Experiences of an Amateur High School Teacher

In 1990 after college I accepted a position teaching high school physics, math, and physical science.  I had not taken any education classes in college, but the small town high school was willing to hire me under a Virginia waiver program.  I had majored in physics and they hired me on the basis of my strong physics and math grades.  I was required to take the National Teachers Exam (NTE) which is a multiple choice test. I passed in the 99th percentile after studying all of 1 hour and using common sense.

I was given very little mentoring and my classroom was observed only two or three times my first (and only) year.  I was a terrible teacher.  My students knew it and any adult who had cared to watch me teach would have known it.  The students ranged from average to bright and were mostly well-behaved.  The problem was me.  I quit and went on to engineering, law and business.

Based on my experiences, I suggest the following: 1) Frequent and constructive mentoring and observation for the first several years for all teachers, especially those who haven’t done student teaching. 2) Increased pay for the sciences and math and any other subjects where qualified teachers are difficult to recruit in sufficient numbers.  3) Weeding out the ineffective teachers.  Most of them won’t quit on their own like I did.  (I was never asked to leave; in fact, I was greeted with disappointment when I announced I was leaving.)  4) Cameras in the classrooms so colleagues and administrators can always know what is going on in the class and the teacher can be observed under typical conditions.

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