California Educator

August 2016

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secret to a strong teacher voice is "using your diaphragm instead of your throat" for vocal stamina. e student teacher is proud that she can now teach several periods daily without becoming hoarse. "Developing the Teacher Voice and Presence in the Classroom" is one of several APLE workshops held in the association's Anaheim office for teacher candidates. Taught by a former drama teacher, the class covers more than being able to talk for long periods of time. ere's also a focus on using one's voice as an "instrument" to engage and captivate students. "This isn't taught in college, but it is important for people to know before they enter the pro- fession," says Frank Jahn, who dreamed up the idea for APLE's student engagement program three years ago. It became oper- ational last year, and he now runs it. Jahn taught in the district for 41 years and served on the APLE executive board for many of them. He now instructs future science teachers at CSU Fullerton, where he is also the faculty liaison with the Student CTA chap- ter and a member of the California Faculty Association. Manion and Jahn, above, work with fifth- year students in CSU Fullerton's credential program. At left, Ellie Blanchard practices using her "teacher voice." Paula Alcantar says the workshop "Signing My First Teaching Contract" was invaluable and extremely timely, because it was held just before she earned her credential. Without it, says Alcantar, she might have been happy to accept any job she was offered and would have gladly signed on the dotted line without understanding exactly what she was signing. "e workshop had great information explaining the terms and condi- tions of teacher contracts," she says. For example, she learned the difference between being a probationary teacher and a temporary teacher. It's a big dis- tinction: Someone hired as a probationary teacher is on the road to permanent status; a temporary teacher is not, and could stay temporary indefinitely. W hi l e y o u n g t e a ch ers m ay thi nk th e y kn ow everything about social media, they are surprised to discover otherwise in "How Social Media Can Influence Your Career." Among the topics are legal considerations, whether a job interviewer can look up your social media accounts, the pros and cons of "friending" students online, and how teachers can protect themselves from repercussions if they use social media. A few student teachers admit that session was "scary" and say they were unaware that teachers are held to a higher standard than other members of the community. One says she immediately deleted a Facebook photo of herself holding a wineglass after taking the session. Another workshop, " What to Expect During an Interview," goes beyond the basics of résumé writing and what to wear. APLE brings "APLE's outreach has offered me a sense of community. I've made friends. I've found mentors and support. They're never getting rid of me." — Ellie Blanchard, student teacher 47 August 2016 Six ways to engage future CTA chapter members 72 Offer professional development workshops to students in teacher preparation programs (or Student CTA chapters) covering topics they haven't learned about in college. 73 Create a panel with local administrators so student teachers can receive expert advice on getting hired and how to present themselves. 74 Offer credits for professional growth from these sessions for the students' credential program. 75 Invite students to have dinner and socialize. Show them that you care about them — and the future of the profession. 76 Ask veteran teachers if they are willing to informally mentor student teachers. 77 Offer prizes and give out memberships to Student CTA.

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