Classroom Advice for a New Teacher
|July 1, 2013||Posted by Editor under Teaching|
Because I’m frequently recognized for my work with adjunct professors, new teachers often ask me about my own experiences as an adjunct. People who read my book when deciding whether or not to attend graduate school ask follow up questions about what they might expect during their first semesters as graduate teaching assistants. Some have just finished a master’s program and are now prepping for their first adjunct position, about to enter the classroom for their inaugural appearance as a new teacher.
And these new teachers want to know what to expect. Maybe you arrived at this article asking the same question: What can I expect as a new teacher in a college classroom? What should I do on the first day of class? The first week? How should I grade? How many papers should I assign? What if no one talks in class?
All valid questions and real concerns for a new teacher. Due to the large number of requests I get to answer questions like these, I’ve decided the best thing I can do is create a post series dedicated to new teachers. In this series, I’ll answer all of these common questions about how to prep and what to expect as a new teacher. I’ll cover some of the grading policies I’ve developed over the years (including some that failed miserably), and I’ll also toss in some sample assignments, paper prompts, and syllabi that I’ve had success with in my classroom.
This new teacher series will focus primarily on freshman composition for two reasons. One, it’s what I teach. That one’s obvious. The second reason, though, is that freshman comp is by far the most common course taught by new teachers. Almost every student at every university is required to take at least one semester of freshman writing, so you can imagine how many sections that translates to each year. Lots of young writers and lots of young teachers standing in front of them, imparting their writing wisdom.
In the writing classroom, new teachers have to develop interesting paper prompts, create and navigate a grading rubric, facilitate engaging classroom discussions.
And, furthermore, freshman composition allows more creative freedom to the new teacher than any other course. It’s not like math or science, where the prof can just follow along with the textbook and run multiple choice tests through the computer grader. In the writing classroom, new teachers have to develop interesting paper prompts, create and navigate a grading rubric, facilitate engaging classroom discussions.
So many opportunities for uncertainty and excitement. And, ahem, so many opportunities for a new teacher to crash and burn. Don’t worry about that, though. That’s why you are reading this series. Because you’re going to prepare properly and succeed in your first semester as a new teacher.
A New Teacher Resource Guide
The point is the composition classroom has many opportunities for you to do what you think is best. Which is pretty cool if you’re ready for it. Hopefully this series will help you–and the many others who contact me each week–plan for a successful first teaching experience. Over these next few weeks, I’ll regular add short posts containing advice, tips, anecdotes, and examples for new teachers in the composition classroom.
If all goes well, I’ll turn it into a nice little ebook resource when I’m finished that will help many future new teachers. You can be a part of the experience by interacting with the articles. Use the comments to ask your own questions, to give advice, or to share your experiences as a new teacher. Also feel free to tweet me with ideas or questions: @josh_boldt.
The more people we get involved, the more comprehensive the resource will be. Hopefully fewer teachers will have to learn the hard way like many of us did.
If you want to keep up with the series, be sure to subscribe to our weekly newsletter. Continue to the next post in the series: Prepping For Your First Day in the Classroom.