Table of Contents and Chapter Summaries for “See Me After Class: Advice for Teachers by Teachers”

These are the chapters you’ll find in See Me After Class: Advice for Teachers by Teachers.

You can have the advice in any of these chapters personalized for your teaching situation by booking a session of See Me After Class Office Hours.

See After Class Table of Contents and Chapter Summaries

Chapter 1: What this Book is… and is Not

See Me After Class is not Chicken Soup for the Soul, Teaching for Dummies, or a general guidebook that repeats everything you learned in training. Here’s what it is instead.

Chapter 2: The Ten Things You Will Wish Someone Had Told You

In interviews for the book, there were ten main things teachers wished someone had told them earlier. No doubt you have heard some of these, but they are worth repeating. If you haven’t heard them all, you will be glad you’re hearing them now.

Chapter 3: First Daze

This chapter addresses the three questions most new teachers have about the first day of school: “Where do I start?” “What should I expect?” and, most important, “What if my first day doesn’t go as planned?” (because it never does).

Chapter 4: Maintaining and Regaining Your Sanity, One Month at a Time

This chapter charts the morale of teachers at different points in the school year. Here’s what to expect each month and how to prepare.

Chapter 5: Piles and Files: Organization and Time Management

Low maintenance systems to keep your things-I-really-need-to-get-to folders and too-soon-to-throw-it-out piles from covering every flat surface in your classroom and climbing your classroom walls like a game of Tetris.

Chapter 6: Your Teacher Personality: Faking it, Making it

Some of the natural teacher strengths you may already have and how to channel them as you build your teaching personality.

Chapter 7: Classroom Management: Easier Said Than Done

The classroom management tips teachers learn in training are all pretty solid. But then the students come in and present us with a non-stop series of judgment calls. That’s why, in this chapter, all the advice is divided into three segments:

1. What the basic recommendations are and why they usually work.

2. Why they’re sometimes easier said than done.

3. How to troubleshoot when things fall apart.

Chapter 8: Popular Procedures that Probably Prevent Problems

A starter kit of classroom procedures to “beg, borrow, and steal” from other classrooms… and how adapt them so they actually work in yours.

Chapter 9: The Due Date Blues: When High Expectations Meet Low Motivation

You already know high expectations are important, and tried hard to set them for your students. But then no one turned in the assignment. Now what?

Chapter 10: No Child Left…Yeah, Yeah, You Know: Different Types of Students and What Each Type Needs from You

Teachers care about kids. It’s a basic part of the job description. At the same time, students are people, and we don’t get along equally with all people. Here are some tips for building relationships with each the kids in your classroom–even those who frustrate you.

Chapter 11: Parents: The Other Responsible Adult

Your main relationship is with the child, but a parent on your side can make a huge difference, and a bad parent experience can ruin your day. This chapter shares strategies for dealing with parents in general and tips for dealing with especially difficult parents.

Chapter 12: The Teachers’ Lounge: Making It Work With the People You Work With

How to deal with workplace politics and difficult coworkers. Also, how to make sure you aren’t the difficult coworker.

Chapter 13: Please Report to the Principal’s Office

How to work with–and sometimes in spite of–your school’s administration.

Chapter 14: Stressin’ About Lessons

Here, we discuss reasons that seemingly well-planned lessons go off the rails. What you can do when good lessons go bad, how to plan for a substitute, and how to answer the sometimes-dreaded question, “So, what are we doing next?”

Chapter 15: Observation Information

There are two schools of thought about dealing with observations: “Always teach like you are going to be observed,” and “the dog and pony show.” They’re both right. Here’s how to stay ready for company, and how to prepare your best sample of teaching for scheduled observations.

Chapter 16: Testing, Testing

The intended uses, unintended consequences, and on-the-ground reality of standardized testing.

Chapter 17: Grading Work Without Hating Work

Grading is an important part of your job. It’s also the part most likely to cover your kitchen table, ruin your weekend, and never, ever be finished. So, what do experienced teachers with up-to-date grade books know that you don’t? Here are some of the things.

Chapter 18: Moments We’re Not Proud Of

Experienced teachers share stories of their worst days.

Chapter 19: Dos and Don’ts for Helping New Teachers In Your School

How to help the rookies at your school make it through the first few years–and why you should never say, “That would never happen in my class.”

Chapter 20: Making Next Year Better

Learning the lessons of the first year and carrying them through your future career as a teacher.

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