Facilitator Guide Module Two - University of North ...uncw.edu/ed/btmatters/ModuleTwo/files/Facilitator-Module-2.pdf · Facilitator Guide Module Two ... (Use slide Seven of M2.2 Application

UNIVERSITY NORTH CAROLINA WILMINGTON

A Beginning Teacher

Professional Development Program

Institute for Emerging Issues - NC State University

Facilitator Guide

Module Two

For Use with Face to Face Meetings

Module 2: Workload

Facilitator Manual Module 2 : Page 1

Overview:

We all have many things that fill our time and demand our attention.

Being a new teacher adds many new and very demanding tasks to

our life. In this module we help you to identify some of these tasks

and develop strategies for managing them.

Objectives for this Module:

1) Develop an awareness of the important issues and changes that

come in the first three years of teaching.

2) Examine and reflect upon your current workload and life load.

3) Identify coping strategies for success.

4) Manage classroom level issues to stay organized (grading,

assessment, classroom flow/organization routine OR procedure

to revisit)

5) Discover resources within the school community and community

at large to contribute to help alleviate workload/lifeload.

Module 2: Workload


How to Use This Program

This program is designed to work with any existing

beginning teacher program or as a stand alone program. It

should be noted that it is not necessary to complete

or use every activity within a module in order to be

successful with this program. Users are encouraged to

review all activities and select the ones that best

match their requirements and time options.

The program has been designed as a series of modules and

activities. All of which can be used together or separately.

Users are encouraged to merge the content of these

modules with content from their own beginning teacher

preparation program.

Each module focuses on research based issues that are

common to all beginning teachers. These do not cover all

issues that affect beginning teachers. Facilitators are

encouraged to provide additional resources applicable to

their unique situations.

Module 2: Workload


Face to Face Activities Overview Activity Summary

Section 1 - Welcome/Overview

Activity 1 - Welcome/Plus Check? Participants describe how things

have been going.

Section 2 - Application

Activity 1 - Advice from older

beginning teachers.

Participants hear advice from recent

beginning teachers.

Activity 2 - Stressors

Participants look at varied stressors

and strategies for working with them.

Activity 3 - Teacher Toolbox Participants look at items in a

“toolbox” that can help with stress.

Activity 4 - Case Studies Participants read about stress in

other teachers classrooms and

discuss strategies for helping.

Section 3 - Community Connections

Determined by location See suggestions in manual.

Section 4 - Conclusion

Activity 1 - Question and Answer Participants have opportunity to ask

questions.

Activity 2 - I Commit Participants commit to working on

one stress they identified.

Activity 3 - Continuing the

Conversation

Online assignment for next time.

Activity 3 - Exit Slips Participants fill out a reflection

before leaving.

Module 2: Workload


SECTION ONE: Welcome Overview

Time: 15 minutes

Objectives Covered: #2

Materials Needed: Sticky notes, markers, maps, PPT slide (file M2.1 -

Welcome and Overview).

Activity 1 = Welcome/Pulse Check

Welcome Pulse Check: As teachers enter, the Pulse Check slide will be

displayed and teachers will decide which song lyric best describes their

emotions regarding teaching at that very moment. Show PowerPoint file

(M2.1 Welcome and Overview).

Lead teachers will ask for teachers to share A, B, C, or D to get a feeling for

the room. Teachers will examine objectives for the day and reflect upon a

metaphor for teacher growth.

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SECTION TWO: Application

Time: 45 minutes

Objectives Covered: #2, #3, #4, #5

Materials Needed: M2.1 Application - PowerPoint File, M2.2-Now-Soon-

Later Handout, Sticky Notes.

Activity 1 : Teachers should be instructed to sit in groups of three (or six).

Each group should have one (or two) first, second, and third year teacher(s)

represented. In groups, each 2nd and 3rd year teacher should offer one to

two tips or advice. Then first year teachers should choose one or two items

that particularly resonate with you. Share this advice with the group and

explain its meaning to you personally.

(Use slide two of M2.2 Application PowerPoint file).

Module 2: Workload


SECTION TWO: Application Continued ….

Activity 2 : Stressors

Step 1 - Identifying Stressors: Teachers will identify the 5 most potent items

from their entrance ticket. In small groups, teachers will share, categorize

and identify strategies for coping with stressors using sticky notes for their

stressors.

(Use slides three and four of M2.2 Application PowerPoint file).

Step 2 - Whole Group Prioritizing Stressors: As a whole group, create a

larger affinity diagram or tree map and transfer your small group’s sticky

notes to the larger map.

(Use slide five of M2.2 Application PowerPoint file, and sticky notes).

Step 3 - Small Group Discussion: As a small group discuss the resulting

whole group diagram. Which stressors/categories pervade our lives outside

of instruction. In your small groups, identify coping strategies that you use to

work through some of these identified stressors.

(Use slides six of M2.2 Application PowerPoint file).

Step 4 - Prioritizing Stressors: Working in their small groups, teachers will

create a three priority list (now, soon, later) to identify the appropriate time

to work through stressors.

(Use slide Seven of M2.2 Application PowerPoint file, and M2.2 Now-Soon-

Later Microsoft Word Handout).

Module 2: Workload



Activity 3 : Teacher Toolbox

Ahead of time, lead teachers will create a toolbox that is specific to their

district or community that a beginning teacher might use for support. Lead

teachers can decide whether they would like to gather materials for a

practical toolbox, or a metaphorical toolbox. Example Toolboxes below.

Practical Toolbox Choice:

Lead teachers will compile a selection of the following “stress relievers” in a

tote or plastic shoebox: a journal, a visitors pass to a local gym, cd of

soothing music, aromatic candle, invitation to nearby yoga class. Other items

specific to your district or community.

OR

Metaphorical Toolbox Choice:

Lead teachers will create plastic bags for each teacher filled with 5-6 “stress

relievers” . In small groups, teachers should identify the meaning of each

item. Items may include: a lifesaver, a toothpick, gum, pencil, a paper clip,

Smarties candy, Laffy Taffy, Almond Joy, Hershey’s Kiss, etc.

Ask teachers in their groups to examine the contents of the Toolbox to see if

they have included these “strategies” as ways of working through their

stressors!

(Use slide eight of M2.2 Application PowerPoint file).

Module 2: Workload



Activity 4 : Case Study Discussions

Master teachers will choose one or more of the four case studies provided to

use with their teachers. These case studies offer an examination of possible

triggers related to classroom stress. Teachers will be asked to review the case

study as a group and share what they think are the stressors for this

particular teacher. Teachers will then talk through some of the changes,

resources, support mechanisms the case study teacher might use to cope

with/manage these stressors. Lastly, teachers will make a list of their own

classroom stressors which will be revisited in today’s conclusion activity.

(Use slide nine of M2.2 Application PowerPoint file).

Case Study Files to Use

Case studies below can be found in the book Case Studies by John W.

Santrock. You can download the Adobe Acrobat file for the book here:

http://goo.gl/YgfIKa

Chapter 1 - Case 1 = Anita Underwood - Anita, an experienced and

enthusiastic third-grade teacher, describes in detail her class plans and

activities for the first day of the new school year and shares her sense of

excitement and her fears. (Third grade—Topic: Classroom Climate, Early

Childhood, Evaluation, Teaching Approach)

Chapter 4 - Case 1 = Alice Peterson - In Alice’s class, every student brings

unique and difficult problems into the classroom, leading Alice to wonder if

she is reaching anyone. Her instruction does not seem to match her

students’ needs. (Pre-first-grade—Topics: Behavior Management, Cognitive

Development, Diversity, Instruction, Motivation)

Chapter 5 - Case 3 = James Colbert - James is a third-grade teacher in an

inner-city school. He is trying his best to teach language arts using basal

readers and a district-required curriculum. James is especially concerned

about a Spanish-speaking child who appears to want to learn but who

speaks English only at school. (Third grade—Topics: Curriculum, Diversity,

Early Childhood, Instruction, Language Arts Teaching, Tracking)

http://goo.gl/YgfIKa

Module 2: Workload


SECTION THREE: Community Connections

Time: 45 minutes


Materials Needed: TBD

Activity: Making Learning Relevant to Your Community: Under the

direction of the facilitator and master teachers community representatives

will be invited to participate and share in this meeting. These activities will

vary by school and district. Consult appendix A: Community Engagement for

more information.

Suggestions for this Section:

1. Teachers will be introduced to community resources for support, both

personal (lifeload) and professional (workload).

2. Suggestions: social, social work, academic, health, financial, mental

health, fitness, community service, personal inquiry ideas, personally

meaningful connections, religious, and finding place to live.

“In a completely rational society, the best of us would be teachers and the rest of us would have to settle for something less."

--Lee Iacocca

Module 2: Workload


SECTION FOUR: Conclusion

Time: 15 minutes


Materials Needed: M2-3 Commitment Letter

Activity 1 = Question and Answer Time:

Lead teachers will provide participants time to share any questions that they

may want to ask. These questions could be about the module or anything

regarding teaching.

Activity 2 = I Commit:

Hand Each participant will be invited to write a letter to himself or herself to

address one of the classroom-based stressors identified today. The purpose

of the activity is for participants to address a stressor for a short period of

time and then hold themselves accountable. A week or so later, the district

facilitator will deliver the commitment letters to the participants.

(Use slide nine of M2.3 Commitment Letter - Microsoft Word file).

Activity 3 = Continuing the Discussion:

Participants will follow up by researching, contacting, and/or connecting

with one community-based organization that may help manage one’s

workload or “life-load.” Community-based organizations can be

social, academic, physical health, mental health, fitness, community service,

social work, personally meaningful connections, and/or religious. Post what

you find online using our common google document. Include on your entry:

Name of resource: Brief (1-2 sentence description of services):

Address, Phone number, and Web access.

Section 4 - Activity 3 = Exit Slips: As teachers leave the session, the Lead

Teachers will instruct them to submit an exit slip. Teachers will list 3 things

they learned, two items that might benefit from change, and one item they

may need help with as the school year begins. Teachers should include their

name on the ticket. Use participant page titled “Exit Slip”.

Module 2: Workload


Exit Slip

3

Things I learned today or something I really enjoyed was…

2

Items that might benefit from change …

1

Thing I might need help doing…

Module 2: Workload


SECTION FOUR: Resources for more information

(Contained in both facilitator and participant packets.)

American Psychological Association - Teacher Stress Module:

Reveals that new teachers are particularly susceptible to stress.

Visit at: http://goo.gl/DlczSc

Stressing Support, Not Stress: Easing the Anxieties of Being a

Novice Teacher: Knowing why you teach can help deal with the pressures

of the job. Visit at: http://goo.gl/FLJR9b

Back to School Stress: Establishing Good Habits: Developing good

habits can you help reduce stress. Visit at: http://goo.gl/Ow9ASi

Why is Teaching so Stressful?

Visit at: http://goo.gl/8c1KZq

Module 2: Workload


Resources Used In This Module

(All files can be found on web site under Module One - Facilitator

resources. It is recommended that these be downloaded to the lo-

cal computer before use.)

File Description

M2.1 Welcome and Overview PowerPoint file used to introduce

M2.2 Application PowerPoint file used to help

facilitate discussions.

M2.2 Now, Soon, Later Used in discussion of stressors.

M2.3 Commitment Letter Used by participants in concluding

section.

M2.4 Exit Slip For participants. A reflection

document for participants before

Documents

Facilitator Guide Module Two - University of North ...uncw.edu/ed/btmatters/ModuleTwo/files/Facilitator-Module-2.pdf · Facilitator Guide Module Two ... (Use slide Seven of M2.2 Application