Among tips suggested for teachers adjusting to the presence and use of computers in the classroom are: teach students about the keyboard; allow students to teach you about using the computer; find out and stay knowledgeable about software and students' interests; and share ideas with other teachers. (CB)

Defines socialization and its three stages. Looks closely at the process of organizational socialization, focusing on the reciprocal nature of socialization, the process of cultural learning, factors influencing institutional identification, and research needs. Considers ways in which organizational socialization can benefit Catholic educators.…

Tips to help new music teachers are presented. They include: learn the lay of the land; establish good relations with your superiors; use teaching methods with which you are familiar; get acquainted with the community; and beware of local politics. (RM)

These activities, all centering on the child's name, may help the elementary music teacher learn children's names as they participate in educational music activities. Each can be incorporated into the regular music curriculum and can be used for a short time at the beginning or end of the music class period. (Author/SJL)

Presents a rationale for the orientation of part-time instructors and suggestions for orientation program design and areas to be covered, such as emphasis on quality, college-level work, textbooks, class attendance, grades, examinations, prerequisites, academic deficiencies, visitation of classes, student evaluations, and facilities. (AYC)

A jointly planned orientation--meetings, maps, missives--for student and cooperating teachers can help guarantee "smooth sailing." (Editor)

Recommends an eight-step program for school districts seeking first-rate teachers, including (1) determining desirable staff characteristics, (2) broadening recruitment strategies, (3) honing selection procedures, (4) completing preemployment paperwork and placement decisions, (5) beginning orientation immediately, (6) setting up support systems,…

Teachers just out of college need the help of their principals in adjusting to their new roles. This article discusses six difficulties that often face new teachers and suggests eight long-term orientation techniques that have proved successful. (PGD)

One way to exert leadership in orienting new teachers is to act confidently as master teacher. This can be accomplished by scheduling informal monthly orientation meetings centered on priority topics. Roundtable discussions of sensitive topics foster a different image of the principalship, increase administrator visibility, and facilitate both…

Outlines how the principal can help the beginning teacher in six areas: achieving status with peers, gaining the principal's attention, becoming oriented, making a unique contribution to the school, growing personally and professionally, and associating socially with peers. (Author/JM)

This article describes procedures and materials developed for substitute teachers working in a learning disabilities resource room, including: policy information; schedules; specific student information; classroom procedures; daily plans; and additional or alternative activities. (CB)

Administrators should relate to teachers of their adult classes in the same way that they would like those teachers to relate to learners. Two especially important contact points are the initial interview and orientation, and formal and informal inservice education. (Author/SK)

This article describes examples of five orientation programs for new college faculty (presemester centralized, presemester mandatory, during semester decentralized, during semester centralized, and adjunct faculty). A summary of results and costs considers attendance, value for individual faculty members, and value for the institution. (DB)

Individuals making the transition from student to teacher must be prepared to undertake a new and varied role. Beginning teachers must adjust to the new environment while learning as much as possible about the school and its policies. (DF)

Suggests that videotape recordings of the student activities program can serve as orientation materials for new sponsors and help preserve the continuity of the program. (SJL)