Abstract
The purpose of this chapter is to explain the complexities of classroom management, student development, and middle school philosophy for new teachers at the middle school level. In addition, the authors provide the following four strategies to help new teachers deal with the stress of classroom situations: (a) improving knowledge of student development, the brain, and stress; (b) focusing on what is in the teachers' control; (c) breaking down the tasks into small chunks; and (d) creating a positive mindset. This chapter is unique because few authors have combined the concepts of middle school teacher stress caused by classroom management, how the brain influences classroom management, teacher stress, the cyclical nature of new teacher stress, and strategies to ameliorate stress.
TopIntroduction
Although rewarding, teaching is considered a high stress job that is especially challenging for new teachers given their lack of experience (Chaplain, 2008). Classroom behaviors are especially a challenge for new teachers. New middle school teachers face additional challenges because of the characteristics of students from this age range. Despite these points, there is very little written on specific solutions for the stresses that new middle school teachers encounter when they deal with the stress caused by classroom management. Thus, this chapter discusses the following: (a) new teacher stress and the impact of losing middle school teachers, (b) characteristics of middle school students, (c) specific training needed for middle school teachers, (d) new middle school teachers, stress, the brain, and classroom management, and (e) strategies for new middle school teachers to overcome classroom management stress.
In this chapter, the terms middle school students (ages 10-15) and middle schools are used in accordance with the descriptions of the Association for Middle Level Education (AMLE) (2010; 2012). In doing so, when we discuss the term middle school, we are referring to the middle school concept and not just the school that carries the name “middle school.” However, we recognize that much of the research on middle schools does not distinguish whether or not we use the terms middle school, middle school students, and/or middle school teachers as defined by AMLE (2010; 2012).
Key Terms in this Chapter
Teacher Stress: Stress caused as a result of situations that occur in the school setting or as a result of the school setting.
Association of Middle Level Education: The association that provides recommendations for middle level teaching and preservice programs.
Middle School Philosophy: The philosophy that governs teaching and organization of middle schools.
Classroom Management: Aspects of the classroom that teachers need to consider to make the classroom run smoothly. This includes but is not limited to dealing with student behavior, classroom community, classroom relationships, teaching strategies, attention strategies, and interactive lessons.
Combative Coping Strategy: A strategy to deal with a stressor that has already happened.
Middle School Development: The development that occurs during the middle school aged years.
Preventing Coping Strategy: A strategy to avoid or diminish a stressor before it occurs.
Middle School: A school that applies the middle school philosophy. A middle school is more than just a school that is called a middle school or that that teaches middle school aged children.
Stress Management Strategies: Strategies that are used to mitigate the effects of stress.