How Do You Keep Going?

Abstract

Jim arrived in September; eager to begin his first special education job in what he imagined to be an exciting multicultural environment. Before winter break, Jim told the principal he would not be returning. Sally was hired as a fill-time substitute teacher in January. At the end of the month, she informed the secretary that the school would need to find someone else. Molly had just completed her wiaster's in special education in December and was thrilled to receive a phone call about a midyear teaching position. She was so excited that she neglected to question why there was an opening in February, and the principal did not ofer an explanation. Molly had never quit anything in her life, but after 3 weeks with her new cluss, she was more discouraged than she could remember ever being. It bad been a particularly difficult day, and she needed someone to talk to. As she wandered dejectedly toward the copy room, Molly noticed Sylvia, a veteran teacher who appeared to be whistling as she posted papers and wrote assignments on the board. "Do you have a few minutes?" asked Molly. Sylvia ofered a welcoming smile, invited Molly in, and asked, "How's it going?" Molly felt the loodgate open and poured out her+strations: Sam and Juan can't read and don't seem to care. I don't know what I did to Alice, but I'm sure she hates me. Mei-Shu and Ly-Ching speak Chinese about me and laugh. Larry steals, Sean bullies, and Mikala arrives whenever she pleases. It doesn't do any good t o call their parents. Either they don't have a phone, don't speak English, or act like I'm accusing them of something. I do haveseveral students who desperately want to learn, but I am so overwhelmed by the chaos that it feels like I never actually get t o instruction. Sylvia's empathetic eyes. Then, Molly pleaded, "You've been here a long time, yet you don't appear discouraged. As a matter offdct, you seem quite happy. In the fdce of such demands, how do you keep going? Molly stopped and looked into