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The First Year of Teaching is a book filled with twenty-five stories of each teacher’s first year. Most of the teacher’s in this book went into teaching with high hopes. They went into teaching wanting to change the lives of young students. Each teacher had a situation in teaching they weren’t expecting. They each met with a student, or class that changed their outlook on teaching.
One story was written of a middle school English teacher. Her students were out of control. The principal sat in on her class one day. Afterwards he explained that the reason her class was acting up was she had nothing to say to them. The teacher felt she had plenty to say as an English teacher. The principal said, “Talk with them not act them.” She learned in order to be a good teacher she must relate to the students. After she began to talk with them their behavior changed.
Another story was of a teacher who changed the self-esteem of a class. Her class was known as the retards in the school. Even another teacher told her,” Don’t waste your energy on those kids put your energy into the good kids.” She had a plan. She told the class how she was dyslexic as a child. They asked her how she became a teacher. She explained how a person can do anything they put their mind to. This gave the students confidence. She also gave them confidence by expecting a lot from them. She would tell them they could do the work. Her class wasn’t expected to graduate. They did graduate and six with scholarships. The teacher laughed at herself looking back on her early teaching years. She had once thought of leaving teaching to do something rewarding. She wrote,” What greater reward could there be then the privilege and responsibility of trying to make a permanent difference in the life of a child.” She did that, she took children who were labeled retard and taught them they could do anything.
One teacher had a problem with a boy who was out of control. He said bad words often, and was always acting out in class. One day when he was absent the teacher discovered that no one really liked because of the comments they made. The teacher encouraged the children to be his friends. She asked them to ignore his bad behavior. The next day no one paid attention to his bad behavior. Group time came and each student wanted the boy in his or her group. The boy was very surprised. The teacher watched as the children interacted with the boy. The teacher wrote,” I empowered students to become teachers of one another.”
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Another teacher learned the difference of being a teacher and a critic. He wrote how he had gone four years of college and knew the difference between good writing and not so good. He had a student ask him how he would feel if he had written about something he cared deeply and the word clique was all over his paper. He realized how he had been wrong. He said,” We who teach are not meant to search for faults but for possibilities.” “It took me a while to learn that.” The teacher had learned from a student how to look for the possibilities in students. One teacher had planned on going to med-school but became a teacher instead. She wrote,” A teacher is a healer of children.”
This book was well written. It encourages a person to become a teacher. It explains that teaching is not easy but it can be so rewarding. It also points out that a teacher can really change the life of a student, and a student can change the life of a teacher.
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