Where Is Your (dis)Comfort Zone?

Abstract

John knew teaching in a school located in the middle of a housing project would not be easy. He was aware of the high number of English Language Learners in the school as well as the number of children who qualified for free or reduced lunch. He was ready to embrace the diversity and the challenge. Yet the problems John faced in his school were none that he had anticipated. Not only did he have to face the challenges all new teachers encounter—to teach and learn to teach well simultaneously—he was also teaching in a school that even the substitute teachers would avoid. Disgusted with the lack of support, problems with students, and a general morose feeling across the school, he decided to leave the profession. We were deeply saddened by his decision. We knew that the city schools had lost a gifted, creative, knowledgeable teacher who taught from his heart.

I was completely burnt out and felt as if I was powerless. All my ideals seemed to be fading as I realized how difficult my students were and how little my administration actually supported me. My principal was planning to retire and appeared to care very little about the success of our students. He interrupted my teaching once by calling me and asking if I was available to sing karaoke in his office with some other teachers. He never watched me teach a lesson in my classroom even ONCE. The general morale of the building was grim. When I began teaching two years ago, I was inspired, excited, and I wanted to change the world. Now my initial enthusiasm began to fade because I lost much of my positive outlook. I was not prepared for the issues that my students were dealing with. I know that I was doing great work at times, but I was not the teacher that I envisioned I would be. I began to lack energy to continue fighting. All of these finally led to my decision to move back home to work in my family’s business.

—John, a former fifth grade teacher in a school located in a low socioeconomic neighborhood