Mentoring New Teachers, Episode 6

Welcome to the final episode of this season of our Mentoring New Teachers podcast! In our last episode, Laura and I explored the idea of using mentors–both professional and student mentors–to inspire students to write. As Laura shares with me in this episode, her students benefited greatly from 1) noticing the different and varied craft moves of such beloved authors as Kevin Henkes and Mo Willems and 2) trying them out in their own compositions. Their excitement over the realization that they, too, could use these moves in their writing was palpable!

In this episode, I offer Laura some advice about how to incorporate strategies for helping her students learn and retain sight words into her instructional routine. As many teachers who work with our youngest students know, it can be enormously difficult to balance phonics work and word play with opportunities to listen to and read connected text–not to mention everything else that teachers must juggle within what often seems like a few short hours! Because this is our final “formal” conversation for the podcast, Laura and I also reflect on this unique experience and the many ways in which it has impacted our work as educators.

Thank you for joining us on this journey through one classroom teacher’s first full year as a public school educator. We hope you have found lots to take away and try in your own classroom and/or share with others, whether you consider yourself a “novice,” a “veteran,” or somewhere in between. If so, please recommend this podcast to colleagues within your professional learning network. And if you have any advice for how we might improve this or future Stenhouse podcasts, we’d love to hear from you!


Add comment September 24th, 2018

Mentoring New Teachers, Episode 5

It’s hard to believe that this is the second to last episode of our Mentoring New Teachers podcast–we hope you have enjoyed it thus far! In our last episode, Laura and I discussed what she might do to help her kindergarteners gather the courage to practice decoding and encoding words as they become more and more aware of the variety of ways that letters and sounds combine to form words. In the interest of not adding anything more to her plate as a classroom teacher, I offered some suggestions for how she might encourage her students to take “healthy risks” with their words by modifying some of what she already does with them. In addition, I suggested some simple ways that Laura might incorporate additional multisensory work within her literacy stations as a fun way to help her students create even more neural pathways in the brain than they’ve already created as developing readers and writers.

In this episode, Laura and I talk about the power of using mentors–both professional mentors and student mentors–to inspire students to write while also opening up a world of possibilities for how they might make decisions as composers of text. While teaching students to write by focusing on specific genres or forms of writing can be useful, teaching them to notice and ask questions about the kinds of craft, organization, and illustration moves their mentors make–while also encouraging them to envision making these “moves” in their own work–can ultimately transcend any genre or form that students might compose. Because this kind of “noticing” and “wondering” work can leave teachers feeling overwhelmed by possibilities about where to go next in their teaching, we also briefly discussed how to then build responsive curricula for their student writers.




Coppola, Shawna. 2015. “Math, Literacy, and the Need for More Blank Paper.” The Educator Collaborative Community Blog


Dorfman, Lynne and Rose Cappelli. 2017. Mentor Texts: Teaching Writing Through Children’s Literature, K-6 (Second Edition). Portsmouth, NH: Stenhouse


Eickholdt, Lisa. 2015. Learning from Classmates: Using Students’ Writing As Mentor Texts. Portsmouth, NH: Heinemann.


Ray, Katie. 1999. Wondrous Words: Writers and Writing in the Elementary Classroom. National Council of Teachers of English.


Add comment September 21st, 2018

Mentoring New Teachers, Episode 4

In the last episode of our Mentoring New Teachers podcast, Laura and I talked about how to begin the (often overwhelming) task of facilitating guided reading groups with young students. I explained to her how the original intention of guided reading has become somewhat lost due to the nature of many of today’s existing guided reading programs, and I offered some advice for how to begin this challenging,  but often necessary, work.

In our fourth episode, Laura shares with me how her mid-year literacy assessments led her to conclude that she needs to invest more time in helping her kindergarten students to practice decoding and encoding words. We discuss how to do this by modifying some of what she already does with her students, and I also suggest some ways to incorporate additional multisensory work with letters and sounds to help students create even more neural pathways in the brain than they’ve already created over the past several months. Finally, I share with Laura some common missteps that many teachers make–myself included!–when working to help students become more independent readers and writers. A tip: you may want to listen to this episode in small chunks–there’s a lot to absorb!





Cleaveland, Lisa. (2016). More About the Authors: Authors and Illustrators Mentor Our Youngest Writers. Portsmouth, NH: Heinemann.


Dehaene, Stanislas. (2010). Reading in the Brain: The New Science of How We Read. New York, NY: Penguin Publishers.


Add comment September 20th, 2018

Podcast: National Teacher of the Year Sarah Brown Wessling

As promised in an earlier post, here is an in-depth conversation between Stenhouse author Donna Niday (Mentoring Across Boundaries and Mentoring Beginning Teachers) and National Teacher of the Year Sarah Brown Wessling. Sarah is one of Donna’s former students and the two discuss the role mentoring played in Sarah’s teaching career.

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Add comment June 3rd, 2010

Quick Tip Tuesday: Establishing classroom policies

In the second edition of Mentoring Beginning Teachers, authors Jean Boreen, Mary K. Johnson, Donna Niday, and Joe Potts provide mentors with a road map for helping new teachers become confident, reflective educators. In this week’s Quick Tip, they talk about how to establish simple, easy to follow classroom policies even before the beginning of the school year so that students know right away what is expected of them.

Classroom Management Strategies Should Be Developed Before the School Year Begins

Although we have already mentioned it, we want to reinforce the idea that proactive planning is critical to the success of less-experienced teachers. Lin Su, a second-year fourth-grade teacher, remembered last year’s management decisions vividly. She had decided not to give the “rule talk” to her fourth graders on the first day of class because she did not want to come across as the “heavy.” The students responded to Lin Su’s lack of direction by making every effort to determine how far she would let them go before reacting. By the end of the first week, Lin Su was contemplating early retirement even as the students embarked on a year of anarchy. She eventually restored order, but the process was lengthy and difficult. This year, she would do things differently.

If a teacher goes into the classroom and has to make management decisions on the spot, without the aid of a previously developed policy, problems are inevitable. A disruptive student who is reprimanded in front of classmates has an even greater incentive to contest teacher actions in order to “save face” if there is no management policy in place. Teachers who make their policies clear early in the semester have the flexibility to enforce or to modify those policies because the students already know the rules and what is expected of them.

Classroom Policies Should Be Simple to Explain and Easy to Enforce

Stan, a first-year teacher, has already decided that he will not be caught unprepared when management problems arise. Before the school year began, he spent hours developing policies for absences and tardiness, bathroom passes, late work, talking in class, respect for classroom furniture, respect for other students as well as the teacher, trips to the water fountain, and every other conceivable activity known to students. On the first day of class, he distributed a three-page management handout to every student and sent another copy home to parents. For each infraction, his management plan detailed the consequences for the first, second, and third occurrence. On his desk were individual infraction sheets that he intended to file by class period as well as the sheets he expected to use to keep track of how many points students lost for “one-day-late” work, “two-day-late” work, and so on.

Stan’s is an example of the too-complex management plan. Prior preparation is admirable, but he has created a system so complicated that all his energies are likely to go into an unsuccessful attempt to maintain it. Stan instituted this management plan hoping that it would make his teaching life easier and convince his students that he was serious.

However, the pressures of everyday school life and the inevitable exceptions that will arise will eventually make his professional life more difficult. In addition, he may inadvertently be leading his students and their parents to believe that he expects frequent misbehavior and that he lacks confidence in his own ability to work with them—and they may be right. Although a carefully thought-out management plan is essential, it is also essential that the plan be practical. Stan’s mentor should remind him that a system requiring extensive and detailed record keeping traps the teacher by its inflexibility and is prone to failure. Even if the teacher is capable of maintaining such a system, his or her time is better spent grading papers or homework, planning lessons, or conferring with students. (See Resources for Teachers for more information on specific, easy-to-use management plans.)

Among the topics usually found in the basic management plans of experienced teachers are tardies and attendance, late work, and expectations for appropriate behavior. Certain disciplines may require attention to other types of behavior; for example, a science teacher may wish to delineate specific rules for lab day, or the wood shop teacher for running certain types of equipment. Mentors should also remind beginning teachers that students’ age level will also determine the rationale for a management plan. Rules appropriate to high school students may be unrealistic for younger children. Obviously, a “one size” plan does not fit all grades, disciplines, or teacher personalities.

Management plans should also specify what the consequences are when students do not adhere to the rules. Experienced teachers know that rules are pointless if they are not backed up by reasonable consequences. Has the new teacher planned what she will do if Sue leaves class to go to the bathroom without obtaining a hall pass from the teacher’s desk? How will she handle Mark when he mysteriously appears at the class door thirty minutes after the bell has rung without a clear-cut explanation of where he has been? How will she respond when Betsy tries to turn in all her homework at the end of the grading quarter instead of when it was due? What will happen to Eugene’s class standing if he misses four days this week and three days next week and the absences are not excused? Although we prefer not to detail specific consequences here, it is critical that you encourage new teachers to decide well in advance how they will respond to situations of this nature.

Although management systems should emphasize consistency, they should also allow for some flexibility. While some parts of the management plan require a common approach from situation to situation, some issues may have to be handled on a case-by-case basis. Even teachers who rigorously adhere to a policy of tardiness would not penalize two tardy students who brought a pass from their chemistry teacher explaining that they had been cleaning up after a lab. You might encourage your beginning teacher to be lenient with a student who was not able to finish a homework assignment because she was involved in a minor collision the night before or a student who ran to the bathroom without asking because she thought she was going to be sick. When working with less-experienced teachers, it is important to encourage them to be flexible. Without a plan, however, they will lack credibility and exceptions will become the norm.

Add comment November 3rd, 2009

Online book study group: A Sense of Belonging

If we invest in beginning teachers up front and provide them with more support in the beginning of their teaching career, then we will reap the payoff in the long run—skilled, thoughtful, reflective, and energized educators who are essential members within our collaborative learning community and committed to student learning and achievement.

A Sense of Belonging
In her new book, A Sense of Belonging: Sustaining and Retaining New Teachers, Jennifer Allen offers research-based, practical ideas on how to support new teachers while honoring and celebrating the innovation, idealism, and enthusiasm they bring to the classroom.

Join fellow teachers, literacy coaches, mentors, and principals in our online book discussion group as you read A Sense of Belonging, and discuss your thoughts and insights on how schools can offer sustained support for new teachers. Share what worked in your school, or for you personally, and what didn’t work.

The discussion will be moderated by Janice Driscoll, principal of Midlakes Intermediate School in Clifton Springs, New York, and starts on Thursday, September 17. Janice will guide the discussion, ask questions, and respond to comments. To participate in this free group:

  1. Order the book by Thursday, September 3 for guaranteed delivery by Tuesday, September 15 (see free shipping offer below). You can preview the entire text on our Web site.

  2. Visit the discussion group’s home page on the social networking site Ning.

  3. Click the Sign Up link in the upper right part of the page to become a member of Stenhouse on Ning. After completing the form, you’ll be redirected back to the group’s home page, which should now display +Join Book discussion: A Sense of Belonging near the top. Click that link to join the group.

  4. In the Discussion Forum window, click on a topic or thread that you would like to read or respond to. The moderated discussion will begin on September 17.
    *Free shipping offer extended*
    We’ve extended free shipping on A Sense of Belonging to Thursday, September 3. Just enter the discount code NLQ at the bottom of the “Summary” checkout screen at Orders placed by September 3 will be shipped for delivery on or before September 15.

Add comment August 28th, 2009

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