CLASSROOM CHALLENGES OF NEW TEACHERS

Classroom Challenges of New Teachers

Table of Content

CHAPTER 01: INTRODUCTION1

Background of the Research1

Problem Statement2

Evolution of the Problem2

Limitation of the Study6

Assumptions & Limitation7

CHAPTER 02: SYNTHESIS OF LITERATURE8

Piagetian Perspective11

Vygotskian Perspective12

Cognitive Role Specialization14

Teacher learning and student learning16

Comparison of teachers' learning and students' learning under different structural school situations18

Causal relationships among structure and indicators of teacher and student learning20

CHAPTER 03: METHODOLOGY30

Research Design30

Literature Search30

CHAPTER 04: DISCUSSION32

IMPACT ON SCHOOLS32

Unequal Participation32

Failure to Seek and Obtain Effective Help34

Too Little or Too Much Cognitive Conflict36

Other Negative Socioemotional Processes38

COURSES OF ACTION38

Altering Expectations and Status Relationships38

Instruction in Explaining and Group Reasoning Skills40

Structuring Group Interaction40

Reciprocal Teaching40

Explanation Prompts41

Guided Reciprocal Questioning42

Structured Controversy42

Manipulating the Group-Work Task43

The New teacher's Role44

Developing Classroom Goal Structures and Norms44

CHAPTER 05: CONCLUSION47

REFERENCES49

BIBLIOGRAPHY52

CHAPTER 01: INTRODUCTION

Background of the Research

Classrooms are becoming more and more diverse as students who were once pulled out for special programs are now included within regular instruction. As a result, teachers are working with students with a number of special needs, including learning and behavior disabilities, second-language learning, and giftedness. In addition to the students who were once pulled out for special programs, teachers also work with students with very different abilities, interests, learning styles, motivational levels, and cultural heritages. (Nieto, 2003)

Given the heterogeneity of classrooms today, instructional intervention is critical to ensure the success of all students. Research has indicated that using interventions for students with special needs yields positive results regarding academic achievement. These results have been found not only with students with learning disabilities but also with gifted students and students who are English-language learners. (Hubbard, Brenda , 2003)

However, research indicates that many teachers do not have adequate training regarding instructional interventions to help students with special needs. Furthermore, additional research indicates that when observed, teachers are not differentiating instruction for the various needs within their classrooms. As a result, researchers are finding that many learners who qualify for special education are struggling in the general education classrooms. In those cases where students are experiencing success within general education classrooms, researchers are finding that the students' teachers have had additional training in special education. With this in mind, Teachers need to offer support for teachers to attend to a variety of instructional needs and negotiate a number of interventions through means of differentiated instruction. (Palmer, 2001)

Problem Statement

What are the challenges that a new teacher comes across and how to overcome them.

Evolution of the Problem

Teachers have a legal obligation to help develop and support teacher capacity for instructional intervention. The Individuals With Disabilities Education Act (IDEA) Amendments of 1997 require that general education teachers provide adequate support within their classrooms for students with disabilities. With nearly 80% of all special education teachers spending most of their time in general education classrooms today, the responsibilities of general education teachers regarding the instruction of special needs students have increased dramatically. In most cases, general educators have the primary if not sole responsibility of teaching special needs students—including those with learning disabilities, behavior disorders, and the gifted. This increased responsibility has been recognized within the ...