The Unyielding Fight: Why I Chose to Stay in Teaching

Decades ago, while pursuing my degree to become a math teacher, I experienced firsthand the complex challenges faced by educators in the classroom. In the late 60s, my senior year was dedicated not only to my studies but also to my student teaching. It was a period filled with both challenges and unexpected rewards.

A Promising Beginnings, Wrought with Struggles

My student teaching assignment was at a large, reputable suburban high school where I had the opportunity to teach a range of subjects, from general mathematics to calculus. This variety of classes was quite the contrast to what my classmates were assigned. Many of them were confined to teaching only general math or Algebra 1, which made me feel fortunate to have such a diverse experience. However, this initial excitement was soon overshadowed by the first major challenge I faced.

In my general math class, a freshman student consistently refused to complete any homework. One day, during the first week of the semester, the student turned in a blank paper under his name for a quiz. This behavior was not typical for a student with decent grades, and it raised immediate red flags. An opportunity for intervention arose during a meeting at lunch, where I confronted him about his reasons for not doing homework. He candidly admitted that he saw no need to continue schooling, as he planned to drop out when he turned 16. Further inquiries revealed that he was experiencing similar issues in other classes, yet there was an unwritten agreement among teachers that some students would inevitably leave.

Breaking the Mold: A Personal Investment in Student Success

Despite the common air of resignation, I was not willing to accept that as a viable option. My investigation revealed that this student had decent academic records, albeit with a few Cs and no disciplinary issues. In a subsequent meeting, I revisited the topic and probed deeper, only to discover that reading was a passion for him. This insight led me to suggest that he might be more engaged at the library. This idea seemed to spark some enthusiasm in him, and he readily accepted the suggestion. As part of this plan, I also informed the guidance counselor about the situation. However, to my disappointment, the counseling staff showed little interest in proactive measures and even resented my suggestions, responding that they would only assist him if he made an appointment on his own. Frustrated with their lack of support, I decided to inform his parents, hoping it would crack the wall of apathy.

A Principal’s Perspective: The Uphill Struggle Continues

The tension escalated when, a week later, I was summoned to the principal's office for a meeting with the librarian. The librarian, as it turned out, was unhappy about the continuation of my involvement. When I asked if the student was causing any issues, she laughingly stated, "No, he just doesn't belong there." This comment was a hard pill to swallow, especially when I recounted the detailed steps I had taken to address the situation, including my push for parental involvement. The principal added an expected touch by insisting the student return to my classroom immediately, leaving me with the lingering sense of inadequacy and bureaucratic frustration.

The principal’s response was not unexpected, but the underlying sentiment of alienation and under-appreciation was disheartening. My efforts were met with a deaf ear at multiple levels. I soon embarked on conversations with both my college advisor and the teacher from my student teaching experience. Both agreed that I had already done everything in my power, but the lack of systemic support suggested that I might be fighting a losing battle.

Reflections and Lessons Learned: Reevaluating Personal Goals

The experiences I had during my student teaching years profoundly influenced my career choices. Despite my dedication and the challenges I faced, I couldn’t help but feel that the system was failing to protect and nurture students like the one I described. Over the last fifty years, teachers have encountered an increasing number of such hurdles, which have led to the reconsideration of their roles and their very purpose.

For me, this journey highlighted the critical importance of teachers' emotional and mental well-being, as well as the importance of fostering an environment where students can grow and succeed. While the path may seem daunting, the outcomes can be incredibly rewarding. Whether it be through small victories or significant challenges, teaching remains a field where individual efforts can make a profound impact.

Conclusion

The story of my commitment to stay in teaching despite the challenges is a testament to the resilience of educators. It is a call to action for all those involved in education to recognize the importance of supporting teachers, fostering a positive learning environment, and developing policies that empower educators to make a difference.