The Joys And Struggles Of A First-Year Teacher [Part 1 Of 4]

Bob Gentilli, who teaches junior high social studies in Belleville, kept a journal in his first year of teaching. "Its main purpose is to help future educators gain insight into the world of teaching," he wrote in the introduction. He probably did not realize then just how insightful his observations would be as he discovered the rewards and pitfalls of becoming — and being — a teacher. This is the first in a series of excerpts. It covers his perspectives on teacher preparation and job hunting.

I write this journal for my use in later years as an educator, but its main purpose is to help future educators gain insight into the world of teaching. This journal is not exact — it reflects my own opinions, beliefs, values and experiences in life and my behavior and attitude in the classroom.

I have made many mistakes and would like to do some things over. Those mistakes will be obvious in this journal and hopefully you can learn from them. I also have done many things that I am very proud of.

As a new junior high teacher, I did not know what to expect. Every situation and every student in the classroom were unique. As a result of substitute teaching and one clinical, I did have some background in dealing with students this age, but I was not expecting what awaited me.

I have three sections of 7th-graders and two sections of 8th- graders. I have one prep period and one study hall. I also was hired as the high school girl's softball coach and signed up for assistant football coach. My school is in a rural setting in south-central Wisconsin. This diary began as an Action Research Project to help me assess what I was doing right and wrong in the classroom.

The journal starts out with notes from my student teaching and substitute teaching, followed by my perspectives on preparing for the job market. Next is my daily journal from Belleville Junior High. I end with a summary of strategies that helped me get through those tough days and kept me on track during my first year of teaching.

Preparation for teaching

In looking back, I can see how important student teaching was in preparing me for the classroom. I also see how impractical college courses sometimes are in preparing you and me for teaching. For example, I remember taking a methods course that taught us how to prepare and implement strict lesson plans. But in the real classroom, I learned, you have to be flexible.

Thinking on your feet, going with the flow, finding creative solutions to problems — this is what makes up teaching!

The other part of the class taught us how to prepare tests — easy questions first, essays last, with a nice mix of questions in the middle. This is important, but these exams often don't develop higher-level thinking skills. I have chosen to give no multiple choice, true-false, or fill-in-the-blank tests because they are light on thinking and recall and heavy on guesswork.

My tests come in the shapes of:

1. Cartoon History of the United States/Universe. In these tests, students view a cartoon related to the content and are asked to write all they know about the cartoon. This helps those kids who are visual learners. One thing I have learned is that kids learn subject matter in different ways.
2. Take-home tests. If a student does not know the answer, he or she can look it up. This teaches research techniques as well as subject matter.
3. Cooperative group testing. Students learn from each other — not just the subject matter but they find out what study habits and note-taking techniques work best.

I did not learn these teaching techniques in college. When you get in the classroom, you're going to have to do what works for you and your students. How do you know? Learn from some of the veteran teachers at your school. I try to observe two teachers a quarter during my prep hours.

Every one has his or her own style. Find one who matches your style, but also observe different teaching strategies with other teachers. Don't just stay in your content. I teach history and read a lot to the kids. So I sat in on an English class to find a better way to read to them.

Student teaching

• Always be courteous to your methods teachers — some day you may need them for a reference in that school. Volunteer to do those extra things — photocopy, clean, grade. Teaching is all about helping others.
• Find a cooperative teacher who matches your style and who is easy to work with. I got help from one of my old high school teachers. You will need every advantage.
• If you know of a possible future opening at a school or know about a school that is growing, try to get into them.
• Get involved in extracurriculars. When I student taught, I was an assistant coach for softball (no pay). I also helped with football during my methods course, and volunteered in the guidance department. The softball coaching experience helped me get my first job — coaching girls' softball is part of my teaching contract.

Substitute teaching

There I was ready to substitute teach, and I was given no lesson plans. What the hell do I do? What do I know about physics? You've heard the horror stories, and they can be true. But subbing is not all that bad — if you are prepared and you maintain a sense of humor.

As a substitute teacher, you are stepping into a no-win situation. You will learn fast about discipline, innovation, various curriculum, and administration. You also will learn how helpful secretaries and custodial staff can be.

And you will learn whether you are cut out to be a teacher.

• Talk to the administrators and their secretaries. They are involved in the hiring process. Promote yourself.
• Remember, you are there for the kids. Enjoy yourself, and display confidence (but not cockiness) — it will show on your face.
• If a teacher gives you a good lesson plan, follow it. If not, be prepared to improvise. Ask the kids; most kids will be honest with you.
• Don't ever do nothing. Open time can create chaos. You may even want to bring crosswords, word search, maps ... anything that kids can do alone or with one partner.
• Substitute in as many subjects as you can to become marketable. All schools look for subs they can call to teach any subject, especially music and phy ed. It is difficult to teach subjects you're not familiar with, but principals see willingness and a broad range of experience as a plus. I have subbed in just about every grade and every subject. The worst for me was 1st grade — God bless those teachers!
• Talk to the principals, and thank them for the opportunity to substitute teach. Hand them a resume. Help them remember who you are, but keep it short and sweet. Principals have a lot going on.
• Get to know the teachers in your department; they may be on your interview committee. You may also hear of a job that way.
• Don't come across as if you know everything because you don't and you don't want to cross anyone. One sub at our school would walk into the lounge and put his feet on the table and read the paper without saying hi. He came across as real cocky.

The job market

• Send resumes.
• Go to the schools so they can see you.
• Call the schools.
• Make as many contacts as you can.
• Apply to the university system placement office or contact the Department of Public Instruction. It has up-to-date job bulletins ($30).

I found my job through these contacts. Since I had my resume ready to go, I took it personally to the high school office. Of course, the principal was not there, so I left it with the secretaries (I should have taken it to the superintendent). In the five days after dropping it off, I called the high school office five times, and went to the school three times. On my third trip, I was invited into the principal's office and was shown around the building in what amounted to an informal interview. I used tips I had picked up from a book about interviews:

1. Maintain eye contact.
2. Don't act cocky.
3. Ask questions.
4. Listen carefully.
5. Don't jitter/fidget.
6. Be prepared for anything and everything.
7. Take your time to answer, but not too long. If there is a question you can't answer, just be honest.
8. Be yourself. They want to know you!

Because I do not do as well in a formal setting, this informal meeting was to my advantage. I was called back for a second interview, and two days later I got the job!

Some tips:

• Be prepared. Have everything ready to go — resume and credentials from colleges and references from your cooperating teacher, high school principal and your college professor. Most schools have a check list of items needed before an interview. If you don't have them, you may lose out.
• Make sure you put your phone number down. I forgot mine and it almost cost me a job!
• Take everything to the school personally. I drove three hours to drop one off. Call ahead to make sure the principal will be there.

Good luck and remember to do all you can do for others in your student teaching /substitution experiences.

Part 2: My daily diary at Belleville Junior High

Posted May 1996