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by Michael G. Hines
When a school searches for a new teacher, they already
have an image of the teacher they want. Every school has certain qualities
they feel a teacher must have to be successful. Those qualities can be
many things depending on the needs and location of the school. While the
qualities that each school considers important may vary, there are usually
shared qualities that all schools would consider important. The experience
or background of a teacher is the most important quality a school looks
for so your resume should highlight the qualities they are looking for. If
they are looking for an ESL teacher for kindergarten students, it may be
best to highlight activities that you have initiated and prepared at your
previous positions. In addition, if you are looking at a position for a
content subject such as science, highlight your knowledge and education in
that area. This is especially important if you are a new teacher with
little or no experience. Regardless, you should also have all academic
qualifications available for the school to preview before you go for an
interview. Most schools want to review the qualifications while
considering applicants and will sometimes pass on teachers who don't
submit these items for review when applying. Each school is unique so the
best thing would be to have a cover letter that speaks to that school and
the position they are looking to fill. Don't just have a blanket letter
and resume that you mass mail to any potential school in the hopes of
gaining employment. It may be beneficial to have a list of professional
highlights that you can copy and paste into a cover letter based on the
requirements of the position. Another important consideration for schools
is the personal qualities of a teacher. Most schools are looking for a
long term commitment from a teacher so they want to make sure that teacher
will fit within their school. The obvious qualities that come to mind are
personable, positive and flexible/patient because these qualities will
carry over into the classroom with your future students. In addition, the
school will look at a teacher's qualities with regards to their
professionalism because there is much that is required outside of the
classroom. In other words, they will want a teacher that is organized and
committed. If they feel that the teacher can't be depended on, they may
not consider them a viable candidate. One of the things that may highlight
a teacher's lack of commitment is a resume that shows numerous teaching
positions over a short period of time. Remember that you will not be
judged strictly by your qualifications but on the sum of who you are as an
individual. The factors that go into a school's decision to accept a
teacher are varied and many so it is impossible to cover them all.
Regardless, cover the basics looked for in any teacher and identify the
unique characteristics or qualifications of a particular position.
Remember that looking for a teaching job, like many other employment
searches, is about selling yourself and the best way to do this is by
identifying what the employer wants. The following is an abbreviated list
of characteristics posted by a teacher in response to a UNICEF request to
"What makes a Good Teacher?": Positive - Thinks positively and
enthusiastically about people and what they are capable of becoming. Sees
the good in any situation and can move forward to make the most of
difficult situations when confronted with obstacles. Encourages others to
also be positive. Dependable - Honest and authentic in working with
others. Consistently lives up to commitments to students and others. Works
with them in an open, honest, and forthright manner. Organized -
Makes efficient use of time and moves in a planned and systematic
direction. Knows where he or she is heading and is able to help students
in their own organization and planning. Can think in terms of how
organization can be beneficial to those served. Committed -
Demonstrates commitment to students and the profession and is
self-confident, poised and personally in control of situations. Has a
healthy self-image. Encourages students to look at themselves in a
positive manner, careful to honor the self-respect of the students, while
encouraging them to develop a positive self-concept. Motivational -
Enthusiastic with standards and expectations for students and self.
Understands the intrinsic motivations of individuals, and knows what it is
that motivates students. Takes action in constructive ways.
Compassionate - Caring, empathetic and able to respond to people at a
feeling level. Open with personal thoughts and feelings, encouraging
others to do likewise. Knows and understands the feelings of students.
Flexible - Willing to alter plans and directions in a manner which
assists people in moving toward their goals. Seeks to reason out
situations with students and staff in a manner that allows all people to
move forward in a positive direction. Knowledgeable - Is in a
constant quest for knowledge. Keeps up in his or her specialty areas, and
has the insight to integrate new knowledge. Takes knowledge and translates
it to students in a way which is comprehensible to them, yet retains its
originality. Creative - Versatile, innovative, and open to new
ideas. Strives to incorporate techniques and activities that enable
students to have unique and meaningful new growth experiences. Patient
- Is deliberate in coming to conclusions. Strives to look at all aspects
of the situation and remains highly fair and objective under most
difficult circumstances. Believes that problems can be resolved if enough
input and attention is given by people who are affected. You can also
practice answers to typical teacher interview questions like the ones on
the following sites:
Vi
rginia Polytechnic Institute
Re sumes-For-Teachers
About the author: Michael G. Hines is the founder of
http://www.TotalESL.com,
a free resource helping the ESL/EFL community in Asia and the Middle East
for jobs, resumes, schools, resources, yellow pages, classifieds,
information and lessons.
TotalESL.com-First Stop for Your Second Language Needs
Hurricane from outer space
Berner, Scott
Buy this Photographic Print at AllPosters.com
Writing Opportunity
for you and your students on the topic of Gang Problems in American
Schools.
NobleEd News would love to include your contributions
and the contributions of your students. Please make to sure to identify at
least your area of the country--Pacific Northwest, mid west, eastern
seaboard etc. Also include the grade level you work with.
Theses are just examples of topics I'd love to
include--What's being done? What are the obstacles? What are your
personal experiences? How do you think the problem can be solved?
Is it hopeless? How about music industry and the gangster rap--are they
promoting gangs? Should there be government control over what is
produced or is that a dangerous form of censorship? Or anything else you'd
like to contribute on the topic.
Deadline for this topic is Jan 31.
Please send via email
gangsinamerica@NobleEdnews.com |
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by Kelly Graves
When you hear of
conflict in
schools, you usually think of conflict between the principal and students
or parents. The conflict that results between the principal and teachers
is often one that is not common knowledge. Without proper conflict
resolution the result is that the staff room becomes a very uncomfortable
place. Reasons for Principal and Teacher Conflict Conflict
between teachers and the principal arise for various reasons, including:
*With school closures and the tightening of the system, new staff moves
into a school that often don't agree with the way the principal does
things. *Older staff members are resentful of a young principal. *Staff
members reassigned from other schools may be resentful. New programs in
schools are often the cause of a lot of tension as teachers with 20 or
more years experience do not adapt well to change. They are often
reluctant to start teaching in a different way. Some examples of this
include: *Whole language programs *Resource-based learning *Teaching
according to expectations, rather than covering a specific textbook from
cover to cover. Problems from the top down... When a principal is
used to running the school a certain way the school board hires a new
superintendent, things are likely to change. The superintendent puts
pressure on the principal to change the way things work in the school.
These changes create conflict among teachers who are not willing to
change. The result could be that the school board officials come into the
school to try to resolve the problems. This only creates more conflict.
Conflict within schools often results in distrust of the system, with
teachers blaming the principal and vice versa. Team building is the first
step to resolving the conflict. It is essential that the focus of your
school is on its main goal of education. Determine your strengths and
needs and work to develop a new aura of trust, with effective and
efficient communication among all members of the staff. About the author:
Kelly Graves is the founder and CEO of Internal Solutions Consulting. With
over 85 years of combined experience in organizational
conflict resolution, Internal Solutions is able to quickly address
conflicts within an organization to facilitate a more successful,
productive and profitable communication environment.
by Freda J. Glatt, M.S
With this severe, active, hurricane season underway,
here are some ideas to make areas of the curriculum relevant to your
children. There are also suggestions for dealing with the aftermath of a
catastrophic hurricane. If you are in an area that experiences other
natural phenomena, just adapt these suggestions to fit your needs.
1. Have children express their feelings. Youngsters
will be able to draw pictures and dictate sentences, while older children
will be able to illustrate their own stories. With everyone participating,
this will draw out your shy, timid children who may not want to take part
in a verbal discussion.
2. Make a bound book of the class' experiences and keep it in the class
library. Perhaps you can have students 'rent' it for a night to share with
their families.
3. If you do not have Pen Pals, why not try to find a class in another
part of the country or world that has not experienced a hurricane. Your
pupils will then become teachers as they explain what happened.
4. Instead of writing, your class could make a cassette or videotape. If
sending it to Pen Pals, make sure you check on the privacy policies in
your school.
5. Use children's experiences to have lessons on adjectives, adverbs,
similes, and onomatopoeia.
6. Answer who, what, where, when, why, and how as you write the opening
paragraph of a story. Do it on the overhead projector and obtain input
from class members.
7. This would be a good time to teach specificity and the Voice Writing
Trait. Compare these two stories and tell which is more specific and
exciting: a. Yesterday, a hurricane came to my city and caused a lot of
damage. I was scared because it was loud and the water was high. b. On
August 29, 2005, Hurricane Katrina roared into New Orleans like a lion. I
felt terrified as I heard
the howling wind and crashing surf; but I was petrified when the water
kept rising and I had to climb through my roof to be safe. When I got up
there, all I could see was water, water everywhere and rooftops of houses.
8. Have a unit on the Five Senses of Hurricane ___. Can you smell the
sweat? Do you feel hot, sticky, and thirsty? Have each
child make his own booklet.
9. Reinforce map skills as you track a hurricane. What better way to
relate latitude and longitude?! Get to know those terms for your own city.
Looking at the map's key, older children will be able to estimate how far
away a hurricane is from a specific place.
10. Delve into the causes of hurricanes. Make a list of the strongest ever
recorded and include their data. This will reinforce research skills and
graph-making.
11. Tally how many hurricanes have occurred each year since 1960. Circle
the major ones. Is there a pattern?
12. Teachers and parents, alike, will need to remember that there may be
extreme anxiety during any rainstorm. If the power is still on, stand
close to a person who has been through a horrible ordeal. Give a pat on
the back or a hug, along with a reassuring word. On the other hand, if
power goes out, have a flashlight handy and play games with it (follow the
direction of light; spotlight a child and have him recite a poem, sing a
song, or perform a silly antic). Have children all hold hands to know they
are not alone. If children are old enough, keep your lessons going without
reading; much can be accomplished orally! Do whatever you can to calm
children's fears.
I hope these ideas are useful and have inspired your own creative
thinking.
And remember...Reading is FUNdamental!!
About the author:
Freda J. Glatt, MS, retired from teaching after a 34-year career in
Early-Childhood and Elementary Education. Her focus, now, is to reach out
and help others reinforce reading comprehension and develop a love for
reading. Visit her site at
http://www.sandralreading.com.
Reading is FUNdamental! |
