By HENRY EYRING and DOUGLAS HENDERSON (Eds.)
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As a first-year teacher, no adult had ever entered my classroom. But at this school, the administrator would come in, watch me teach, take a few notes, and fix everything! I wasn’t sure I believed in that system, but I knew one thing for sure: as long as an administrator was in the room, that would be a period of time when I wouldn’t be alone with those kids. I still have that first evaluation: Instructional Presentation—At Standard Adapts work to student needs. Needs to closely follow six-step lesson plan.
I taught five different levels of English and one drama class. I was the cheerleading coach, the Pep Club sponsor, and the Drama Club coach. I directed the spring talent show and assisted with the spring musical. Most days I arrived at 7:30 and left late at night after practices and ball games. When that school year ended, in June 1980, I was exhausted. My yearbook picture as cheerleading coach in 1979—my first year teaching. 28 finding my way Soon after, I received a letter saying enrollment was down at my school, and because I was the last person hired, I would be moved to a school across town for the next year.
I began to understand that my students brought their own self-esteem issues to school and often acted out in an effort to get attention, any kind of attention, even if it was negative. I discovered that relating to those students, maybe seeing a bit of myself in them, was a way to make my classroom less of a battlefield. The feeling became more “we’re in this together” than me against them. Even more important, it was during this year that I realized it was OK for me to actually care about my students.
A Review of the Literature up to 1976 by HENRY EYRING and DOUGLAS HENDERSON (Eds.)