| You've thoughtfully planned your lesson down to your | | | | in a CERTAIN Way, and let's see what happens. Don't |
| classroom management steps and how you will | | | | let a difficult experience with a student eat at your |
| respond to a difficult student. But you are still feeling | | | | self-esteem. Remember, for every problem, there are |
| shaky. What will happen if you don't succeed. | | | | solutions. If you are still finding yourself with the jitters, |
| Every new teacher needs a pep talk once in a while | | | | here are a few tips to help build the confidence you |
| to help build confidence. Having a supportive mentor is | | | | need to succeed with your students. |
| important, but the real work begins with yourself, which | | | | - Stick to your lesson plan, but be flexible to ongoing |
| happens even before you step foot in the classroom. | | | | issues like rearranging students. |
| What would your lessons be like if you were | | | | - Be open to trying new things that will build your |
| CERTAIN of your ability to teach? How would you | | | | confidence: one-on-one talks with students, teachers, |
| engage your students if you always believed in | | | | administration and parents can prove to be highly |
| yourself and your belief your lesson will succeed? | | | | effective when you are trying to solve a problem. |
| Just for today, carefully consider what you need to do | | | | - Believe that your consistency will help you in the long |
| today in order to reach your goals. Then take these | | | | run as you deal with difficult students. |
| actions in a CERTAIN Way. Plan your lessons and | | | | - Believe in your ability to be patient as you give |
| believe that however you decide to teach, is the right | | | | students the time they need to process new |
| path for your students. You cannot know in advance | | | | information. |
| the outcome of a lesson; that is why you need to | | | | - Believe in the power of diversity. Varied lessons |
| constantly experiment so you can build on previous | | | | maintain student interest. |
| success. You WILL experience discipline problems and | | | | - Believe that learning from the good is just as |
| difficult lessons, but these experiences should be | | | | important as learning from those not-so-good days. |
| separated from your self-esteem. | | | | - Finally, believe in student autonomy. Students can |
| Don't judge yourself wrongly because you didn't reach | | | | give themselves a grade for areas for those kinds of |
| a difficult student. Just for today, aim to teach a | | | | behavior you want to try to promote such as: working |
| successful lesson. Students will bloom so long as you | | | | on task, contribution, handing in work and on time, |
| believe in their ability to succeed. Realize that you have | | | | coming to class on time, completing homework. |
| everything you need right now to be successful. | | | | Remember, you can take control in the classroom! Try |
| Anything else you may need will come to you just as | | | | it! |
| you need it. Thoughtfully plan out your lesson. Then act | | | | |