As a two-year "veteran," the author remembers well how much a little moral support and a smile can mean for a newly-minted teacher. It kept her going in those first few exhausting, confusing weeks. Building those connections is vital both for new teachers and for their profession. With so many new teachers leaving after just a few years (over…

This article discusses the results of a survey of more than 1,300 new teachers regarding reasons for becoming teachers, beliefs about sex education, values education, and many other current issues. (MT)

Presents three basic tenets of what form the foundation of an effective behavior management system to help beginning teachers at any level, particularly middle school. They include: always listening to the student's side of the story; being consistent in discipline; and knowing when to go higher (e.g., sending the student to the office). (SM)

This article gives first-year teachers advice on topics ranging from dealing with pupils' behavior to giving oneself a pat on the back every day. (MT)

Describes one beginning teacher's experience with a bad, nonsupportive principal. Teachers formed a support group to determine how to handle the principal. Their most successful tactic was to substitute positive, self-supportive thoughts for negative ones. The teacher worked to regain her self-confidence and to communicate with the principal. The…

This article identifies and discusses schoolwide staff development which differs from the traditional model and is based on three principles: shared responsibility, teacher empowerment, and community growth. A model teacher-run faculty development program is described. The 10-component program operates at the McCallie School (TN). (IAH)