I QUIT!!: Why I Ended My Relationship with Education

Copyright © 2024 by Yolonda Wilson.

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Rev. date: 08/02/2024

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PREFACE

I Quit, is my honest and heartfelt account of the journey I experienced as a teacher. I hope that teachers will be able to relate to the good and the bad aspects of my journey. The title of the book can be misleading, because of the stories that I described, I hope that it is evident that I love teaching. My decision was not due to losing my desire to work with students, but the many factors which contributed to the belittling of the teaching profession. Many will admit, they could not be teachers because it is not easy; however, I wanted the world to use my lens to provide a glimpse of a teacher’s experience. It is my sincere hope that the world begins to appreciate teachers. I am sure many adults have at least one story of an educator who made a positive influence in their life. This book shares the positive influences that students made in my life and the driving force which fuels a teacher from year to year. Teachers are oftentimes taken for granted, but please remember the love you felt for us when Covid-19 called for remote learning. Most teachers love what they do; however, they must be given the proper environment to thrive in their buildings. To all of the teachers reading this book, I hope this reminds you of the positive impact that you make everyday. I hope this reminds you of how important you are to society, even in times when you feel your voices are not being heard. To Education, remember when teachers are provided with a building thriving in a rich educational culture, the students will also thrive.

CONTENTS

PREFACE

Chapter 1Introduction

Chapter 2I did it

Chapter 3The Beginning

Chapter 4Reason-Testing

Chapter 5Poverty is an Issue

Chapter 6Neglect

Chapter 7Summer School Chronicles

Chapter 8The Trauma

Chapter 9The Boys

Chapter 10The Guilt-The Hardest Chapter

Chapter 11Class Of 2020-The Ones Who Almost Took Me Out!!!!

Chapter 12Who do they think they are?

Chapter 13Administrators

Chapter 14Finally

ONE

INTRODUCTION

Many years ago, I thought of writing about the experiences of a younger teacher. I felt my classes did not fully prepare me for this life. The techniques given in a classroom setting were helpful, but the classroom can not imitate real life. You have to be quick on your feet and unbothered if a technical skill does not work. As the years passed by, my love for Education grew larger. At the same time, something in my heart had started to shift. I can honestly admit the shift in my heart took years to develop. If you are an educator, you can understand the passion of a young teacher. I was going to save the world, all I needed was my cape blowing in the wind. I had to realize that saving the world was a huge undertaking especially since I taught math; statistically, the most hated discipline in the world, so therefore this would prove to be a hard task.

My tenure at my first school initially concentrated on state test preparation. By the time I left, I was considered the Honors Teacher’’. I know some of you may think teaching Honors Students is an easy assignment, but it is not. When you are placed in a classroom with twenty five to thirty know-it-alls’’ you will begin to understand the amount of preparation involved with these groups of students. They need you to be engaged with the entire class. You can not fake it with them, because there are always a few who are confident enough to question you. Once this questioning occurs, you as the classroom leader, have to prove yourself and show step by step. As I taught these students, I truly considered myself to be their educational leader because I could sit back and allow them the opportunity to engage with their classmates. This encouraged them to be active learners. Teenagers speak one another’s language therefore, they also were good with managing one another’s behavior.

The second school I taught at, was considered a Credit Recovery School for students who had withdrawn or had been expelled from high school. The school accepted young adults from the ages of sixteen through twenty two. If they needed to pass the state mandated test only, we would allow them admission after the age of twenty two. Many school systems would not allow students’ admission after twenty two because the state would not allocate funding for these pupils. The administrators at this school did not care about funding. They had compassion for these older students, who had to overcome so many obstacles to attend school. I thought teaching Honors Students, who were highly functional and who challenged me was the best placement, but I was wrong. I had found a new passion. Teaching difficult learners; math brought me so much joy. I found that spark I had originally felt during my younger years. By this time my career was entering its fourteenth year and I was ready to pursue this new environment. The look in a student’s eyes when they turn to me and ask, Is that it? filled my little mathematical heart with pride. I am sure there are many adults reading this who have experienced nightmares about math class. Now, I did not want to save the world. Removing the fear associated with math was my new goal.

It was not until my third teaching assignment that I started contemplating leaving Education. Things had changed in the regular comprehensive high school. I could not believe how the culture of our buildings had transitioned from expecting the best to accepting, whatever. Walking into my new assignment marked my twenty second year of teaching, and I was working with struggling and difficult learners. I had the experience of teaching the biggest thug in the building as well as teaching the biggest nerd; however, as I explained things had changed. This change was draining the life out of my passion to teach and my disappointment was not only being fueled by the students. My former students would not have believed the amount of crap I dealt with my first year there. I was not being myself in the classroom; I treaded lightly because the mindset of administration had changed. I realized the students were missing out on the fullness of my crazy personality, so once I realized who I was and how valuable I was. I needed to reintroduce myself to these young people, because they were being taught by Ms. Wilson, the imposter.

My fourth assignment was teaching in our district’s juvenile detention center and this placement opened my eyes. I never knew where the incarcerated students lived, nor their opportunities to earn high school credit. Very few teachers are aware of this assignment. Many would be immediately intimidated by the location. The staff in this building is phenomenal, they are mending broken hearts daily. The care extended to these students needs to be modeled in every school. The bond teachers and pupils build in this environment is a testimony to the positive effect of building relationships in the classroom. Educators should take notes! If all students felt this type of bond with their building teachers before incarceration, maybe we could save some from this fate. A few students expressed the desire for this support from their former high school. We taught in a smaller classroom environment; therefore, we were able to provide more individualized attention to each child. Piling more than thirty students in one classroom is a disservice to the youth who are struggling learners. The line between success and failure is thin and you have to use tools that are proven to work to ensure student success.

I would like to dedicate this book to the memory of the cheerleaders in my life: my mom and