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UNIVERSITY NORTH CAROLINA WILMINGTON
A Beginning Teacher
Professional Development Program
Institute for Emerging Issues - NC State University
Facilitator Guide
Module Two
For Use with Face to Face Meetings
Module 2: Workload
Facilitator Manual Module 2 : Page 1
Overview:
We all have many things that fill our time and demand our attention.
Being a new teacher adds many new and very demanding tasks to
our life. In this module we help you to identify some of these tasks
and develop strategies for managing them.
Objectives for this Module:
1) Develop an awareness of the important issues and changes that
come in the first three years of teaching.
2) Examine and reflect upon your current workload and life load.
3) Identify coping strategies for success.
4) Manage classroom level issues to stay organized (grading,
assessment, classroom flow/organization routine OR procedure
to revisit)
5) Discover resources within the school community and community
at large to contribute to help alleviate workload/lifeload.
Module 2: Workload
Facilitator Manual Module 2 : Page 2
How to Use This Program
This program is designed to work with any existing
beginning teacher program or as a stand alone program. It
should be noted that it is not necessary to complete
or use every activity within a module in order to be
successful with this program. Users are encouraged to
review all activities and select the ones that best
match their requirements and time options.
The program has been designed as a series of modules and
activities. All of which can be used together or separately.
Users are encouraged to merge the content of these
modules with content from their own beginning teacher
preparation program.
Each module focuses on research based issues that are
common to all beginning teachers. These do not cover all
issues that affect beginning teachers. Facilitators are
encouraged to provide additional resources applicable to
their unique situations.
Module 2: Workload
Facilitator Manual Module 1 : Page 3
Face to Face Activities Overview Activity Summary
Section 1 - Welcome/Overview
Activity 1 - Welcome/Plus Check? Participants describe how things
have been going.
Section 2 - Application
Activity 1 - Advice from older
beginning teachers.
Participants hear advice from recent
beginning teachers.
Activity 2 - Stressors
Participants look at varied stressors
and strategies for working with them.
Activity 3 - Teacher Toolbox Participants look at items in a
“toolbox” that can help with stress.
Activity 4 - Case Studies Participants read about stress in
other teachers classrooms and
discuss strategies for helping.
Section 3 - Community Connections
Determined by location See suggestions in manual.
Section 4 - Conclusion
Activity 1 - Question and Answer Participants have opportunity to ask
questions.
Activity 2 - I Commit Participants commit to working on
one stress they identified.
Activity 3 - Continuing the
Conversation
Online assignment for next time.
Activity 3 - Exit Slips Participants fill out a reflection
before leaving.
Module 2: Workload
Facilitator Manual Module 2 : Page 4
SECTION ONE: Welcome Overview
Time: 15 minutes
Objectives Covered: #2
Materials Needed: Sticky notes, markers, maps, PPT slide (file M2.1 -
Welcome and Overview).
Activity 1 = Welcome/Pulse Check
Welcome Pulse Check: As teachers enter, the Pulse Check slide will be
displayed and teachers will decide which song lyric best describes their
emotions regarding teaching at that very moment. Show PowerPoint file
(M2.1 Welcome and Overview).
Lead teachers will ask for teachers to share A, B, C, or D to get a feeling for
the room. Teachers will examine objectives for the day and reflect upon a
metaphor for teacher growth.
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Facilitator Manual Module 2 : Page 5
SECTION TWO: Application
Time: 45 minutes
Objectives Covered: #2, #3, #4, #5
Materials Needed: M2.1 Application - PowerPoint File, M2.2-Now-Soon-
Later Handout, Sticky Notes.
Activity 1 : Teachers should be instructed to sit in groups of three (or six).
Each group should have one (or two) first, second, and third year teacher(s)
represented. In groups, each 2nd and 3rd year teacher should offer one to
two tips or advice. Then first year teachers should choose one or two items
that particularly resonate with you. Share this advice with the group and
explain its meaning to you personally.
(Use slide two of M2.2 Application PowerPoint file).
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Facilitator Manual Module 2 : Page 6
SECTION TWO: Application Continued ….
Activity 2 : Stressors
Step 1 - Identifying Stressors: Teachers will identify the 5 most potent items
from their entrance ticket. In small groups, teachers will share, categorize
and identify strategies for coping with stressors using sticky notes for their
stressors.
(Use slides three and four of M2.2 Application PowerPoint file).
Step 2 - Whole Group Prioritizing Stressors: As a whole group, create a
larger affinity diagram or tree map and transfer your small group’s sticky
notes to the larger map.
(Use slide five of M2.2 Application PowerPoint file, and sticky notes).
Step 3 - Small Group Discussion: As a small group discuss the resulting
whole group diagram. Which stressors/categories pervade our lives outside
of instruction. In your small groups, identify coping strategies that you use to
work through some of these identified stressors.
(Use slides six of M2.2 Application PowerPoint file).
Step 4 - Prioritizing Stressors: Working in their small groups, teachers will
create a three priority list (now, soon, later) to identify the appropriate time
to work through stressors.
(Use slide Seven of M2.2 Application PowerPoint file, and M2.2 Now-Soon-
Later Microsoft Word Handout).
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Facilitator Manual Module 2 : Page 7
SECTION TWO: Application Continued ….
Activity 3 : Teacher Toolbox
Ahead of time, lead teachers will create a toolbox that is specific to their
district or community that a beginning teacher might use for support. Lead
teachers can decide whether they would like to gather materials for a
practical toolbox, or a metaphorical toolbox. Example Toolboxes below.
Practical Toolbox Choice:
Lead teachers will compile a selection of the following “stress relievers” in a
tote or plastic shoebox: a journal, a visitors pass to a local gym, cd of
soothing music, aromatic candle, invitation to nearby yoga class. Other items
specific to your district or community.
OR
Metaphorical Toolbox Choice:
Lead teachers will create plastic bags for each teacher filled with 5-6 “stress
relievers” . In small groups, teachers should identify the meaning of each
item. Items may include: a lifesaver, a toothpick, gum, pencil, a paper clip,
Smarties candy, Laffy Taffy, Almond Joy, Hershey’s Kiss, etc.
Ask teachers in their groups to examine the contents of the Toolbox to see if
they have included these “strategies” as ways of working through their
stressors!
(Use slide eight of M2.2 Application PowerPoint file).
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Facilitator Manual Module 2 : Page 8
SECTION TWO: Application Continued ….
Activity 4 : Case Study Discussions
Master teachers will choose one or more of the four case studies provided to
use with their teachers. These case studies offer an examination of possible
triggers related to classroom stress. Teachers will be asked to review the case
study as a group and share what they think are the stressors for this
particular teacher. Teachers will then talk through some of the changes,
resources, support mechanisms the case study teacher might use to cope
with/manage these stressors. Lastly, teachers will make a list of their own
classroom stressors which will be revisited in today’s conclusion activity.
(Use slide nine of M2.2 Application PowerPoint file).
Case Study Files to Use
Case studies below can be found in the book Case Studies by John W.
Santrock. You can download the Adobe Acrobat file for the book here:
http://goo.gl/YgfIKa
Chapter 1 - Case 1 = Anita Underwood - Anita, an experienced and
enthusiastic third-grade teacher, describes in detail her class plans and
activities for the first day of the new school year and shares her sense of
excitement and her fears. (Third grade—Topic: Classroom Climate, Early
Childhood, Evaluation, Teaching Approach)
Chapter 4 - Case 1 = Alice Peterson - In Alice’s class, every student brings
unique and difficult problems into the classroom, leading Alice to wonder if
she is reaching anyone. Her instruction does not seem to match her
students’ needs. (Pre-first-grade—Topics: Behavior Management, Cognitive
Development, Diversity, Instruction, Motivation)
Chapter 5 - Case 3 = James Colbert - James is a third-grade teacher in an
inner-city school. He is trying his best to teach language arts using basal
readers and a district-required curriculum. James is especially concerned
about a Spanish-speaking child who appears to want to learn but who
speaks English only at school. (Third grade—Topics: Curriculum, Diversity,
Early Childhood, Instruction, Language Arts Teaching, Tracking)
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Facilitator Manual Module 2 : Page 10
SECTION THREE: Community Connections
Time: 45 minutes
Objectives Covered: #6
Materials Needed: TBD
Activity: Making Learning Relevant to Your Community: Under the
direction of the facilitator and master teachers community representatives
will be invited to participate and share in this meeting. These activities will
vary by school and district. Consult appendix A: Community Engagement for
more information.
Suggestions for this Section:
1. Teachers will be introduced to community resources for support, both
personal (lifeload) and professional (workload).
2. Suggestions: social, social work, academic, health, financial, mental
health, fitness, community service, personal inquiry ideas, personally
meaningful connections, religious, and finding place to live.
“In a completely rational society, the best of us would be teachers and the rest of us would have to settle for something less."
--Lee Iacocca
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Facilitator Manual Module 2 : Page 11
SECTION FOUR: Conclusion
Time: 15 minutes
Objectives Covered: #7
Materials Needed: M2-3 Commitment Letter
Activity 1 = Question and Answer Time:
Lead teachers will provide participants time to share any questions that they
may want to ask. These questions could be about the module or anything
regarding teaching.
Activity 2 = I Commit:
Hand Each participant will be invited to write a letter to himself or herself to
address one of the classroom-based stressors identified today. The purpose
of the activity is for participants to address a stressor for a short period of
time and then hold themselves accountable. A week or so later, the district
facilitator will deliver the commitment letters to the participants.
(Use slide nine of M2.3 Commitment Letter - Microsoft Word file).
Activity 3 = Continuing the Discussion:
Participants will follow up by researching, contacting, and/or connecting
with one community-based organization that may help manage one’s
workload or “life-load.” Community-based organizations can be
social, academic, physical health, mental health, fitness, community service,
social work, personally meaningful connections, and/or religious. Post what
you find online using our common google document. Include on your entry:
Name of resource: Brief (1-2 sentence description of services):
Address, Phone number, and Web access.
Section 4 - Activity 3 = Exit Slips: As teachers leave the session, the Lead
Teachers will instruct them to submit an exit slip. Teachers will list 3 things
they learned, two items that might benefit from change, and one item they
may need help with as the school year begins. Teachers should include their
name on the ticket. Use participant page titled “Exit Slip”.
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Exit Slip
3
Things I learned today or something I really enjoyed was…
2
Items that might benefit from change …
1
Thing I might need help doing…
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Facilitator Manual Module 2 : Page 13
SECTION FOUR: Resources for more information
(Contained in both facilitator and participant packets.)
American Psychological Association - Teacher Stress Module:
Reveals that new teachers are particularly susceptible to stress.
Visit at: http://goo.gl/DlczSc
Stressing Support, Not Stress: Easing the Anxieties of Being a
Novice Teacher: Knowing why you teach can help deal with the pressures
of the job. Visit at: http://goo.gl/FLJR9b
Back to School Stress: Establishing Good Habits: Developing good
habits can you help reduce stress. Visit at: http://goo.gl/Ow9ASi
Why is Teaching so Stressful?
Visit at: http://goo.gl/8c1KZq
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Facilitator Manual Module 1 : Page 14
Resources Used In This Module
(All files can be found on web site under Module One - Facilitator
resources. It is recommended that these be downloaded to the lo-
cal computer before use.)
File Description
M2.1 Welcome and Overview PowerPoint file used to introduce
M2.2 Application PowerPoint file used to help
facilitate discussions.
M2.2 Now, Soon, Later Used in discussion of stressors.
M2.3 Commitment Letter Used by participants in concluding
section.
M2.4 Exit Slip For participants. A reflection
document for participants before