Rookie Teachers Learn the Teaching Road

May 29, 2019 by

Rookie classroom teachers must develop certain skills and reflexes that at first must be consciously applied but later become second-nature and eventually practiced automatically. 

It sounds complicated and demanding initially but with time doesn’t require the same kind of concentration

Learning to drive a classroom is like learning to drive a car.  But it’s more than about knowing the road and destinations, and it’s easy to lose your way when supervisors presume to be your GPS.

How is it possible to coordinate so many tasks and not get into an accident?

Signal both mechanically and by hand, look over your shoulder before changing lanes;beware of the “blind spot” and adjust to the mirror’s distortion of distance; don’t step on accelerator and brake at the same time and be aware of their proximity while not looking down at them; don’t tailgate, remember to sub-consciously calculate how many car lengths separate you from other cars and estimate speeds; factor the weather, road conditions, animals and kids darting out from between cars or in front of a Mister Softee truck; think lucidly but without distraction when engaged in conversation with passengers, etc.

That all comes naturally, though it’s daunting to those with just a learner’s permit.

Teachers have many more open and hidden risks to the completion of their outing.  Having a curriculum that is bold and original, or wall decoration that doesn’t conform to the supervisor’s taste, or  traditional furniture configuration, or any number of other slight or major bucking of directive can take a toll on your career like texting while driving your Jeep can cost you your life.

With many principal’s it’s “my way or the highway.”

Classroom rookies require a considerable period to gain confidence that they know what they’re doing and recognition from their bosses.

But even  when proven competent, maintaining their teachers license can be less a sure thing than keeping a drivers license, even in the absence of having caused any wrecks.

That’s because may new-breed school supervisors tend to be less forgiving than a treacherous stretch of oil-slicked highway.

So many jitters and so much aggravation because of supervisors with too much time on their hands.But most teachers don’t veer off the course, because they’re kept on track by their love of  teaching children.

Ron Isaac

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