The Joys And Struggles Of A First-Year Teacher [Part 2]
My daily diary at Belleville Junior High
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 second in a series of excerpts. It covers his perspectives on teacher
preparation and job hunting.
Today was a good day. At 9:30 a.m, I received an enouraging call from
a parent. On Thursday of the prior week, I kicked her daughter out of
my class (she sat outside my door) for being rude to me. She had said
that I was “brain dead” and used a few more creative words.
... She was also talking and getting out of her seat whenever she felt
like it. This was common behavior for her for the last semester.
Today, the mother returned my call. She was understanding and said her
daughter displays this behavior at home also. I asked what she does at
home to solve this problem. She had no idea (very comforting). I am glad
that we had the conversation because if this behavior comes up again at
least the parent is on my side, and I did warn her what I will do.
• • •
By contrast, I had another parent call me a week prior to this incident.
This father was very upset about a grade I had given his daughter. On
a 30-point project — the equivalent to 2-3 test grades — his
daughter copied the information word for word out of the text book. I
gave her 15 out of 30 points — pretty generous considering it was
pure plagiarism. This student is in the ED program and has some problems
at home. She has been struggling for the first semester, so I thought
I would give her a break and at least give her partial credit because
her paper did look very neat, and it was typed.
The father, however, was very upset. He talked to me as though I was
an elementary kid and even made noises on the phone to mimic me —
sarcastically repeating things I said. He accused me of being a terrible
teacher. I tried to be calm and reasonable. I said her paper was not beneficial
because all she learned was how to copy. She did not use any higher-level
thinking and did not internalize the information. I stayed under control
although it was difficult. He was very persitent. He said he was going
to take this issue to my principal and to the school board. The toughest
part was that I could not defend myself — I had to act as a professional
and take it. I went to my principal to warn him what was going on. He
was very supportive.
• • •
Teacher work day (in service). Today I worked on my grades and on East
Hemisphere (7th grade history class) lesson plans. I like to stay at least
a chapter ahead. I am teaching the Middle Ages. There is so much research
to do — and making the material fun and interesting for the kids
is a real challenge. There are helpful guides in the textbook materials,
but I found them too dry.
I’ve discovered that ERIC (Education ...) is a valuable resource.
It has a vast amount of lessons from numerous teachers who submitted them
for view. The Internet is another useful tool. Look for universities to
post useful lessons. There is also a Middle Level home page where teachers
can talk about projects and specific lessons. We can all learn from one
another.
• • •
One class is starting to test my patience with their behavior. I have
designed a citizenship mark grade to be used in my classes. Students may
obtain extra credit points for being good citizens — acting responsible
in class, in the hallways, and in their community. They can fill out a
form describing their behavior or activity or they can verbally describe
it to me and if I think it qualifies as “above and beyond the call
of duty behavior,” I will give them extra credit points.
On the other hand if they screw around, call names, etc., points will
be deducted. I have given them 20 points each quarter — equilivent
to about one major homework assignment. The points show up on the report
card as their “citizenship” grade.
• • •
My 7th-hour class was terrible. I try so hard to make a point and concentrate,
and when the kids interrupt me or joke around it wears on me. I stopped
the class and had them sit silently for 10 minutes while I regained my
composure. Discipline has been a problem for me at the start. I started
out being too lenient, and I was not consistent.
• • •
Terrible day today. It was going OK until my 5th-hour class. They had
so much energy it is as though they all drank five cans of pop before
they came in. Also, my 8th-grade lesson on the First Amendment was a flop.
I thought I was prepared, but I guess I was wrong because the kids did
not respond well.
• • •
I have very good lesson plans but sometimes I am more creative when I
wing it. If I get stuck I go back to my plans. My lesson plans are of
my own design, I use them as notes for a lesson in case I don’t know
a topic well, or I use them as a measuring stick so I know where to pick
up on the next day. You need to know the material enough to teach it.
College did not prepare me to teach the content. I never studied the Constitution,
Civil War or the Middle Ages in college. You need to work very hard your
first year to know the material. That part of the job was the second hardest
to deal with, besides discipline.
• • •
Today, all the 7th graders were loud, and everyone had to tell me about
their weekend. That’s OK and can be fun, but it has to be done in
a civilized manner. I get real antsy when there is no order. Eighth hour
I had a study hall. The first semester I gave them a chance to talk quietly
about school-related things. Bad idea. Study halls are meant to be quiet
times, and no one is to talk or get out of their seats or leave the room
to go to the bathroom.
Today, we had five minutes left in class when this student came in and
did not sit down. All he did was talk to the others in class. I already
had given the study hall two warnings — one more and the whole class
would have spend 5 minutes after class (team concept). I politely asked
him to sit down, but he did not like that idea and told me so (he has
a history of this behavior). I tried that very minute to call his parents,
but there was no answer. I let it go for the day, and on Wednesday I talked
to him about it. He seemed to accept my comments. I showed him the student
handbook — he knew I could give him a detention but I didn’t.
I always try to talk to the kids before any step is taken. Sometimes kids
just want to see how you will respond and don’t think about consequences.
• • •
Every quarter I try to make a call to the homes of the kids who are busting
their butt in class, even if they are getting low marks. I will directly
talk to them. They will usually tell their parents, and that is good for
them and me (public relations). I tell them that they are doing great
and that if they ever need any help to please ask.
• • •
I got a real neat letter today from a 7th-grade girl. I really laid down
the law with this class about their behavior a few days ago. She wrote
me a letter and told me that I was being too nice with the class and that
I should be more strict — she’s right. She said that I was her
favorite teacher. It is nice to hear that and know that you are reaching
someone.
• • •
Behavior seems to be my main issue my first year. Content does not influence
behavior in my class as much as the professionals say it does. Let me
explain. No matter how well your lessons may go there will always be someone
or something that will disconnect your class. This can’t be avoided.
Some professors I have had claimed that if you are well organized and
have well-detailed lesson plans, behavior problems will be diminished.
That is true to a degree, but there are other factors: special problems
kids; not every lesson will work for every class; time of day a class
is held; lower-ability kids ... .
Sometimes it seems no matter how hard you try and how creative you are
there will always be something disruptive. It is a challenge we all accept
and strive to overcome. It makes our job interesting.
• • •
First hour went well today. We are studying the Fourth Amend-ment (search
and seizure). The kids had a lot of questions on this one because it is
relevant to them. That is the connection I had been looking for —
making things relevant.
• • •
Our curriculum advisor set up a portfolio system for us at our early
release day. These were not assessment portfolios where you keep their
homework to grade. These portfolios are used in a manner like a scrap
book for future colleges to assess performance and character. Our job
is to find quality work to put in their folder. Such work can be a specific
project that was well done or a cooperative project or just a poem that
they are very proud of. It is nice to keep quality work so the high school
staff can see what level these students are at. Should we leave it up
to the students?
• • •
Today, I had to confront a student who has been repeatedly causing disruptions.
The last week he has done nothing in study hall except talk. He has make-up
work to do but refuses to do it. He asked me what was due and I told him,
“I will accept no more late work from you because you are not doing
your daily work.” He crumpled up the progress report I gave him earlier
and threw it away and got mouthy again. At the end of the class I picked
up the paper and slapped it on his desk hard. I guess I didn’t prove
much, but it felt good. Next: The day from hell
Part 3: The day from hell
Posted August 26, 1996