It’s time to stop hazing new teachers, writes Robert Pondiscio in U.S. News. Without training in classroom management, new teachers are set up to flounder and fail.
In The Battle for Room 314, Ed Boland refutes the “hero teacher” narrative, writes Pondiscio. Boland didn’t save his tough, inner-city students. He struggled for a year at a New York City high school, then quit.
Pondiscio recalls being a new fifth-grade teacher at a low-performing public school in the South Bronx. He was saved by a mid-year transfer to take over an experienced teacher’s class and by reading Ron Clark’s book, The Essential 55, which listed “classroom rules . . . to teach his students to be attentive, engaged and respectful.”
Taking over a new class gave me a fresh start in my first year and an opportunity to undo my rookie mistakes; Clark’s 55 rules helped me develop a hard-nosed action plan to address my prodigious classroom management struggles. It’s worth noting that Clark’s book was a direct repudiation of the training I’d received, which encouraged us to allow students to create their own classroom rules so they would feel “ownership” of their “classroom community.” The only thing that got owned was me.
Boland followed the traditional teacher prep route with two years of graduate school and six months of student teaching. “I had taken courses in lesson planning, evaluation, psychology, and research,” he writes. “Next to nothing was said about what a first-year teacher most needs to know: how to control a classroom.”
“We treat the first-year teaching like it is some sorority or fraternity hazing,” notes Kate Walsh, the head of the National Council on Teacher Quality. “Educators expect a new teacher to be sick to her stomach every day at the thought of how she is going to survive the day just because that’s what they once did. It’s appalling!”
Often, schools “are filled good people trying their best and failing,” writes Pondiscio. Boland was “failed by those who trained him, hired him and left him to crash and burn.”