Teaching Adaptation Of Beginning English Teachers

With the educational reform and the practice of the policy of free normal students, more and more students of high schools tend to go to the normal universities, and to be a teacher in the future. Moreover, there are six famous normal universities in our country in the present. They are directly under the Ministry of Education which are specialized in maintaining qualified and excellent teachers for our country. With the increasing number of new teachers in different kinds of schools, it is unknown whether they can adapt themselves to the new teaching environment quickly, especially in the aspect of their own while teaching adaptation. According to the research, it seems that the beginning teachers inevitably face different difficulties. These difficulties that beginning teachers come across will not only have a negative effect on the stability of the team of teachers, but also won’t be conducive to the professional development of teachers. What’s more, the early stage of teachers’professional career is also the crucial period, for it will play a critical role in their teaching careers. And how to solve the problem of first-year teaching adaptability of free normal graduates and promote their professional development is the important premise and guarantee of improving the teaching quality of the elementary education, and also an urgent research topic. The research is also conducive to the future education and maintaining of free normal students.The research question of this paper is to get to know the teaching adaptation of beginning English teachers who are also free normal graduates. This paper has mainly chosen the free normal graduates of English major in Huazhong Normal University. Until now, there are three terms of free normal students who have already graduated successfully. Taking the opportunity of the second term of free normal students who come back to the university to study the graduate lessons, this paper mainly researches the beginning English teachers’teaching adaptation, taking the second cohort of free normal students in CCNU as its research participants.The research methods of this paper are mainly through the questionnaire and the reflection articles of their first year teaching experiences, written by the free normal students in their graduate lessons in summer. In the questionnaire, there are five main parts. They are the knowledge of English discipline, the learners, teaching (including before teaching, while teaching, after class), class management and the reflection. Every part, there are some questions. Through the analysis of these questions and the statistics, we can get to know the situation of these beginning English teachers’teaching adaptation. Meanwhile, combining their reflection articles and the statistics, we can get clearly know in which part they adapt to well, and which part they are still poor at.Through the analysis of statistics results, we can find that beginning English teachers’ teaching adaptation is not bad. However, in some aspects, their teaching adaptation still needs improving. Firstly, in the English knowledge, the beginning English teachers who have passed TEM8seem to more easily catch the key and difficult points of English teaching material. Therefore, in their oral English and understanding of English grammar, beginning English teachers still have difficulty in giving English lessons in English; and they think it necessary to learn English grammar again. Secondly, in the aspect of learners, although new teachers regard it important to keep a harmonious relationship with their students, they still feel confused about how to deal with the relationship with learners. Thirdly, with regard to the aspect of teaching, new English teachers wonder how to motivate students’ interest in English, how to give an effective lesson to their students, and how to improve their own English teaching levels. Fourthly, in terms of the classroom management, new English teachers show that they don’t know how to focus students’ attention in English class. And they admit it is difficult to manage their own class well. Lastly, as to the aspect of reflection, beginning English teachers often reflect on how to improve their teaching. Apart from these, the new English teachers think they need the experienced teachers’ help and guidance, which are very helpful and useful for their adaptation to the teaching.