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Ruby K. Payne - Before You Quit Teaching: Tools, Resources, and Hope for New Teachers In High-Poverty Classrooms

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Ruby K. Payne Before You Quit Teaching: Tools, Resources, and Hope for New Teachers In High-Poverty Classrooms
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Before You Quit Teaching: Tools, Resources, and Hope for New Teachers In High-Poverty Classrooms: summary, description and annotation

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Bad news first: Teachers, especially new teachers, are often undervalued, underequipped, and unprepared for the reality of high-poverty classrooms. The result is frustration, fear, and a loss of idealism and enthusiasm, fatal flaws for someone facing 30 fourth-graders and a besieged principal every day. Hopelessness can set in fast. But before you quit, realize this: Not only can you survive, you can experience the joy and satisfaction you expected when you first decided to teach. Besides, your students need you.

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Selected Bibliography Alinsky S 1971 Rules for radicals A pragmatic - photo 12
Selected Bibliography

Alinsky S 1971 Rules for radicals A pragmatic primer for realistic - photo 13

Alinsky, S. (1971). Rules for radicals: A pragmatic primer for realistic radicals. New York, NY: Random House.

Callahan, R., with Trubo, R. (2002). Tapping the healer within: Using thought-field therapy to instantly conquer your fears, anxieties, and emotional distress. New York, NY: McGraw-Hill Education.

Clifton, J. (2016, May 11). Millennials: How they live and work. Gallup. Retrieved from https://news.gallup.com/opinion/chairman/191426/millennials-live-work.aspx

Covey, S. (1989). The 7 habits of highly effective people. New York, NY: Free Press.

Deaton, A. (2018, Jan. 24). The U.S. can no longer hide from its deep poverty problem. The New York Times. Retrieved from https://www.nytimes.com/2018/01/24/opinion/poverty-united-states.html

Dias-Lacy, S. L., & Guirguis, R. V. (2017). Challenges for new teachers and ways of coping with them. Journal of Education and Learning, 6(3), 265272. doi:10.5539/jel.v6n3p265

Field, G. (1986). The psychological deficits and treatment needs of chronic criminality. Federal Probation, 50(4), 6066. Retrieved from https://psycnet.apa.org/record/1988-10918-001

Jay, M. (2013). The defining decade: Why your 20s matter. New York, NY: Hachette.

Karpman, S. (1968). Fairy tales and script drama analysis. Transactional Analysis Bulletin, 7(26), 3943.

Krueger, P. M., Jutte, D. P., Franzini, L., Elo, I., & Hayward, M. D. (2015). Population Health Metrics, 13(6). doi:10.1186/s12963-015-0038-0

Lareau, A. (2003). Unequal childhoods: Class, race and family life. Berkeley, CA: University of California Press.

Mind Movies. (2019). Homepage. Retrieved from https://www.mindmovies.com

Morris, A. S., Robinson, L. R., Hays-Grudo, J., Claussen, A. H., Hartwig, S. A., & Treat, A. E. (2017). Child Development, 88(2), 388397. doi:10.1111/cdev.12743

Payne, R. K. (2006). Working with parentsbuilding relationships for student success. Highlands, TX: aha! Process.

Payne, R. K. (2006). Working with students: Discipline strategies for the classroom. Highlands, TX: aha! Process.

Payne, R. K., & Tucker, B. H. (2017). Research-based strategies: Narrowing the achievement gap for under-resourced students (rev. ed.). Highlands, TX: aha! Process.

Payne, R. K. (2018). Emotional poverty in all demographics: How to reduce anger, anxiety, and violence in the classroom. Highlands, TX: aha! Process.

Payne, R. K. (2019). A framework for understanding poverty: A cognitive approach (6th rev. ed.). Highlands, TX: aha! Process.

Procedures check for secondary teachers. (n.d.). Retrieved from https://www.stcloudstate.edu/ignite/_files/documents/classroom-management/procedures-secondary.pdf

Schleckser, J. (2017, November 21). If you work with your mind, there's no retirement for you. Inc. Retrieved from https://www.inc.com/jim-schleckser/there-is-no-retirement-and-thats-a-good-thing.html

Sheehy, G. (2006). Passages: Predictable crises of adult life (30th anniversary ed.). New York, NY: Ballantine.

Walker, R. J. (2008). Twelve characteristics of an effective teacher: A longitudinal, qualitative, quasi-research study of in-service and pre-service teachers opinions. Educational Horizons, 87(1), 6168. Retrieved from https://files.eric.ed.gov/fulltext/EJ815372.pdf

Introduction: If I Can Do It, You Can Do It

tldr The first two years are difficult for everyone Even colleagues can be a - photo 14

tldr: The first two years are difficult for everyone. Even colleagues can be a challenge. With mentorship, there is room for growth and advancement in the education profession.

The first two years of teaching are simply SURVIVAL. My own experience was no different than many others.

I had always wanted to teach. I never played with dolls the way you were supposed to, by making a little family and playing house. Instead, I would line them up in neat rows and teach them lessons in English and history.

My student teaching experience in a middle school was brutal. It was so stressful that I would throw up many mornings before I went to the school. My supervising teacher was callous and uncaring toward me, toward the students, and, as I later learned, toward her own children.

The way the program was supposed to work was that you were to student teach for - photo 15

The way the program was supposed to work was that you were to student teach for six weeks. The first week you were supposed to do one class, the second week two classes, etc., until you were teaching a full day. That is not the way mine went.

The first week I was there the supervising teacher said Okay starting next - photo 16

The first week I was there the supervising teacher said Okay starting next - photo 17

The first week I was there, the supervising teacher said, Okay, starting next week you will teach all day, all six classes. This is a break for me. And, by the way, I am way behind on grading, and she gave me a stack of papers to grade that was two feet high. Last, but not least, she told me that I would occasionally need to babysit her children on the weekends! I was waiting tables at the time and could make up to $100 in tips on a good night. For a 34 hour evening of babysitting, the supervising teacher would give me $1. But I babysat because I really wanted to teach, and I wanted a good recommendation.

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