•Reality of the classroom •Flexibility as a teacher •Student lack of motivation
•“I hate grading”
•How “misunderstood” English teachers are •Multiple and varied abilities
•Grammar •Reading •Writing Teachers’ Lack of Grammar Knowledge Learning from Students Having a Wide Foundation in English Amount of Responsibilities Time and Energy of Teaching Figure 5 Surprising Aspects
that Governor [Republican] would marginalize English teachers in favor of math and science teachers – we teach LITERACY that student use in all content areas!!!‖ (BTQ, 504-506, 2009). Another participant was overwhelmed with the amount of energy
needed to motivate students to become interested in a text. She stated, ―…students are not nearly as motivated as I would have hoped. Sometimes it‘s like pulling teeth to get students to recognize the relevancy of the ancient text we have to teach, or at times to even engage with it enough to make their own meaning‖ (BTQ, 927-930, 2009).
Several beginning teachers were inundated with the amount of responsibilities found in teaching that are not related to teaching or the classroom. One beginning teacher expressed her disbelief, ―I always joke that if I could just plan and teach then my job would be awesome! But the amount of time I spend grading and doing administrative work is unbelievable!‖ (BTQ, 596-598, 2009) Another beginning teacher also expressed the same incredulity of how much time is taken away from actual teaching: ―…the reality of the classroom and how it seems that there is so much that goes on at a higher level that takes away from actual teaching. The duties of a teacher are not that of simply teaching unfortunately‖ (BTQ, 998-1001, 2009). One participant wrote a similar answer: ―The amount of auxiliary tasks (homeroom, duties, mentoring, meetings, meetings, meetings) assigned to teachers and how difficult it can be to actually find time to ‗teach.‘ Initially, I was worried about not having enough stuff to fill all of the time; now, I‘m worried about not having enough time for all of my stuff‖ (BTQ, 847-850, 2009). One participant‘s response reflected a similar dismay: ―There just isn‘t enough time. Between testing and other demands, sometimes you go so fast you don‘t get to enjoy it or you just have to skip stuff which makes me sad‖ (BTQ, 45-46, 2009).
Finally, several participants were surprised at the lack of grammar knowledge of other teachers, veteran teachers‘ reluctance not to teach certain grammar instructions, and the participants‘ surprising lack of thorough knowledge about literature. One beginning
teacher was disappointed in how many English teachers lack basic grammar knowledge: ―The lack of fundamental grammar instruction many teachers have before getting their own classroom‖ (BTQ, 1065-1067, 2009). Another beginning teacher saw the importance of understanding grammar: ―I have discovered the importance of grammar (including sentence diagramming in a language arts curriculum. I am surprised at the resistance from the veteran teachers against using the daily grammar practice curriculum‖ (BTQ, 272-274, 2009).
A few beginning teachers were surprised at not knowing as much about literature as they thought they initially knew. One participant reflected that, ―I don‘t know as much about literature in general as I thought I did. I can analyze a specific piece just fine, but as to knowing groups, movements, and trends – I was humbled‖ (BTQ, 679-681, 2009) Another beginning teacher stated that even though she has taught specific literature selections for years, she is always learning something new from her students: ―…even through I have taught some of these texts for years now that the students always show me things that I had never considered before‖ (BTQ, 170-173, 2009).
Obstacles and Dilemmas Encountered by Beginning English/Language Arts Teachers?
Seven themes were determined from this category: grading, disciple issues, parents, confidence, workload, testing, and students‘ lack of fundamental English skills (see Figure 6). The major theme that emerged from this question was how to streamline the grading process. The participants were inundated by the amount of grading required of a high school English teacher. One participant stated that, ―The past two years, I have been OVERWHELMED by the amount of essay grading in addition to my other areas of responsibility‖ (BTQ, 510-511, 2009). Another participant put it very simply, ―I hate
grading‖ (BTQ, 366, 2009). One beginning teacher wrote about how she was finally able to handle grading:
I got really bogged down in grading last year and started to realize that the
grading was only hurting me and my time; it wasn‘t helping the students (grades or understanding). So I‘ve started to learn what kinds of assignments are helpful for furthering understanding but don‘t necessarily need a grade assigned. (BTQ, 190- 193, 2009)
Another beginning teacher reflected on the grading process and wanted to make sure she examined and graded the appropriate skill. She stated that, ―I am still tweaking my grading policy to ensure that I properly assessing the skill I am seeking from my students. I also am trying to be sure to make grading more efficient so I am not so overwhelmed‖ (BTQ, 1073-1075, 2009).
Similar to the grading dilemma, many beginning teachers stated they struggled with the large amount of work required of teachers beyond the classroom. One
participant wrote, ―I‘m overwhelmed at the workload, not only with the grading but with lesson plans, parent contact and student contact. No amount of training can prepare for this‖ (BTQ, 758-759, 2009). Another participant explained that trying to incorporate all aspects of the language arts curriculum was difficult:
The main one was trying to incorporate all the aspects of the LA into the calendar year, while following county guidelines. Trying to equally teach content,
grammar, comprehension, writing, and terminology on an equal basis as required and ensure that each student at least grasps the ideas, was tough. (BTQ, 1069- 1072, 2009)
As expected, many beginning teachers were troubled at the discipline/classroom
management conflicts and motivational issues they encountered in their own classrooms. One beginning teacher wrote:
The number one obstacle I have faced and continue to face is classroom behavior and student motivation. It is something that I would‘ve loved to have more education on prior to getting in the classroom. I think any additional information about either of these topics would be extremely helpful. (BTQ, 1004-1007, 2009) Another beginning teacher stated that discipline issues along with the administrative duties were dilemmas she faced in her own classroom. She wrote, ―Discipline issues and the massive amount of administrative duties expected, both of which take time away from