Preventing Distress and Burnout--A Project That Worked: The New Teacher and Teacher Aide Project.

Autor/in	Foster, Herbert L.
Titel	Preventing Distress and Burnout--A Project That Worked: The New Teacher and Teacher Aide Project.
Quelle	(1982), (13 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Aggression; Beginning Teachers; Crisis Intervention; Desensitization; Discipline; Inservice Teacher Education; Parent School Relationship; Personality Problems; Prevention; Problem Solving; Secondary Education; Secondary School Teachers; Student Teacher Relationship; Teacher Administrator Relationship; Teacher Aides; Teacher Attitudes; Teacher Burnout; Teacher Orientation; Urban Education + Suchen Sie Ihr Suchwort? Junior teacher; Junglehrer; Krisenintervention; Desensitisation; Desensibilisierung; Disziplin; Lehrerfortbildung; Parent-school relationship; Parent school relationships; Parent-school relationships; Parent-school relation; Parent school relation; Eltern-Schule-Beziehung; Prävention; Vorbeugung; Problemlösen; Sekundarbereich; Handreichung; Lehrerhilfe; Lehrerverhalten; Burnout-syndrom; Burnout; Teacher; Teachers; Burnout-Syndrom; Lehrer; Lehrerin; Orientation; Lehrende; Orientierung; Stadtteilbezogenes Lernen
Abstract	The New Teacher and Teacher Aide Project, a joint venture of the Faculty of Educational Studies, State University of New York at Buffalo and the Buffalo Public Schools, was designed to help new secondary teachers of disadvantaged youth in an inner-city school system. The project had four components: (1) a pre-program orientation; (2) small group meetings; (3) a crisis service; and (4) topical workshops and meetings. Orientation, prior to the opening of school, consisted of panel discussions involving students, parents and principals, and second-year teachers and a session devoted to helping new teachers plan their first week of school as well as desensitizing them to student behavior problems and improving their ability to communicate with the inner-city student body. Small group discussions were problem centered and dealt with the teachers' concerns. Personality problems and specific classroom problems were discussed, and attempts were made to help participants deal with personal feelings and attitudes that might influence or interfere with classroom procedures. Discussions centered on the issues of: (1) problems with discipline; (2) dependency, anxiety, and sexuality in children; (3) problems in teachers' handling of their feelings of hostility; (4) discouragement over working in a difficult situation; (5) racial feelings; (6) problems with the school's administrative hierarchy; (7) problems in obtaining help of school psychologists and social workers; and (8) problems relating to parents and older teachers. An ongoing crises service was established to enable teachers to call upon staff members about personal or professional concerns any time of the day or night. Topical meetings and workshops were built around areas of stress that appeared to be paramount among the staff. Two workshops were organized dealing with aggression and violence in the school and drug problems. (JD)
Anmerkungen	Institute on Classroom Management and School Discipline, Room 17 Baldy Hall, SUNY/Buffalo, Amherst, NY 14260 ($2.00).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC