Tomorrow's Teachers -- 2003

From the Trenches

Former Student Program members talk about what it's really like in the classroom.

Changing for the Better
After completing a successful first year of teaching, I became head coach of a high school varsity softball program. From day one, all players had to earn their spots on the field. If a player made too many errors, I pulled him from the game to work on any weaknesses in throwing, catching, or fielding. Unfortunately, some parents didn't agree with my approach. We had just beaten our school rival when a parent confronted me about my coaching strategy. At that same moment, another parent complimented me on the team's victory. The exchange escalated as the parents traded verbal assaults. I finally convinced them to walk away and cool off. Later on, the umpire of our game told me the other umpires were buzzing about the way I had reclaimed the softball program for the school and built a solid new program. The moral of this story--don't give in to the way things used to be. You are the future, make it what you want.

Ryan Dumkrieger
Secondary Business Teacher
Sioux City, Iowa

Culture Shock
After graduating from college and spending a semester substitute teaching, I left my home in Indiana to accept a position at a school in Chandler, Arizona. My most embarrassing moment occurred mainly because I had relocated from an entirely different region of the country.

In Indiana, I taught a diverse population of students, but did not encounter as many Native American students as I found in my class in Arizona. During one lesson in my new school, I wanted all of my students to come and sit in a circle on the floor. So, drawing on what I had heard as a child and what I heard other teachers say, I asked the children to sit "Indian style" on the floor. I received nothing but blank stares from the children. I soon realized what a politically incorrect request I had made.

From that day forward, sitting "criss-cross" became a new part of my vocabulary.

Amy Croston
Second-grade Teacher
Christiansburg, Virginia

What an Appetite
Every afternoon I complimented this one particular student who always began her homework while she waited for her bus; but I never could understand why she never had her homework the next day. Every day she said, "Ms. Averett, my little brother ate my homework." I had been teaching for only a month, and I had heard a myriad of excuses from students for not turning in their homework. I thought this excuse was the most ridiculous one yet. It was not until I walked this student to the bus ramp one day that I discovered the truth for myself. As the student talked with her friends, her five-year-old brother took her homework out of her book bag. The student quickly noticed what her little brother had done and screamed, "Ms. Averett, look! Look! He is eating it!" Seeing was believing. I turned and saw her little brother sitting on the pavement, leaning against a pole, and stuffing his sister's homework into his mouth and eating it.

Shavondra Averett
Fifth-grade Teacher
Savannah, Georgia

Life in the Lab
When I began teaching high school chemistry, I was thrilled about working with juniors and seniors. But, it seems a few students believe I spend all of my free time doing experiments with the supply of chemicals they imagine I have in my home. During a lesson on acids and bases, my students learned how to make an "indicator" out of red cabbage. The cabbage juice turns different colors in the presence of an acid or a base. Later on a test, I asked the students how could they tell if an unknown spilled chemical in their home was an acid or a base, assuming students would say to use cabbage juice. One student said he would use an indicator called phenolphthalein, a chemical available only in laboratories. When I marked his answer incorrect, he argued that the hypothetical spill could have happened at my house, and as a chemistry teacher I certainly would have an ample supply of chemicals on hand.

Amanda Dell
High School Chemistry Teacher
Mound, Minnesota

First-Year Advice
Life as a new teacher can be challenging. The rewards are greater than the challenges when you reach out to co-workers for materials, supplies, and ideas. Asking, borrowing, and at times begging are great ways to survive your first job. You'll get the items, ideas, and information you need and develop relationships as well.

I keep a journal of all of the neat ideas and advice I collect. I also advise new teachers to attend as many conferences and training opportunities as possible. If you come away with just one new idea for your journal, then the experience was worth your time. Get the ideas, then make your own personalized materials to suit your classroom.

Last, at the end of each day ask yourself, "Did I do all that I could for my students today?" If you can answer "yes," then you can face the next day with renewed vigor.

Jessica L. Flyte
Fourth-grade Teacher
Coloma, Wisconsin

Taking Back Your Class
Four weeks into my first year of teaching, I transferred from a school with low enrollment to a school with five fifth-grade classes of 30 students each. Each teacher sent me five students to create an additional class. Unfortunately, neither my students nor I knew the troubles that awaited us.

It became apparent that I had "the" class--the one other teachers winced at. I felt miserable and overwhelmed because I couldn't gain control of the students. By November I was ready to quit. So, my mentor sent me to a classroom management workshop where I informed the group that if I did not receive any assistance, I planned not to return after winter break.

Two years later, I am grateful for that program. I learned how to manage my time and establish a productive learning environment in my room.

I also learned that it's never too late to take back your class because each day can be the first day of school.

Nicole Kendall
Fourth-grade Teacher
Nashville, Tennessee