Fresh Roses

About the Book

Fresh Roses is a must read for student teachers, beginning teachers, and veteran teachers who are newcomers to schools. If you are a student teacher or beginning teacher, vicariously experience your first year in your own classroom. Discover how to learn the ropes at a new school and what mistakes to avoid. Learn the one classroom management skill that will solidify your teaching career and make teaching more fun and exciting. Find out what students expect of their teachers and how they determine when to give a teacher a hard time. Fresh Roses will serve as an excellent book study for teacher education programs! Helpful thought questions accompany each chapter to encourage students to engage in reflection and critical thinking. This novel, based on actual events, will capture your imagination, surprise you, and inspire you! It is unforgettable!

About the Author

Reva Chatman-Buckley is an associate professor in the College of Education at Lipscomb University. She joined the faculty at Lipscomb University in 2009, after having served as a su-pervisor of student teachers. Prior to joining the faculty at Lipscomb, she served as an adjunct professor at Tennessee State University and a charter school principal. She has spent 32 years in public education as an English teacher, assistant principal, curriculum principal, coordinator of student disciplinary referrals, and director of human resources. She earned both her B.S. and M. Ed. degrees in English from Tennessee State University, where she minored in administration and supervision. In 1992, she earned her doctorate in edu-cational leadership from George Peabody College of Vanderbilt University. While at Vanderbilt, she was nominated Graduate Researcher of the Year for her research surrounding teachers as newcomers. Her article titled “Learning the Ropes Alone” appeared in the spring, 1989 publica-tion of Action in Teacher Education, the journal of the Association of Teacher Education. This article was co-authored by the renowned, Dr. Terence E. Deal, who served as her major professor while at Vanderbilt. Fresh Roses was first accepted for publication back in 1995, but the contract ended rather abruptly when she refused to change the gender of the male teacher who was modeling best prac-tices. Disappointed, she postponed seeking other publishers after her husband died of lung cancer and she unexpectedly became the legal guardian of her sister’s four teenagers. She is convinced, however, that Fresh Roses is just as relevant today as it was twenty years ago, as little has changed in terms of the induction, orientation and socialization of new teachers. Fresh Roses should be of interest to all colleges of education, teacher education program leaders, pre-service educators, superintendents, principals, student teachers, new teachers and experienced teachers.