Beginning teacher fears

Social changes in our country have caused particular concern in a number of agencies and institutions. Beginning teacher fears is one such concern which has been impacted by integration, immigration, and movement of peoples as a result of transfer in a highly technical era. Some of the fears causing anxiety to the neophyte addressed in this teatise are assignment and mentor apprehension, parental confrontation, time utilization, racial xenophobia, teaching expectation, evaluations, acceptance, inadequate preparation, classroom management, and violence. These concerns reflected in a survey of beginning teachers in a Southwest Texas geographical region are probably representative of new teachers throughout the nation.

Today's society and schools are in a constant state of flux and are very different than they were a few years ago. With immigration and people moving from one part of the country to another the composition of the schools are different than they were in the past with regards to race, ethnicity, and social economic status. These changes have brought fears and anxiety to beginning teachers. New teachers worry that they may not be adequately prepared to meet the needs of students from diverse backgrounds. Other problems creating fears such as school violence and discipline have been exacerbated by the media, while fears such as taking to parents, doing lesson plans, or an assignment to an undesired level, campus, or mentor can be traumatic. Many of the fears are xenophobic in nature. Most people are afraid of the unknown. New teachers who have not had contact with racial groups different than themselves, or who have had little contact with school age children are frightened.

A sample of education students at the Rio Grande College of Sul Ross State University identified their fears as future teachers. This paper presents an elaboration of their fears and suggests possible resolutions.

Assignment/Mentor Apprehension

Being assigned to a mentor can be apprehensive on the part of the new teacher as well as the mentor. A mentorship should work like clinical supervision where the mentor and teacher plan together, the supervisor/mentor observes the new teacher in action, and a follow-up conference takes place. This relationship of mentor to teacher calculated to help a teacher improve often does not exist. Usually an experienced teacher is assigned with a new teacher without any training in the process of mentoring. The pair may do lesson plans together for a time, but the mentor seldom has the opportunity to observe the new teacher teaching and give feedback and suggestions for improvement. The new teacher often views the mentor as an evaluator who will report problems, if there are any, to the principal.

Assignment Fears

Assignments effecting the neophyte teacher often cause fear and special concern. One such dread, especially in the urban community, is possible assignment to a school located in the inner city where there frequently exists high rates of crime and violence. Other causes of personal alarm include uneasiness over the caliber of students, the possibility of a multiple level and differential course assignment, being assigned to teach courses in which the beginning teacher has little or no preparation, and finally, the dread of being assigned a group of students who have little or no command of the English language.

Several things can be done to alleviate or reduce the anxiousness caused by the prospects of these apprehensive assignments. In the case of inner city school work environment it would help if the candidate made an effort to visit several inner city schools, investigate protective and security practices evinced on and about prospective campuses, become familiar with the racial and cultural composition of the school population, plan well and utilize learning techniques appropriate to the learners; and project genuineness and sincere concern for the students being served.

Newly assigned teachers can effectively overcome the uneasiness of mind relating to the caliber of students by simply recognizing that individual differences exist. A vital consideration based on manifold educational philosophic logic is that the teacher accept the student as is, and do everything within pedagogical reason to improve the academic growth of the individual. This concept should be applied across the board in regards to caliber, quality, and academic potential of the student.

The possibility of multiple level and different course assignments does exist in a number of schools throughout the nation. The rookie teacher who fears such an occurrence should better prepare self by developing a positive mind set regarding such a possibility, establishing a time schedule which allows for various preparations, investigate and utilize methods of inculcating appropriate interdisciplinary data; and consult with an assigned mentor or a helpful colleague to obtain suggestions and ideas.

The fear of being given an assignment to teach a course in which the teacher is poorly prepared is best overcome by recognizing the weakness and realizing that additional preparation time will be required. The new teacher will necessarily impose greater demands upon self in order to do a creditable job.

Adequacy of language usage has been a concern of teachers for generations; consequently, the desire for language improvement has been a constant. A knowledge of this fact should reduce the acute fear concerning the language factor contingency. The beginning teacher, armed with this fact, can approach the class with the idea of achieving improved overall communication skills.

Fear of Meeting With Parents

Beginning teachers are often worried about meeting with parents. This fear is in many cases due to the fact that it is an untested experience. The dread of confrontation, either on an individual basis or in a conference with others, is usually overcome as a result of initial encounters. The first year teacher is advised to be well prepared concerning the student in question and should possess documentation relating to academic progress and additional behavioral considerations. Other helpful considerations include the importance of having a suggested plan of action, involving the parents, if warranted, and remembering to listen carefully to all information presented during the discussion, allowing the parents to express concerns.

The Fear of Time Utilization

The first year teacher sometimes becomes nervous over time management issues. The worry is usually focused on two concerns; completing the planned activities prior to the end of the class period, and running out of time before the completion of the lesson.

One method of ensuring proper timing is the allocation of time segments for specific activities. In this incidence the teacher must arrange mechanisms which guarantee time control. Student involvement in this approach helps learners become more cognizant of time management skills while in the process of staying focused on time utilization.

In the case of running out of time prior to the class period ending, the neophyte can prevent such an event by a simple plan. This plan is to maintain a repertoire of related sponge activities and produce one of same should the situation arise. This is a simple solution to what could develop into a precarious event for the professional teacher. The referenced repertory could be enclosed in a file cabinet, card file, folders, or notes. This does not involve an elaborate scheme.

Racial Fears

A number of first year teachers fear the prospect of dealing with racial groups with whom they have had little or no prior contact. The best preparation for such encounters is to keep this important precept in the forefront. All people should be treated with dignity and respect. Other helpful hints include; becoming familiar with the distinguishing racial characteristics frequently dealt with by the newly encountered group, and becoming knowledgeable of the heritage of said group.

Fear of Not Living Up to Personally Imposed Expectations

Among some beginning teachers there exists a fear of not living up to personally imposed expectations. Teacher training educational institutions have promulgated the idea that high expectations should be set for students. In the process of generating high expectation levels of accomplishment for students, it has become apparent that teachers often set extremely high expectations of self. Some of these beginners are guilty of becoming exceptionally ambitious and set success levels which are unattainable. The underlying philosophic theory in relation to the setting of high expectation is that it is a goal. Members of society strive for goal attainment and those goals must be set inculcating the ideas of hard work, determination, dream fulfillment, and hope. If not attained, the desire should not be diminished, but rather, the person should continue to strive for the desired success.

Fear of Evaluation

Teacher evaluation is a fear of every teacher, but especially the beginning teacher. The beginning teacher does not always know what to expect when the administrator comes in to evaluate. There should always be a pre-conference over the criteria to be used in the appraisal for a first-time evaluation.

Fear of Acceptance

Many rookies entering the teaching ranks are alarmed over the possibility that they may not be accepted. This terror generally focuses on social acceptance, lack of the acceptance by others of personal ideas, and fear of not getting along with colleagues. Overcoming these fears can best be accomplished by improved self-confidence. This can partially be attained by overcompensation for preconceived weaknesses.

Personal Inadequate Preparation

Most beginning teachers wonder if they as individuals have what it takes to be a successful teacher. Some of this worry emanates from the fact that teaching is a demanding profession and many complex decisions must be made along the road to personal success. Much of the fear regarding personal inadequacy is unfounded, but real for the individual who has this fear. Aspects of feeling inadequate range from fear that the person's academic background is flawed to the uneasiness that one cannot manage the classroom.

Prospective teachers need to assure themselves that they have prepared well for their teaching assignment. This means taking advantage of every opportunity afforded to become better prepared. This personal preparation to a high level should make one feel confident that an excellent job can be done by the individual in question.

Classroom Management and Discipline

Even though serious discipline problems rarely occur, the fear of discipline and classroom management is a formidable one. Many teachers have a real fear of disruptions being of the nature which they cannot control. Ideally the administration will back the teachers in maintaining discipline.

Communication seems to be the real issue here as it is in so many areas of life. Communicating expectations from principals to teachers would smooth the way for more productivity and cooperation in school.

Much of that feared by teachers stems from the fact that many events which are not anticipated or expected. The best way to prepare one for this dilemma would be to bolster teacher self-confidence. Teachers should attentively listen when some of these things are being presented in class or in an inservice program.

Another thing which teachers can do is to know the contents of the handbook. They should know their responsibilities as well as the policies of the District.

Violence

Violence is a fear of most teachers, especially with the heightened awareness by the media and its increase in recent years. Teachers should not have to be afraid in their classrooms. All teachers need to be involved in controlling discipline problems that often lead to violence. Two of the keys for controlling violence is consistency in discipline and administrative support. Teachers need to treat all students equally, especially with regards to classroom rules and violation of said rules. When a district or campus has the same rules throughout they are easier to enforce and the students would tend to know the rules better. When pride is instilled in the students, the students will often police themselves and violence will diminish.

Violent Student Retaliation

Since we live in a violent society, teachers fear retaliation and violence themselves or to their property. Teachers fear the fact that when someone is upset over grades or discipline, that person may resort to destructive behavior as a way of responding to events which tend to upset them. The problem is so serious in some areas that some students resort to carrying weapons to school, This represents a real threat to teachers and students in an environment which can be explosive.

A number of teachers who are small in size may find that the students in their classes are much larger and physically stronger. This is a fear that is real and prevalent among beginning teachers. The solution to this fear is for teachers to have lessons and classroom management procedures which make it a point that teachers are in control of a situation. Interesting lessons taught in a businesslike manner will go a long way in erasing this fear from actually being detrimental to the learning environment A little anxiety is a healthy thing.

Students Not Learning or Receptive to Learning

Many teachers fear their students will refuse to learn or be totally non-receptive to the instructional program. Based on reports that come from school environments, this is a real possibility. Refusal to learn or participate actively in the instructional program is a legitimate concern for teachers, and professionals fear that this will happen in situation where they will not know what to do about it.

Paperwork

Ironically, state agencies talk about reduction of paperwork, but the reality of schooling is that teachers continue to have a great deal of paperwork. Much of the paperwork is a byproduct of the requirements of the instructional program. Lesson plans are necessary, but time consuming for teachers. Time to do the paperwork is a problem for some teachers especially since they have time limitations. One of the reasons there is so much paperwork is that schools do not use the information already available. Another reason is the underutilization of technology to expedite the required paperwork.

Testing

The results of standardized testing is a source of fear because in most schools student performance on such tests are used as a basis for evaluating teacher performance. Teachers fear that when students do not do well on the test that they individually and personally will be made to suffer undue consequences even though many of the variables are not under teacher control.

Technological Innovations

Changes in technology and the use of new and innovative machines is a source of fear for many teachers. This also ties in with the changes which have occurred in teaching methods because of the advent of technology. Teachers fear that they cannot operate these machines or utilize them in teaching their classes.

This fear can be overcome by making sure that teachers clearly understand how to use the technology and have someone available to coach them through the process of actually using the machines. The same thing is true for new methods which need to be taught. They also need to be aware that new methods should be demonstrated to teachers who are expected to use them. Going slow and implementing anything new, with assurance that it can be done, would help teachers develop their new abilities to use technology and methods with which they are not familiar.

Crack Babies

The anxiousness arising out of the increased incidence of drug abuse has infiltrated all aspects of our society. A number of beginning teachers are especially fearful of teaching crack babies. This reaction to the unknown is similar to the attitudes prevalent relating to working with thalidomide babies thirty years ago.

Preparation for this eventful possibility is limited, however, the following activities could reduce the dread of such teacher-student contact, become familiar with the effects of the disease in the human being, and provide opportunities for classroom visitation where such conditions exist prior to assignment.

Child Abuse

Child abuse is a difficult problem to deal with and is a fear of teachers. By law suspected child abuse must be reported. If a child has bruises that do not appear normal, a mention to teacher of abuse at home, or if a sudden change in behavior occurs in the classroom the teacher should begin investigating by talking to the child or sending him or her to the school nurse, counselor or administrator.

When teachers are knowledgeable of procedures for reporting abuse and signs of abuse it alleviates some of the fear. The school nurse, counselors and school officials should also be involved in this process. Fear of Assessing and Evaluating Students

Some beginning teachers have a fear of student assessment. The trepidation is usually associated with the lack of positive assurance relating to whether or not the job can be done accurately. Some who panic do so because of philosophical differences concerning evaluation. Specific ways of coping with this problem include clear instruction regarding school policy in reference to assessment and evaluation, an acceptance of local school policy, the establishment of a clear policy for informing students; and remaining consistent in the implementation of the policy.

Conclusion

The fears of beginning teachers identified in this treatise are a good representative sample of concerns actually held by pre-service and first year teachers. Solutions presented, if implemented, could help alleviate the stress manifested by the neophyte teacher.

Another important consideration related to the addressed fears is that they should be discussed in appropriate pre-service and in-service experiences. Such action should set the teacher more at ease in facing the realities of professional responsibilities.

About the Authors

Dr. Ben Wilson has served in public education for thirty-eight years, a licensed

professional counselor, and professor of education at Sul Ross State University/Rio Grande College, Uvalde, Texas.

Dr. Elmer Ireton has worked in public and private education institutions as teacher, principal, superintendent of schools, and college administrator. He is presently assistant professor with Sul Ross State University Rio Grande College, Uvalde, Texas.

Dr. James A. Wood has worked in public education grades K-12, and is presently an assistant professor with Sul Ross State University Rio Grande College, Uvalde, Texas.

Copyright Project Innovation Spring 1997
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