YXGA 6112- Penambaikkan dalam menghadapi MASALAH GURU BARU DALAM PROSES PENGAJARAN PEMBELAJARAN.

CARA INTERVENSI IALAH: A) MENTORING Yusof & Kz B) MELATIH Hasnul dan azli

C) MEMBIMBING khairiah & Arbaiyah D) What are the Problems Novice Teachers? As new teachers continue to leave the profession at an alarming rate, studies are conducted to determine what support is necessary to sustain them. On a national level, 30 percent of novice teachers leave the profession by the end of the fifth year with a higher attrition rate among urban teachers (Robinson, 1998; Ladson-Billings, 2001). Prevalent among those who desire a quick-fix for the teacher shortage is the belief that higher salaries would result in increased retention rates. There is little doubt that this is certainly a major concern and a significant priority. However, the belief that salary is the greatest reason for teachers leaving the profession is a misconception. National studies indicate that only 10 percent of those who left after five years indicated that salary was the primary reason (Bolich, 2001). Among the problems novices face are: lack of preparation for addressing the needs of a diverse student population, lack of professional support and professional development activities, lack of preparation for difficult assignments, and lack of classroom management skills to support student learning (Britt, 1997). Addressing these problems through an induction program that also includes the key components of mentoring and administrative support will positively impact novice retention.

a)Lack of Preparation for Addressing the Needs of a Diverse Student Population To support the success of the increasing numbers of minority students in schools, preservice and induction programs for teachers must make an understanding of and appreciation for the students school and community cultures a top priority (Taylor and Wilson, 1997; Delpit, 1995). Otherwise, the novices are totally dependent on theory. Although the theory provides the foundation for understanding the various cultures of students in American schools, personal experiences such as community mapping and volunteer work afford opportunities for positive interactions with students, their families, and other community members. The National Association of Student Directors of Teacher Education and Certification reports that only fourteen states require experience in multicultural settings (Bolich, 2001). Ladson-Billings (2001) contends that culture is a complex concept and few teachers are provided opportunities to gain insight to support their successful teaching and interaction with students, parents, and community leaders, particularly those from cultures other than their own.

b) Lack of Professional Support and Professional Development Activities To maximize teacher effectiveness, collegial support from the school staff must be combined with professional growth activities that are sequential (Arends and RigazioDiGilio, 2000). Continuous nurturing, modeling, and monitoring are essential components of the induction process. Although student teachers and interns use their mentors practice to guide their own, they must have sufficient opportunities to refine their own practice through systemic inquiry, reading, research, and seminars (Robinson, 1998; Whittaker, Markowitz, and Latter, 2000). There are numerous models to guide the novices in planning and implementing instruction. Frequently, however, the novices struggle through periods of self-doubt and trial and error because they lack the opportunity to access the information (Wolf, 1992). Novices must be encouraged to ask questions and seek advice when they feel overwhelmed. To create this type of nurturing environment, novices must feel comfortable and safe when asking for assistance. If workshops or seminars which introduce new strategies or practices fail to provide a follow-up, novices are often unsure of appropriate application. Sometimes when novices are engaged in these activities there is the assumption that mastery of these particular strategies will dramatically impact all dimensions of their practice. Also, they need to know how to study the impact of their teaching and how to refine, not just cast aside, a new strategy. Working in isolation gives the novice a tunnel vision of effective practice and results in isolation and limited, if any, professional growth (Wasley, 1999).

c) Lack of Preparation for Difficult Assignments Although the fifth year preservice program is more realistic than the less intensive student teaching experience, neither provides the total immersion faced during the first year of teaching. While the mentor mentee relationship encourages and provides safe opportunities for experimentation, the first teaching assignment may be a content area, grade level, or school culture for which the novice is not fully prepared. For example, the novice may be certified in the content area, but feel overwhelmed when assigned an advanced placement class. The challenges of such an assignment the first year are incomprehensible. If the novice is to experience success, consideration must be given to the teaching assignment at both the school and school system levels (Arends and Rigazio-DiGilio, 2000) In addition, the novices assignment is usually those classes with the most difficult student populations. Teachers with three or less years of experience are twice as likely to be assigned to schools with high poverty levels and large minority student populations (Bolich, 2001). While veteran teachers often request and receive their choice of

d) Lack of Classroom Management Skills Classroom discipline is linked to teacher competence and is a major concern of beginning teachers (Swanson, OConnor, Cooney, 1990; Britt, 1997). Once they are in their classrooms, many novices believe student behavior will be a minor consideration. Perhaps this would be true if novices were more skilled in providing continuity in daily lessons and across the curriculum. Although they recognize that disengaged and

unchallenged students become management problems, they often lack the planning expertise to meet students individual needs (Wolf, 1992). National studies indicate that 67 percent of new teachers whose schools did not provide support with student discipline planned to teach only two more years. In those schools where support was provided, 79 percent planned to teach at least two more years. Those with less than five years experience were twice as likely as their colleagues to leave the profession for reasons related to student discipline (Bolich, 2001). As novices become more adept in planning meaningful lessons to meet students diverse needs and engaging them in the learning, there will be improved student achievement and fewer discipline and management issues (Ladson-Billings, 2001). Another factor to consider when addressing classroom management is the mentorstructured preservice experience. Because the trained mentor is skilled in organizing and facilitating students learning, the novice may be more liberal in defining and managing student behavior. However, when confronted with difficult discipline issues, the novice will frequently implement more traditional or custodial management techniques (Breeding and Whitworth, 1999). What must be addressed is the responsibility the novice is expected to assume. The transition from a co-teaching model to full immersion is a challenging one. The present educational system requires the novice to take the same responsibility on the first day as the more experienced veteran. Although this is an unrealistic expectation, there is limited success in rectifying the situation without the support of colleagues and mentors who can help the novice identify the source of behavior management problems and identify possible strategies (Robinson, 1998).

e) Often fails to identify students misunderstanding during a lesson - Generally uses highly scripted and well rehearsed strategies - Relies solely on methods they are comfortable with, regardless of student understanding-

f) Lacks efficiency in assessing student comprehension - Has difficulties adapting or modifying a lesson based on studentsunderstanding and ability - Often fails to teach concepts using alternative strategies and methods- Has limited knowledge of outside resources that could improve student achievement-

g) Lacks efficient classroom management strategies