By using easier texts with known vocabulary, I was also able to teach and manage the classroom more effectively.

In my classroom, I had many struggling ELLs. Depending on where you teach, your school may "categorize" ELs soely in terms of achievement. Typically, these students are considered "borderline" according to school standards and have reading strategies that are below par. Some are too intimidated to read beyond the first few sentences of a given text.

But the right text type can facilitate vocabulary learning and comprehension, which improves fluency. If you would like to learn more about how to help struggling readers, the Wilson Reading Program provides an extensive and quality education on the subject.

Use Easier Texts With Known Vocabulary

According to Diane M. Barone and Shelley Hong Xu, authors of Literacy Instruction for English Language Learners Pre-K-2 [Guildford Publishing, 2007] the role of vocabulary knowledge is crucial for helping ELLs develop fluency. And although this book focuses on the K-2 level, this principle applies all throughout the language learning spectrum.

Choosing texts for practicing fluency should take place once ELLs have already managed to read the targeted words with greater understanding; the focus on developing fluency involves practice with easy texts in which all the words are familiar.

If texts or passages initially appear too difficult for ELLs, the teacher can facilitate fluency by reworking the structure or vocabulary of the text in order to increase active reading practice.

Fluency Building Strategies for Struggling ELLs

When introducing a new text, teachers should aim to expose students to all types of texts, including shorter varieties such as dialogues, songs, poems, advertisements, and greeting cards. Teachers should also preview text structure to aid ELLs in overcoming challenges related to comprehension (Barone & Xu). Here are some fluency building strategies that help struggling ELLs with the process of closing the reading gap:

* Use texts on motivating topics that relate to students’ background knowledge.
* Simplify language structure, syntax, and semantics.
* Provide sufficient vocabulary preparation prior to having students work on the text.
* Rewrite difficult sentences to make them less ambiguous.
* Link reading tasks with at least one oral activity such as echo or repeated reading.
* There should be a 50-50 balance between texts and activities.
* Develop pre-middle and post reading tasks
* Accompany texts with glossed words in an easy-to-understand context.
* Identify different reading strategies for different texts

Struggling ELLs need a variety of exposure to and practice with texts that are motivating if they are to become fluent readers. Meaningful vocabulary and reading activities motivate and engage ELLs. The choice of materials has important implications for giving ELLs the tools necessary for becoming fluent readers.

Dorit Sasson is a thought leader to teachers who want to empower their students - one step at a time! She helps teachers uplevel their teaching and their success. Her speciality is presenting workshops for teachers of English Language Learners and issues of new teacher support. If you are ready to take your teaching to the next level, you can sign up for a F.R.E.E. subscription at http://www.DoritSasson.com

Are you doing all that you can to integrate your English Language Learners? (ELLs)

ELLs who are not integrated in the classroom, will feel an academic disconnect from what's happening.

This is why it is crucial to know what these ELLs are struggling with.

Do you know what their cultural, emotional and social struggles are?

Do you know if these struggles often get in the way of their academic success?

Do you know if they are having academic problems with other subjects?

When you know the answers to these questions, then you can help these students succeed by structuring activities a bit differently for them.

Here are some ways to help build academic success:

1. Use small group instruction

The benefits of small group instruction allow for more student-teacher interaction as well as opportunities for students to become much more involved in the general education classroom. In a small group setting, teachers can provide guided practice which can motivate and support struggling English language learners.

2. Use a "buddy system"

Pair an ELL is paired with a native English speaking student. This eases isolation and helps an English language learner adjust to his/her new classroom. Use also pair and trio work where one child speaks the English language learner’s mother tongue and is more proficient in English.

3. Use Small Group Teaching Skills

Teachers may find they need to diversify their instruction by providing more guided practice in areas of reading support. For example, when teaching ESL reading skills, teachers may find they need to include more in-depth reading strategies than they would ordinarily do during whole class instruction.

4. Incorporate Theme Units Based on Multicultural Content

This helps ease their cultural and social isolation by planning motivating lessons that incorporate the theme units around an ELL's country, national food or culture. This also helps to create a classroom community.

Need more help?

You can also download one or more of my special reports on teaching English language learners either as a single report or part of an ebook, Tips and Tricks to Survive and Thrive in the Classroom: Practical Activities Made Easy.

It occured to me that we are always looking for the way to reach the best results in the fastest way possible. Even kids seem to learn from our modeling early on .

My son may have seen this street as "the shorter way," but in fact, it was the most picturesque with its budding gardens and quiet alleys away from the main street traffic.

It took a long time for my head to quiet down from my busy day. I kept going back to the parts of my day that made me feel stuck - the actions I was actually doing to help move my writing and teaching goals forward every day.

And then I thought, "If only I could take the faster route home!" out of habit. I was focusing on results and outcomes, not process!

Even though it was just an ordinary walk home, that opportunity could have offered "a different approach" as a "way in" had I allowed myself that gift.

Most of the time, we don't give thought to how we do things - we just end up doing them in the fastest and easiest way possible. But in doing so, we compromise on other opportunities or other ways of seeing and doing.

I had become so used to taking the "same path home" and that even when I was "stuck" with snag moments as a writer, teacher and mom, I still ended up taking the "same path home."

The fast lane syndrome will always give you the same results - fast and predictable because you're thinking too fast and far ahead - a 100% recipe for feeling stuck. You're caught up in the moment and for all professionals, caregivers/parents who want to keep their fresh and creative juices flowing, this is the hardest challenge of staying productive AND creative.

Here's a little tip - Try identifying with the situation without expecting or even attaching an outcome or desired result. Just go with the moment and allow yourself to realize that you have all that you need to succeed and there's no need to be dependent on results. Results come when we are at peace with our own motivations. When we do this consistently, we increase our chances of not running down that "stuck" road again because we've upleveled our way of thinking into something more positive!

For example, if you are faced with a chatty group of students who are making you nervous as they challenge your authority, say (or think) to yourself, "this is just another way to challenge my authority as a new teacher." Stop, recalculate your steps, take a breather, and ask your students to reflect on a few questions that can perhaps pull them out of the moment. Or maybe offer a brainstorm activity where everyone can participate on his/her own level around a concept that has been causing them problems.

If you're a writer and mom (not easy to balance!) who is tired writing about the same topics, look at your own experiences - what struggles and problems are you experiencing right now? Chances are, these are problems that other writer moms are facing as well and want to hear more about.

If you're a business coach wondering how you will help get your clients create business strategies consistent with their goals, do a pre-assessment of their needs. Better yet, ask them what areas they would like to see consistent and steady growth and what steps you can take to help them meet their quarterly, monthly or annual goals.

Since you're a motivator, you know that anything important requires consistent and persistent steps - the best way to avoid getting stuck!

So... try it!

Historically, teaching has always been an isolated profession, and the worse thing for a new or veteran teacher's professional development is to work in isolation.

More and more teachers are slowly realizing that if they don't jump on the bandwagon of collaboration, they will get the same results they have always gotten. Frankly, I can't see how anyone cannot afford to collaborate when teachers are expected to do and perform more than ever before.

Remember Collaborative Practice for Equity

When we view teaching our own kids, we are in "survival" mode. When we start to view the kids we teach as "our" kids, then we are in "thrival mode." This differentiates the teacher who just wants to get through the day and the one with a vision. When we allow ourselves to enter a mindset of teaching as "my kids are your kids, are our kids," we are doing the kids we teach a HUGE favor. My success is also another teacher's success and thus, the school's success. Do you see where I am heading? [See also BIGGER picture below]

So before I leave you with some tips and tricks, I'd like to share with you a story.

Ten years ago, I had a dream to "thrive" at a Regional High School in the North of Israel. I was in my fourth year of teaching (I guess you could say I was a "new teacher") and I wasn't just in it to "survive." So I planned my intention to succeed with a very challenging but bright 11th grade EFL (English as a foreign language) classroom and for some reason, many native Israeli born teachers didn't think I could succeed with this particular class. I never felt more isolated in my life!

At the time, the Ministry of Education implemented a literature and oral research project that my 11th grade students would need to complete. I designed a unit on endangered animals where students would need to gather research and create a powerpoint in small groups.

I was immediately taken to the wonderful possibility of incorporating English language teaching and technology for purposes of motivating them. As I acquired more and more experience learning the tools of the trade with this challenging class, there was a voice in me that didn't just want to prove all those teachers wrong, but to help get them on board with technology. Many were deep in "complaining mode" about how unmotivated many of their students were.

I saw collaboration as my ticket in.

It would be the perfect time to create a collaborative that would involve teachers from other subjects to jointly plan instruction and assessment together. Fortunately, the principal supported me, but nobody seemed the slight bit interested. Finally, I found a genuinely open teacher who was not only progressive in her thinking, but had already lit a flame with alternative assessment with the teachers in her group, and our forces came together right where they needed to be.

So on that note, what can you do to collaborate more effectively even when the teaching conditions are sour and there seems to be no way out.

Start UPLEVELING Your Teaching with these five Tips:

Collaborative Planning: What to Do and How to Do It?

1. Always recognize the BIG picture. As teachers, we need to SEE The BIG picture of this new "wave" of collaboration with both a "feeling" and "thinking" mindset. If you are having trouble trying to SEE the bigger picture, think of successful collaborative relationships you have had in your life - both personal and professional. What made these relationships successful?

2. Start Small.

The biggest question facing all teachers is TIME. If you have a planning hour or even just 15 minutes to collaborate, that is a good beginning.

In this schedule, work with bite size information, but choose your priorities wisely. The first obvious place is to look at the gaps between your teaching and your students' achievement.

Maybe you need to discuss with an ESL teacher more strategies on how to differentiate instruction or teach vocabulary more effectively? Then co-developing instructional material may be the first start.

3. Begin a simple dialogue among teachers.

A simple dialogue could be: "Do you teach student x?"
"How do you find him/her learning (such and such)?"
Keep the dialogue small and on target with your agenda.

This dialogue could go virtually (via email) or face to face. I've had teachers tell me that an email dialogue is difficult to maintain without dedication and persistence. This is true, yet it could very well be a supplement to what happens at school.

Don't be afraid to share your professional and personal successes. This is also an "door" to establishing a dialogue. That same teacher might have been struggling with a similar teaching/instructional issue and you just might have given that teacher a "way in."

4. Choose one teacher with whom you could collaborate and co-teach.

When I first started teaching EFL at an elementary school, I was the only English teacher. I had to go out of my comfort zone and find a mentor who also helped me plan curriculum and activities for our school's English Day back then.

Had I not took a step out of my comfort zone, I would have stayed isolated. The key for you is to create more opportunities to interact professionally, not only to interact socially. Venting about a bad lesson is human (and important), but it will not lead you to create more valuable partnerships. When teachers have more opportunity to interact professionally, they build partnerships which will help "extend" your career in the best possible way, without experiencing burnout due to isolation.

Once you find that "someone" and (use your best judgment and intuition here), create opportunities to co-teach. Co-teaching will relieve you of some of the pressures and you'll share responsibility for planning, delivering and evaluating instruction for a group of students, some of whom have exceptional needs. From experience, I've found that when two minds "think" alike, they usually want to plan, teach and assess alike, too.

5. Think outside the box.

Collaboration is one of those areas that can be time consuming and arduous due to mainly time constraints. Also, many schools don't have guidelines on how to collaborate, making it increasingly difficult for teachers to just start collaborating.

Depending on where you are though on the collaborative journey, you'll want to come up with interesting and creative ways to collaborate. After all, you're collaborating for the sake of your students' academic success!

Collaboration, like anything worthwhile, is an investment and can make all the difference between an isolated and supported teacher. There's nothing like a collaborative plan to help get you started. Start small with these tips, and you'll see big differences in the long run.

Try it!

But I was also surprised to see how removed people were from their immediate environment. In Israel, people are very "wired" with each other – that's part of living in a country where is constant political turmoil yet, there's a social component.

When I returned to the States, I felt this "social" distance cut through me like a knife. After getting over the initial culture shock and readjusting the reality and what it would take for me to successfully live in, I thought, "Now if I could just get over the feeling of being an outsider?" Ironically, the more people I had met in Pittsburgh, the more isolated I felt. There wasn't a day when I thought, "I'm going to go back to Israel!" I knew it would be difficult living in the States, but I didn't think it would be THAT HARD!

Cultural isolation is something that all people feel to some degree. The world is a big place and if you're living in America, you know how isolating it can be especially if you have lived in another country that works a bit more traditionally.

But then there are other forms of isolation that don't have to do with living in another country? Being a new parent and moving to a strange town, being a new employee, and learning how to survive and thrive as a new teacher with students from diverse backgrounds? You don't have to have experience living in another country to feel culturally isolated. Culture varies. But what happens when we get stuck in our own feelings of being "an outsider," is that we feel we "don't fit in" and we end up getting "stuck" in our own emotional prisons. We don't feel we are "understood" by others. The power of our own story and who we are is our own truth.

Be FREE of Those Emotional Barriers to Enhance Your Own Growth

Think Creative! (C)

At first, I realized that there was nothing in my own immediate environment that was familiar. This caused a cultural roadblock of major isolation and depression. I could complain how awful this felt to me, or I could act on different ways to make changes. I started writing about my life story and eventually created a blog that would help me reunite my feelings in words. It was much better than complaining!

Think Story! (S)
Well, I know what you must be think - who would be interested in reading and learning my life story. Why would anyone care?
Now I want you to know that there is nothing worse than feeling a victim. It takes lots of emotional courage but when we ar able to overcome our own social isolation, we can bring change in a very creative way to the universal learning environment. For me, that change was beyond cultural boundaries and being able to come full circle again.

What Kind of Change Were You Meant to Bring?

In which areas and patterns are you still stuck?

Our own isolation requires us to view it as something that is a non-creative element and requires creative change. Maslov's "Hierarchy of Needs" states that it is only through the top tier of
"self-actualization" that we can make change. So to put this in practical and realistic terms, if you envision yourself as a thought leader and yet are in a state of transition because you just moved to another townor country, you can find yourself in some serious conflict between the lower tier of "physiological needs" and the top tier of "self-actualization" because you realize that in order to get to the top, you need to know you feel emotionally and physically safe and secure in your new setting as you readjust to a new social environment.

Back to My Life Story

After starting a blog and sending out non-fiction and fiction pieces that had an autobiographical slant, I felt I was more armed to make sense of the social and emotional newness of living back in the States, a country I had virtually never thought of returning to prior to the Second Israeli-Lebanese War. After all, why should we? I had everything I and my family needed. a strong support network, family, paid holidays and vacations, a great environment to raise our son...

But when the war erupted, we knew we had no choice but to find a stable professional future. And when the war finally died, so went all of our hopes, dreams and desires to stay in our country. Now I know what refugees go through! It was a HUGE sacrifice to leave.

Thrive not just Survive

For the first few months and year, I was in survival mode. I didn't have the relationship building and mindset to think beyond survival. I was always a writer and a thought leader at heart, but never thought about my own "thrival." I was in a uniquely challenging position.

to make a long story short, what "saved" me was a deep will and desire to do something creative with my isolation on both a social and professional level, so it wouldn't take the forefront.

And these are the creative lessons, "gems," "tips and "wisdom" I have learned from the power of writing and sharing my life story to integrating elements of my own "coming of cultural circle" to help me feel more connected on many different levels.

Many teachers may not realize it, but teaching adult learners requires a similar teaching mindset to that of children. There are quite a few similarities, but here are some of the major ones.

1.Respect for the abundance of learning styles
2.SHOW don't TELL new and "old" Information
3.Use personal stories to bring out humor, trust and compassion

When faced with a new concept or skill, adults can lose interest (just like children) very quickly. But unlike children, they need to know the practicality of what you are teaching, how the information will help them and what's in it for them in the long run.

1.Learning Styles – auditory, kinesthetic and visual learning styles are helpful ways to zoom in on important concepts and skills that helps facilitate learning. Academic courses tend to be abstract in concept, which is why it is so important to consider the different ways students "take in" information.

2.SHOW don't TELL – A good story shows through a series of actions and descriptions, more information about the characters to engage the reader more deeply in the reading experience.

Similarly, in our teaching practice, we need to avoid at all costs what I call, "lecture mode" – it is quick recipe for losing our students whether they are 5 or thirty five.

Use physical and visual support. Recently, I read a text aloud that had to do with pine-cones and pine-needles. Many of my adult ESL students had no cultural background knowledge of these items from their home countries.

Luckily, I was able to bring in pine-cones and pine-needles from a nearby park, and I let the students feel them and smell them up close as I read aloud from a story or reference text. It's a great way to add direct experience to the virtual experience of reading.

Building physical and visual support is crucial for building background information. What my ESL adult learners already know about my subject matter indicated how well they will learn new information.
For children and for ELL students, the same concept holds true. When ELL students are just beginning to read, they need to know the words and concepts first. So you would work with ELLs and pre-teach this content to give them the necessary background and vocabulary.

3. Use and encourage personal stories to bring out humor, trust and compassion

Whether we have lived abroad for an extended period of time, or we feel isolated because we have just moved to a new place, sharing "snippets" of our life story can help turn an "emotional disconnect" into something unique, empowering and emotionally uplifting. Encouraging students to write and share their life stories can become that "language" that crosses cultural, social and linguistic barriers because both our own and our students' life stories are based on experiences that are universal "truths" to everyone.

So if you're as serious as I am about teaching your adult learners, try these tips. I guarantee you'll watch their participation and engagement soar as you personalize more of your content to suit their learning needs.

Try it!

For teachers, April is a hopeful sign of a new beginning - with just a few months left of the school year, it's time to evaluate your progress and where you are headed.

If you haven't done so already, you need to have a working checklist for your teaching career.

As a teacher trainer, I meet many young people who want to become teachers. They all know how important it is to stay on the ball with classroom management, but the problem is, they think in "survival" mode. I call this the "panic zone" mode. The minute something is not going right, then everything is not going right and that creattes more anxiety and setbacks.

As a new teacher, I had lots of setbacks but what immensely helped me tackle the challenges of each day was my emotional checklist?

No, I'm not talking about was to develop Fear and panic often guide them from day to day. Instead of asking themselves, "How can I manage my own emotions so I can teach successfully?" These are the kinds of things that are NOT taught in teacher education programs and they SHOULD be, because the hardest thing for a new teacher to do is to manage their own emotions (fear, anger, frustration, feelings of powerlessness) before they begin to manage the behavior of their own students. After all, we are talkinga bout humans here - some of whom can barely manage their own emotions, so we need to be at an emotional equilibrium if we want to uplevel our teaching career.

Here is a tip to help get you started. If you want to make sure you are on track with your own emotional goals, be sure to get the checklist NOW by becoming a member of the New Teacher Resource Coaching Center - the first month is FREE and the sign-up is Easy-Peasy!

Stepping into New Emotional Shoes
When you wake up in the morning, do you imagine the dread of facing your class - the emotional baggage of the previous lesson? This negative energy pulls you down, and keeps you in SURVIVAL MODE. You're hoping that something will change, but nothing has because you haven't given yourself the opportunity to imagine a different way of responding to a negative student scenario. And believe me, students can be VERY negative to their teachers! (as you probably already know)

What stops you from starting the day in a fresh new way?

I won't just throw checklist after checklist at you, but explain a few of the pointers as to why these things WORK! And trust me, they really do! They have for me and they will for you!

For example, check these items off as you complete them for your to-do list today.

Here's the first secret -

___ I play "mental dress" up every day.

Explanation: I spend at least five minutes before I do anything else and imagine how it would feel to teach effortlessly without discipline problems.

"When you come FROM a state of being, you need to have nothing in order to begin the process. You simply select a state of being, and then come from that place in everything you think, say, and do. But because you are thinking, saying, and doing what only a person who is being happy, contented, or whatever, thinks, says and does, the things that a happy or contented person winds up HAVING come to you automatically."

- Neale Donald Walsch, best-selling author of Conversations with God

When I play "mental dress up" - I act with intention. I act that I AM a confident teacher and I won't let fear and panic set in before that day's teaching. I played with my intention to approach teachers and speak to them in Hebrew (not my first language) about students that weren't cooperating with me.

I found that these results help me get over the initial slump of "I'm not making it, so what do I do?"

In teaching, you are your own best emotional resource, because teaching is so individual and it's so hard to give emotional advice.

If you want to download your copy of an emotional checklist, you'll need to sign up to become a member. The first month is FREE!

Click here to become a coaching member and receive 24/7 coaching resources

1.) Having students share their life story.
This is a great lesson that you will find many parents are more than willing to help their children out with. Start by having your class take home a sheet of paper, with questions along these lines:
• What is my nationality? This gives children the chance to discuss whether they are Irish American, Lebanese, Mexican American, Bengali, Native American, Asian American, African American, etc.
• Where was I born?
• Where did I grow up?
• Who are my parents/guardians and what do they do?
• What does my family do together at home when we're not at school?
• What kind of food do I eat at home?

You can come up with other creative questions as well to help your students best share what their life outside the classroom is like. Once the child has completed the questionnaire, he or she should prepare to talk about it in front of the class, or as an alternative, all the students can remain seated, going around the room and sharing from their questionnaire.

2.) Having students expound on their nationality.
Piggy-backing on the life story project in which children share about their nationality is a project where students are asked to do some online or library research on the countries or people groups represented in their ethnic background. For instance, if a child's nationality is a mixture of German and French, a student would research those two countries and answer questions about what life is like in that country. Good questions would be:
• What foods/dishes are popular in this country?
• What games do children play in this country?
• What are some major holidays in this country?
• Name an important tradition in this country.

3.) Assign a genealogy/ family tree project.
Ask your children to complete family trees, complete with the cities or countries their grandparents and great-grandparents lived in. Ask them to bring in photographs or memorabilia of their ancestors if possible and perhaps talk a bit about what life was like in the era of their grandparents and great-grandparents and what languages they might have spoken.

4.) Designate a month or week to a particular cultural group/segment of society.
Black History Month offers a fantastic opportunity to focus on the positive contributions African Americans have made in our nation, and many teachers take full advantage of this opportunity. International Women's Day is another excellent occasion to focus on the contributions of women, but there are countless other cultural groups and segments of our society that don't have a well-known day or month designated for them. You can designate any month to a cultural group and tie it in with a well-known holiday in that culture. For instance, in the first week of May you can focus on Mexican heritage and assign special projects around Cinco de Mayo.

5.) Sharing Family Traditions.
Last but not least, you can ask your students to come prepared to talk about family traditions. This gives students the chance to share what church, synagogue, mosque or temple they might attend regularly, if they go hunting and fishing with their dad, if they go out of state or the country every year to visit family, etc.

For more great information on teaching diversity in the classroom, check out some of the lesson plans, activities and professional resources offered by Scholastic on the topic here.

By-line:
Mariana Ashley is a freelance writer who particularly enjoys writing about online colleges. She loves receiving reader feedback, which can be directed to mariana.ashley031@gmail.com.

Classroom management is probably one of the things teachers struggle with on a consistent basis in regards to teaching. Having patience and skills is necessary to become a successful classroom manager.

Every new teacher needs a classroom management plan which will lead to a positive learning atmosphere. A management plan should be in place before any teaching begins. Knowing how to deal with discipline problems is part of effective classroom management. Often, discipline problems result from a new teacher diminished confidence in one or more areas of his/her ability to successfully manage a classroom.

"Educators, administrators and experts all agree that the ability to calmly control student behavior in order to create a cooperative learning environment can make or break a new teacher's ability to be successful," Sasson states.

While there is not one particular method for managing a classroom, experts agree on a handful of guidelines: teachers must be consistent in their message and consequences, lay a strong foundation of expectations early in the school year, follow through with set consequences when students misbehave and stay on track without giving into distractions.

Maintain a Consistent Message and Consequences

Students must understand first that teachers care about them, but that teachers are in control and will stand firm on the class rules. For example, if a teacher states the next person who talks in class will be required to do an extra homework assignment, the teacher needs to be sure to give a student the assignment for the next student who talks. When teachers communicate a consistent message, students realize the teacher is in control and are less likely to act up. Simply put, students won't challenge a new teacher's authority when there is not a need.

Create Strong Foundation of Expectations

An effective classroom management plan needs clear systems to help students become more self-directed in their learning and behavior. Teachers should set up expectations for success so students always know exactly what to do for every task, rule and procedure. All throughout the year, teachers should teach and reinforce those rules and procedures on a regular basis.

Students learn at a higher level when they know what is expected of them. In the beginning of the school year, teachers should spend much more time reinforcing rules and procedures than on actual teaching. Also, be sure to reinforce the rules and procedures as deliberately throughout the remainder of the school year.

Follow Through With Set Consequences

If teachers don't follow through with set consequences, larger problems can arise. From the start, misbehavior should be deal with quickly. Teachers should determine a range of consequences (maximum of five) and always begin with a warning. Teachers should state the consequences in clear and specific terms so that students will know what type of punishment they can expect if they break a rule.

Teachers should relate the consequences to the rule as directly as possible.

For new teachers, the challenge can be how to implement an effective classroom management plan. By maintaining a consistent messages, creating a strong foundation of expectations and clearly showing the consequences, a new teacher can have control over the classroom , which makes a positive learning experience better for the teacher and students.

Today in the realm of assessments and evaluations, just one bad lesson can leave the bravest of teachers feeling inadequate in the classroom. Teachers are not alone. Most entrepreneurs and business owners go through similar situations in their work day.

You love your job but you just wish you had someone to guide, motivate and support you through those rough times. Well, you can by hiring a coach whom you can consult with, and learn from the experience and insight of other successful teachers.

Coaches can facilitate the process of setting goals and create an effective plan to accomplish the goals.

Coaches can assist you with productivity challenges and help you create win/win relationships by connecting you with other people who will inspire and support you.

Also, with a coach you are able to see your own strengths, weaknesses and career path much more clearly. Using a coach can have a great impact to allow you to become a better teacher for your career.

The Reality of the Teaching Realm Today

The data reveals that many new teachers are actively seeking out coaching or mentoring support in areas such as classroom management and lesson planning; however, this style of support is rarely available. And in today's society, most people (including teachers) don't like to admit the need for help. The classroom environment new teachers are working with tough teaching conditions with almost no form of support, causing them to feel even more frustrated and ineffective. Many schools do not even have a mentoring system in place, which further exaggerates this problem.

When new teachers step into the classroom for the first time, they are usually shocked by the disconnect between what is being taught and what is really happening in the classroom.

Teachers are longing to showcase the "how" instead of the theoretical "what." However, teacher education programs still have a long way to go in terms of preparing teachers for what is surely, one of the most difficult jobs in the world.

A Simple Yet Powerful Solution

This is where a teacher's resource center or coaching club can be an ideal solution. It can offer coaching and mentoring resources and benefits all in one. Teachers can access to the membership site when the time best suits them and they can receive exceptional support, encouragement and knowledge for their membership. Such services include coaching expertise and resources, mentorship from expert teachers who have successfully overcome the same classroom management issues new teachers are currently experiencing, and the support of a teacher coach to help them thrive in the classroom.

New and veteran teachers can also share their success stories and support others in their teaching journey. When teachers have the support of a coach or a mentor, they can feel more connected to their students and strive even harder to succeed.

Jump on board with this FREE offer and take your teaching to the next level! Get your FREE 1 month's content-rich membership containing coaching resources and planning templates available at the New Teacher Resource Coaching Center. http://newteacherresourcecenter.com and click on "Join the Coaching Center." While you're there, sign-up for your free weekly ezine and ebook, "Taking Charge of the Classroom" written by Dorit Sasson, the Teachers' Diversity Coach.