Left Behind Even After Earning

¶ … Left Behind

Even after earning a degree in education and becoming certified to teach, a new teacher may still become overwhelmed by the challenges he or she faces when entering the classroom for the first year. New teachers can learn to build on skills they learned in college and, with support and guidance from veteran teachers, become more effective in meeting the needs of their students. Special educator Barbara Fink Chorzempa shared her thoughts on self-directed learning and teacher collaboration in a recent article for Kappa Delta Record entitled "Don't Get Left Behind: Improve Your Experiences as a New Teacher."

The article's title is a play on words. The Elementary and Secondary Education Act, commonly referred to as "No Child Left Behind," was designed to reform education by developing high standards and measurable goals for all learners. In order for a teacher to ensure that her students are not left behind, she herself must not be left behind. She must avail herself of learning opportunities beyond the degree in education to bring effective strategies and practices into the classroom for the benefit of all learners.

In her first year as a classroom teacher, Chorzempa met Noah, a sixth grader who could barely read at the first grade level. Chorzempa was determined to build a good rapport with Noah, about whose temper and attitude she had been warned. Midway during the school year, Noah tearfully expressed his frustration with his inability to read. Frustrated herself, and sad that she had failed, Chorzempa enlisted the aid of a colleague who met with Noah every day for reading, while Chorzempa continued to teach him writing and math. Noah made progress, and from that time, Chorzempa was determined to focus on meeting the needs of her students even if it meant relying, at least in part, on a colleague.

Chorzempa believes that two courses in literacy, the minimum for many teacher education programs, is insufficient preparation to teach the six modes of language arts. She encourages teachers to build a strong literacy base by enrolling in supplementary courses and joining professional organizations such as the International Reading Association and the National Writing Project. She also stresses the importance of building a positive classroom environment, which she calls "essential for developing a community of learners in which students show respect and support for one another" (Chorzempa, p. 74). Once again, she suggests additional coursework. She also cites professional journals, websites, and online teacher chat forums as resources for teachers seeking to enhance their classroom management skills.

University-school partnerships are a means to work collaboratively and link pedagogy and practice. Chorzempa believes there are benefits to all participants in these learning experiences, including students, in-service and pre-service teachers, and teacher educators.