Channeling My Inner Norma

art photography by julie nariman

In my first year of teaching, I was never observed by an administrator. I started to think that not being observed might be a good thing, as I was struggling mightily to keep my classroom under control.

I taught 8th grade English in a public middle school in Bedford Stuyvesant, Brooklyn. The school itself was struggling and had been placed on a state list for low student achievement. The principal and assistant principal were both brand new in their jobs and in hindsight, I have empathy for the difficult situation they were in (although I certainly had no empathy at the time). I got used to the idea that administrators were people who helped when things went badly—for example, when a discipline problem forced me to call them and get help. Maybe it was better they weren’t visiting, I thought. What would they see in my classroom? That I was a failure?

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Drugged with notes

Notes pictureI started my teaching career in September 2000 at Intermediate School 33 in Brooklyn, a school that has since closed.  I was hired to teach 8th grade English at the same time as Sara Milstein, both of us recent college graduates who quickly became friends.

On the first day, we introduced our rules to our students.  “What happens if you break them?” asked a student.  We weren’t sure.

The first several months of our teaching careers were an exercise in containing classroom chaos, and many times, we ended the day in tears.
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