This study was conducted to investigate factors that contribute to the development of classroom management and discipline problems for novice teachers. A case study of Marilyn, a 45-year-old beginning teacher, guided the research, along with observation, interviews, journal writing, and autobiographical information. Marilyn viewed herself as a…

Describes the concerns and achievements of a cohort of newly qualified teachers in England, examining their perceptions of the New Teacher in School course for beginning teachers. Data from surveys and interviews indicate that beginning teachers' main concerns relate to maintaining classroom discipline and main achievements relate to relationships…

Hard-to-staff urban school districts increasingly rely on teachers who are certified through alternative routes to staff their classrooms. Given the accelerated design of alternative certification as well as the unique nature of schools in urban contexts, the process by which these individuals become effective teachers is essential to understand.…

Imagine someone telling you that, within three years, new teachers would leave the profession for which they trained so hard. That is what is happening to 30% of today's promising new teachers who are not given the mentoring, direction, and professional development that is so desperately needed to keep them focused and enthusiastic. To handle this…

When Prince George's County Public Schools created a teacher mentor program, administrators also created a system for evaluating it with clear expectations and goals at the outset. Precisely defining objectives enabled leaders to see their progress, determine what needed to change along the way, and build support for the program.

According to beginning teachers, early phases of actual classroom practice involve a uniformly characteristic and decidedly intense preoccupation with their professional or preprofessional performance. Support for this view is offered by an educator-trainer and practicing psychologist who have adapted cognitive coping techniques and developed a…

This article provides a framework for defining and analyzing classroom management problems of beginning teachers. It also includes a practical illustration of the application of this framework to the solution of a concrete teaching problem. (Editor)

To help the beginning teacher successfully manage and discipline students, a list of 36 techniques is provided. This includes suggestions on acting as a role model, developing individual student relationships, managing time, and more. (JL)

In order to understand the factors that have a significant impact on beginning teachers' professional development, a two-phase study was made. Phase I examined experiences during student teaching, while Phase II looked at the first semester of inservice teaching of three subjects. Results of Phase II are discussed. (MT)

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)

In "Brighter Beginnings for Teachers," Pullen identifies the issues that send teachers screaming from the profession, including the primary problem of behavior management. The U.S. Department of Education reports that 30?50% of teachers quit the profession within the first 5 years, and that lack of preparation in classroom management is the…

To remain a teacher or not will probably be among the most difficult decisions to be made by a first-year teacher. Teaching is a type of work from which a person can experience the mental and physical growth of thousands of human beings. Unfortunately, teaching can also be discouraging when the teacher is left to her or his own means to handle the…

Examines critical questions concerning classroom management posed by beginning teachers, highlighting strategies for establishing and sustaining an effective classroom climate at the middle level. Teachers establish good management by proactive preplanning, deliberate introduction of rules and procedures, and immediate assertiveness. Order is…

A high-school Spanish teacher recalls her first hectic year. She would have quit, without assistance with everyday classroom realities from an official mentor (a vice principal), a biology teacher, and a second-grade teacher (her mother). These mentors eventually became her best friends. (MLH)

A decentralized teacher-coaching model has been adopted by several Los Angeles-area school districts through an initiative called Design for Excellence Linking Teaching and Achievement (DELTA). DELTA encourages coaches and beginning teachers to develop a personalized support plan, and stresses one-on-one relationships and support, not evaluation.…