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I think that one of the most important things is to find the positives in each phase. We need to remember why we like our job, but we also need to remember why we need to have me time and family time. Being able to step back and look at what's happening is so important. We need to establish a trusting relationship to be able to prepare our mentees for these phases. If we are trusting each other, the mentee will be more likely to come to us with their concerns about how they are feeling. We, of course, need to be there to listen and assure them that this is normal.

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I believe that this is completely accurate not only for first year teachers, but for every year teachers. I feel that I go through this same cycle as a fourth year teacher. Teaching is a challenging career to be in not only mentally, but emotionally and physically too. We have to completely change our daily routine to meet the needs of our students. They don't prep you for that when you go to school to be a teacher. I always find it entertaining when new teachers are giddy about how well the year is going and how they love every student. I can understand that feeling since I get something similar at the beginning of the year. There is no way to prep new teachers for what is about to happen to them as they progress through the cycle. Even veteran teachers struggle with this.

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I believe that one of the most important things we can do to help teachers going through these phases is to listen. Sometimes, they just need to let off steam. Sometimes, they just need to talk through a situation or a problem. Additionally, we can reassure them that they will get through this. We have all been there and we have all come out in one piece on the other side. Finally, I believe it is also important to let them know that many of us still experience these phases each year and that we develop techniques for how to handle each phase as the years progress.

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I believe that this article if very accurate and not just for first year teachers.  I usually go through at least some of these phases on a yearly basis.  For example, I always experience the anticipation phase.  I begin each new school year with high expectations and the belief that this will be the year that I will finally perfect my classroom management!  However, It hasn't happened yet!! :)
I also experience the survival phase when I become overwhelmed at particularly busy times of the year (mid-quarter, end of quarter, parent/teacher conferences, etc.).  However, I find that this phase gets shorter as the years go on and I become more comfortable dealing with parents, creating lessons, and organizing my time.
Furthermore, I also experience the rejuvenation phase after long breaks.  At this point in my career, I am usually able to use this time to relax and focus on my life outside of work.  I strive to make sure that I have all of my work done before leaving school when we have extended breaks so that I'm not taking my work home!
Finally, reflection! I believe that we all need to reflect. What went well in my classroom this year? What didn't? What do I need to change? Am I doing all that I can for my students? This occurs for me on a daily basis, not just at the end of the year.

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I actually go over a conferences with my new teachers and give them materials so that the student does most of the talking and they have to just facilitate.  Having student led conferences is very helpful. I don't have a mentor log and I think this would be helpful at the end of the school year. New teachers can look back on all of the mentor logs and reflect on what they did well and what they could do better for next year.

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I think this article is very accurate.  We get new students every year and I will tell you that not only do new teachers go through these phases, so do veteran teachers.  That helps us be good mentors.  We go through these phases with these new students. Last year, I went through all of these phases. I felt like a terrible teacher in November and by the time May came around I was figuring out what I would have to do the next year.  The only difference is that we can handle some of the parent questions and we have a plan for each student at conferences.

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By being aware of these phases and when they typically occur, the mentor will be able to offer advice and support to help the first year teacher have positive experiences. Use active listening when the mentee is experiencing disillusionment and let him/her know that this a just a phase and you will help them through it.

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I think that this article is quite accurate and not just for first year teachers!  I am a veteran teacher of many many years. I still go through most of these phases every year. The article mentions how veteran teachers are able to reuse excellent lessons and units from the past whereas first year teachers are just developing these lessons and units.  This may be true, but it also depends on the make up of the class each year as to how successful these lessons turn out. But this is not about me. . .

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One thing that comes to mind in assisting teachers through these phases is offering support. This could be done by offering a listening ear, providing lesson ideas, answering questions, etc. By being supportive and encouraging, hopefully he or she won't feel extremely overwhelmed once the honeymoon phase is over.

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I found this article to be very accurate. However, on a personal level I found my experience to be a bit different. My first year teaching was in a daycare setting teaching 4K. This was a center where I had already been working for over a year. I definitely hit the anticipation phase. Student teaching was finished and I was ready (yet quite nervous) to take on my own classroom. There were times where I hit the survival and disillusionment phase, but they came and went. I had a teacher assistant which helped a lot in managing the classroom, but she wasn't always in the classroom with me. I felt like I didn't have a whole lot of support from my bosses. Since we were located in a daycare center, if there was a teacher gone in one of the other rooms, they would pull my assistant to help cover. I understood that help was needed, but there was lack of consistency in my own classroom which caused issues in classroom management. There also wasn't necessarily a "principal" that I could send kids to if they were severely misbehaving. Yes they could go to the office, but a lot of times the kids just sat there. There wasn't much follow up. Facing those challenges affected how I went through the phases of my first year teaching. I never really experienced rejuvenation because if 4K classes weren't being held, then I was expected to help cover another room since I was employed by the center. I had that understanding coming in to the position, but now I am very thankful to be in a school setting.

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I had some really rough parent encounters during my first two years teaching. How can I be helpful toward others preparing for these times? In my unique position of teaching all students for multiple years I have come to understand certain family dynamics because I teach multiple siblings at the same time. By offering words of advice- hopefully when acceptable and relatable- I might be able to show a better picture of the student’s progress and family life to new teachers, preparing them for personality styles and parent concerns/questions/demands.

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I feel like reading this every year. I feel like these phases are accurate. Understanding the important changes and challenges faced by a new teacher will help me to be a better co-teacher, checking in on them, offering words of support or ideas on how to manage the new stressors related with teaching.
We had a brand-new teacher in our upper elementary school last year who floundered. If I had thought back to my first year, maybe I would have been able to help her through challenges expressed in both the disillusionment phase and rejuvenation period (which I felt she didn’t get to experience for long.)

In many ways I believe that all teachers go through these phases every year. I agree whole-heartedly with the idea that teachers are able to come back at school after Christmas break with a renewed attitude. In the special fields I am in this means leaving school’s most stressful time- Concert and Art-show season to find a nice week-long break ahead. How can we keep excitement through these tough periods? It’s important to remember the end goal at these times. Is it putting on a great show, truly? Or is the goal to make sure students are learning content, delivering performance techniques, and becoming a well-rounded individual with the perk being a great show?