The induction stage occurs during the first few years of teaching and is the time when teachers are socialized into the profession. During this time, the new teacher works for acceptance and attempts to become comfortable with teaching on a day-to-day basis. This may be a time when the beginning teacher finds a location or situation where he or she "fits." Teachers may move from building to

building or grade to grade until they find a situation where they feel most comfortable. The stress of beginning a new profession may be compounded by other events in individuals' lives. New teachers are usually adjusting from viewing themselves as students to having a full-time job and getting to know a new community. They are dealing with issues related to personal relationships, finances, and activities outside of work. It is an exciting time for new professionals, albeit a busy and stressful one. During this stage, many school districts provide support in the form of experienced mentor teachers to help induct new teachers into the profession. Mentors provide new teachers with a support system by acting as peer coaches, helping with planning, sharing ideas, introducing school routines, judging appropriateness of assignments, and explaining the context of specific teaching situations. Mentors ease new teachers into the profession and increase the possibilities that they will stay in the teaching field for a longer period of time. This is an important role for an experienced teacher because 40 to 50 percent of new teachers leave teaching after seven years or less. New teachers who receive appropriate mentoring during their first year or two in the profession continue to learn, grow, and develop more positive attitudes toward the profession. The author shows bias in favor of

a. keeping teachers in the same school building for years.
b. raising teachers' salaries.
c. providing mentors for new teachers.
d. providing teachers with greater job security.


c

Language Arts & World Languages

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Gli aggettivi possessivi. Antonio e Bruno parlano con la mamma di Antonio. Scrivi la forma giusta del possessivo secondo gli indizi.

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Language Arts & World Languages

In each sentence, insert the missing punctuation mark or capital letter. Then write the preceding or affected words in the blank. (Quotation marks are considered one unit.) The following citizens in Hiroshima were interviewed a town official, a

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Language Arts & World Languages

¿Qué hacen? Read the following statements. What is each person’s profession?

Juan Carlos: Enseño español en una escuela primaria. a. Es actor. b. Es cocinero. c. Es dependiente. d. Es maestro.

Language Arts & World Languages

Write the correct forms of saber or conocer to complete the email Carlos has written his friend Carina. Write the personal a in the blank provided if it is necessary or an X if it is not.

Querida Carina: (1) (Conozco/Sé) ___ que te va a gustar mi pueblo. (2) (Conozco/Sé) ___ los lugares más bonitos y también (3) (conozco/sé) ___ muchas personas muy amables de la universidad. Nosotros vamos a explicarte cómo es vivir y estudiar aquí; así (thus), vas a (4) (conocer/saber) ___ si (if) deseas pasar unos años aquí. ¿(5) (Conoces/Sabes) ___ cuándo es tu viaje? Hablamos pronto, ¿no? Un beso, Carlos

Language Arts & World Languages