention Teachers (MELIT)

• Manitoba Elementary Teachers’ Association (META)

• Manitoba Home Economics Teachers’ Association (MHETA)

• Manitoba Music Educators’ Association (MMEA)

• Manitoba Middle Years Association (MMYA)

• Manitoba Physical Education Teachers’ Association (MPETA)

• Manitoba School Counsellors’ Association (MSCA)

• Manitoba School Library Association (MSLA)

• Manitoba Social Science Teachers’ Association Inc. (MSSTA)

• Reading Council of Greater Winnipeg (RCGW)

• Science Teachers’ Association of Manitoba (STAM)

• Teachers of English as an Additional Language (TEAL)

• Technology Educators’ Association of Manitoba (TEAM)

• Vocational Teachers’ Association of Manitoba (VTAM)

Please go to www.mbteach.org for SAGE contact infomation.

Professional rights and responsibilities

Teacher evaluationCheck your collective agreement and the school division policy on teacher evaluation.In most schools, you will be evaluated during your first year. Ask your principal to clarify objectives, expectations and process. Obtain information about the process, the nature and timing of the reports and the expectations that will be placed on you. Obtain information about help available from other teachers. The six most frequently used criteria for teacher evaluation are:1. Classroom management2. Teaching methodology3. Organization and relations4. Program content5. Professional duties and responsibilities6. Student progressIf you are experiencing difficulty in

your first year, do not hesitate to ask a teacher mentor or buddy to provide assistance as soon as possible during the year. If classroom management poses a difficulty, ask for a peer coach to observe and assist you.

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Do not resign under pressure. Contact your local teachers’ association president or a staff officer at The Manitoba Teachers’ Society in Winnipeg for assistance: 204-831-3055 or 1-800-262-8803, ext. 333

The Society’s code of professional practiceMembers are bound by the following principles and each Member’s professional behaviour must reflect the spirit as well as the letter of these principles:1. A Member’s first professional

responsibility is to the Member’s students;

2. A Member acts with integrity and diligence in carrying out professional responsibilities;

3. A Member avoids involvement in a conflict of interest, recognizes that a privileged relationship with students exists and refrains from exploiting that relationship for material, ideological or other advantage;

4. A Member’s conduct is characterised by consideration and good faith. The Member speaks and acts with respect and dignity, and deals judiciously with others, always mindful of their rights;

5. A Member respects the confidential nature of information concerning students and may give the information only to authorized personnel or agencies directly concerned with the individual student’s welfare;

6. A Member first directs any criticism of the professional activity and related work of a colleague to that colleague in private. Only after informing the colleague of the intent

to do so, the complainant may direct in confidence the criticism to appropriate officials through the proper channels of communication. A Member shall not be considered in contravention of this Article in the following circumstances:

a) consulting with the Society or the Member’s Local president;

b) taking any action that is allowed or mandated by legislation;

c) where the Member is acting in good faith and without malice in the discharge of the legitimate duties of the Member’s appointed or elected position;

7. A Member does not bypass immediate authority to reach higher authority without first exhausting the proper channels of communication;

8. A Member makes an ongoing effort to improve professionally;

9. A Member adheres to collective agreements negotiated by the Society and its Local; and

10. A Member or group of Members makes only authorized representations to Outside Bodies on behalf of the Society or its Locals. Without the express permission of the Society, no Members conferring with Outside Bodies may explicitly or implicitly claim that they represent the Society or its Locals.

(The Society approved new Bylaws at its 2014 AGM. Bylaw IV includes the Code of Professional Practice that applies to all teachers who are members of the Society. Bylaw IV also outlines what constitutes

professional misconduct and how the Code is enforced. The Society’s Constitution and Bylaws outline the remedies or sanctions that can be imposed against any teacher who violates the Code of Professional Practice.)Support systemsTeaching can be an isolated activity. While teachers are typically surrounded by people, they rarely have time or opportunity to discuss ideas or issues of concern with their colleagues. Yet, this is the very kind of activity that makes us professionals: the dialogue with one another to improve our classroom practice.One important way to break down the pattern of isolation that is common in teaching is to share your professional and practical knowledge about teaching with your colleagues; to invite them to become problem-solvers with you. Remember that you have a great deal of knowledge about teaching. As a recent graduate, your professional knowledge is current and valid. You will want to invite your colleagues to help develop your practical knowledge about life in classrooms. A healthy school encourages this kind of professional discourse and makes it possible for collegiality to grow and develop.

MentoringOne special form of collegiality that you may be involved in is a mentorship. In a mentorship, you and a partner agree to work collaboratively on tasks that seem important to you as you develop your professional abilities.If there is a mentorship program in your school or in your division, you may want to investigate the

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possibilities that it holds for you. Your principal will help you find a mentor and arrange for a meeting. Then, you and your mentor will be able to decide what kind of activities will be helpful to you throughout your early months and years.

How a mentor can help• Finding your way around the school• Locating resources• Developing new instructional strategies• Problem-solving around areas of

concern for you• Listening to your successes• Helping you to understand the

culture of the school• Supporting your long-range

planning• Checking over your lesson plans for

the first day of classes• Listening to your frustrations• Helping you anticipate and prepare

for conferences with parents or guardians

• Reviewing student evaluation plans and recommending assessment tools

Professional support systemsBecause teaching involves so much day-to-day isolation from fellow professionals, it is important that supports are established for collaborative social experiences. The nature of the support system will reflect individual styles of interaction and personal needs.

1. Mentor system• Assist, support, observe, model, and

coach• Non-evaluative2. Peer support• Concerns expressed, ideas generated• Empowerment3. Study groups• Problem-solving action plans4. Workshops, seminars, clinics

• Training, need for information• Resource5. Observation of exemplary

teachers• Insights, discoveries, strategies• Successes and failures6. Buddy system• Communication and assessment• Request for assistance7. Resource file• Research base, roots

Topics researched can include articles on:• Classroom management• Discipline techniques• Time management• Student assessment/evaluation• Coping with diversity of classroom• Teaching strategies• Student motivation/self-esteem• Reflective practitioner• Self-evaluation/growth plans• Stress management/wellness• Parent communication• Professional issues

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9. Looking After Yourself: Wellness and the Beginning Teacher

Beginning teachers are going through a transition from being a student to being a professional teacher. Transitional phases are sometimes difficult and painful. You may be away from family and long-time friends for the first time. There may be awareness that your expectations and what you are able to do are different. You may also be overwhelmed with your workload and, therefore, work late into the night, on week-ends, at lunch and at recesses, to the point where your own personal wellness begins to suffer.You are facing a challenge that all first-year teachers face striking a balance.

Personal life and work lifeYour work can consume you. There is so much to do and learn. Your personal life often suffers in the first year of teaching. Exercise is forgotten and there is no time to meet new friends, let alone join them for activities outside of school. Taking time to relax and exercise every day both relieves stress and makes your transition easier. It keeps you healthy. Exercise and meeting friends will help to maintain your energy levels.You may experience a roller coaster of emotions, but it is important to stay connected with what is really going on. Experience it fully and act accordingly. Everyone has a first year. Laugh at yourself and enjoy your talents, even when others do not. Recognize your emotions but express them appropriately rather than just letting them come out. You will need to decide if you can live with the difference between your dream of what teaching would be and the reality.

Perfectionism and survivingTo have the perfect lesson and the perfect class where all students are working to their potential all the time is impossible. Realize that there are students in your classroom with so many personal problems that no matter how your lessons are planned or what you do, they are not going to do any work. Do not take this personally. Look for the help of more experienced teachers and your principal when you need support or ideas.A teacher needs to contain the demands and set priorities. It takes too much energy to be perfect all the time. No one expects a first-year teacher to be perfect. Surviving the first year depends on letting go of thinking you have to be able to do it all, all of the time.

Asking for help and doing it all yourselfYou are a trained teacher with new ideas and information. Situations or concerns may come up that you do not know how to handle. Ask others and ask early. You do not have to “reinvent the wheel” in your teaching. Teachers rely on each other for support. When you are in doubt about something, you can ask:• Your colleagues• A mentor• The association representative in

your school• The local president• A staff officer of The Manitoba

Teachers’ Society• Your department head• The principal or vice-principal• The MTS Educator Assistance

Program (EAP)• Your family doctor

Asking for assistance or input is a sign of good professional judgment. It is not a sign of incompetence to ask questions. Other people have experience in areas that you are not yet acquainted with. Asking early may save a lot of grief and a lot of time. Ask for support. Be honest about your emotional ups and downs.

Helping others and helping yourselfAre you someone who is always there to help others, even if it takes time away from what you want or need to do? There is nothing wrong with helping others unless it is to your detriment. This sets up resentment and eventually leads to problems in relationships. If you worry about everyone else’s needs, you will not have any time to meet your own.

Saying yes and saying noIt is reasonable to say no to extracurricular activities or assignments. First-year teachers need to focus on instructional tasks and honing their teaching skills. There are just so many hours in a day and you have only so much energy. If it is too much for you, say so. It doesn’t help anyone for you to be so stretched that you either cannot do anything well or you are not getting adequate sleep.Our tendency is to direct stress management toward the symptoms, rather than make changes in the source. If you cannot figure out how to get in balance, assess your teaching priorities.

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Recognizing symptoms of stressSome researchers describe stress-related symptoms by using categories or stages. Stage one symptoms are common to most people and usually don’t indicate a cause for concern. Stage three symptoms, on the other hand, indicate a need for professional intervention in stress management.

Stress might mean• Exhaustion• Conflict• Pressure• Powerlessness• Anger• Nervousness• Anxiety• Withdrawal

Stage One• You eat and drink very quickly, often

on the fly• You feel under pressure for time.• You feel as though you are being

driven

Stage Two• You experience an alteration in sleep

patterns, waking up often while you sleep

• You may become increasingly irritable• Your memory may fail• You react very strongly to difficulties• You develop physical symptoms,

including indigestion and headaches• You may feel anxious or depressed

Stage Three• You may feel faint• You develop more physical

symptoms, possible including chest pain

• You have difficulty making decisions• You catch every bug that is going

around• You experience loss of memory and

find it difficult to concentrate• You find it difficult to experience

laughter, joy and excitement• You feel tearful frequently“No one told me that other beginners had these problems. I was planning to quit because I thought that I was a bad teacher.” (Brock and Grady 1997, 13)

Self-care checklist• Learn to use a journal and write

your story. Talk things out on paper several times a week. Whine, and then confront your whining. Forgive yourself for your mistakes. Write about what you’ve learned from your stresses. Write a list of affirmations about what you believe about children, young people, and learning.

• Look for social and intellectual diversity. Look for opportunities to make friends with non-teachers. Create or develop interests in areas that aren’t connected directly with teaching. Take a class in painting, pottery, or music to keep your hands in connection with your head.

• Maintain physical health through regular exercise and proper nutrition. Find a friend or companion who will accompany you on walks or in a game of badminton in the school gym.

• Take breaks, even short ones, throughout the day. Aim for maximum pleasure from a five or

ten minute break! Go outside during your lunch break for a quick walk.

• Look for opportunities to be childlike (not childish!) by participating in playful activities. Perhaps staff meeting days should be “ugly tie” days. Read the comics. Buy yourself licorice. Make faces in the mirror. Use your imagination. Colour. Daydream.

• Learn to laugh at yourself. When you trip and end up with one foot in the wastebasket, make up a witty response. Students will appreciate that you have a sense of humour about yourself.

• Be sure to get enough sleep. Nothing contributes to a rough day like exhaustion or illness. Some people find the “power-nap” concept helpful in having a productive and pleasant evening.

• Set boundaries and learn to say no.• Prioritize your time and get organized.• Learn and practice meditation,

visualization or relaxation exercises. In a crazy moment, visualizing a sanctuary or secure place can be calming.

• Consider the landscape of your classroom. Try to create an atmosphere that is comfortable for you as well as for your students. Many teachers enjoy having music available to listen to during work times before and after school. Sometimes adding a collection of photographs or mementos can make your workspace feel more welcoming. Plants, cushions, or your favourite lamp can all contribute to a warmer work environment for you.

• Student stress. Sometimes students’ experiences of stress can magnify our own. To relieve student stress, consider

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one of these two opportunities to lighten your day and stray from routine:- Backwards Day: if possible, reverse

the schedule for a morning or an afternoon. Think about including a time for a favourite class activity. You might want to ask students to dress backwards!

- Build Your Own Day: list the tasks that students have responsibility for on a given day, and then let the students construct the timetable for that day.

• Considering purchasing season’s tickets to sports, drama or music events. Sometimes, attending an event that you are already committed to can give you much needed diversion, even when you think you are too tired to enjoy it!

• Simplify your life. Organize your home and work spaces. Make do with less.

• Seek the support of your MTS Educator Assistance Program Counsellor if you are feeling overwhelmed. Remember that it takes more courage to recognize and respond to your own needs than it does to deny and pretend. Some people argue that all beginning teachers should have mandatory counselling because of the changes that this new phase of your life bring about. A good counsellor can help you make sense of your stress and will help to guide you to a more satisfying professional and personal life. If you need professional help contact: The Manitoba Teachers’ Society Educator Assistance Program at: (Winnipeg) 204-837-5801; or 1-800-378-8811; and in (Brandon) 204-571-2080; or 1-800-555-9336.

This program is provided free of charge to teachers and their families.

• Always carry your calendar/planner with you – be sure that you make and maintain a “to do” list. Carry it with you at all times. Be sure that you write your “to do” list in such a way that ensures you can stroke out items regularly. Instead of writing “plan unit on adaptation and succession”, itemize the steps in planning that you will engage in. Not only will this clarify your thinking, you will whittle at your list in a more satisfying way.Do the important stuff first. Plan the work and work the plan.

• Aim for realistic goals. Don’t expect your performance to be as skilled as your experienced colleagues. Try not to compare yourself to other teachers, just try to do the best you can.

• Learn to accept the support of a partner, your family or friends. Look for opportunities to develop friendships with other new teachers who know what you are going through. Get a pet!

• Try to leave your personal stresses at home. If you can focus your attention on the needs of your students, then the school day will be less likely to present even more stress. In some cases, students may even be supportive if you disclose a “safe” stress. For example, knowing that you spent most of the night with your sick child may help them empathize with you. But be careful that you do not rely on students to be your support system.

• Likewise, as much as possible, strive to leave work stresses at school. Take time to do what you like to do best once you get home.

• Strike a balance. New teachers frequently feel they need to do everything requested of them. It is all right to ask for time to consider, or to graciously decline an extra-curricular assignment or an invitation to participate in a curricular committee. Work toward achieving a balance in your curricular and co-curricular commitments as well as in your personal and professional life. Strike a balance between being a workaholic and a slacker. Your teaching philosophy and your belief system should constantly be evolving.

• Start a file to collect notes of encouragement and thanks that you receive from parents and colleagues. Include any records of your successes, and read them when times are rough!

More ideas on stress management1. Learn how stress affects you.

Understand the symptoms of stress as you feel them.

2. Visualize your stress as a state of imbalance or as a kind of contest or game.

3. Decide who the opposition is and what your worries and/or challenges really are.

4. Reduce the “opponent’s” strength as much as possible. For example, are there tasks that you need to excuse yourself from? Can you enlist support to strengthen your “team”?

5. Increase your strength physically, emotionally.

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6. Lighten the backpack of negative emotions.

7. Make use of all available resources. Take advantage of your support systems (family, spouse, friends, mentor, and colleagues).

8. Guarantee yourself some “time-outs” when they will be most helpful.

9. Use the physical symptoms of stress as a gauge to determine if the strategies that you are using are effective.

10. Create a personalized wellness plan that involves commitments to fun, relaxation and exercise. Consider ways to incorporate social opportunities into your plan.

11. Be as diligent about scheduling in your leisure times as you are about scheduling in work times. Make a commitment to an evening or weekend activity and plan toward it. Promise yourself some social time and stick to your promise.

12. When dealing with paperwork, try the OHIO approach-Only Handle It Once. Rather than letting paperwork accumulate, try to deal with is as you receive it. Try to file it, respond to it or dispose of it as soon as it arrives in your hands.

The list of resources is periodically updated on our website.

Please refer to the electronic copy of this handbook on the MTS website at www.mbteach.org

RESOURCES