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    The More I Learned, the Less I Knew: A Teacher's Memories
    The More I Learned, the Less I Knew: A Teacher's Memories
    The More I Learned, the Less I Knew: A Teacher's Memories
    Ebook159 pages2 hours

    The More I Learned, the Less I Knew: A Teacher's Memories

    By Ernie Gabrielson

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    About this ebook

    The More I Learned, the Less I Knew is a book by a retired, small-town, high school teacher. It recalls memories collected over 33 years in various classrooms in Arizona. Along with these memories, he tells of many things he learned from veteran teachers as well as the many students he taught.
    LanguageEnglish
    PublisheriUniverse
    Release dateOct 26, 2012
    ISBN9781475954623
    The More I Learned, the Less I Knew: A Teacher's Memories
    Author

    Ernie Gabrielson

    The More I Learned, the Less I Knew is a book by a retired, small-town, high school teacher. It recalls memories collected over 33 years in various classrooms in Arizona. Along with these memories, he tells of many things he learned from veteran teachers as well as the many students he taught. Since his retirement, he has written several novels and a collection of short pieces. He is currently at work on his sixth novel, Candy’s Journey, about the experiences of a woman becoming a deputy sheriff in Arizona. His first novel, Home in Ithaca is a new perspective of Homer’s Odyssey. Other books are Terror in Mule Gulch, Calling for a Hit Man, and Strikes to Spare. While not writing, Gabrielson bowls in several leagues and practices his new career of giving books to children hoping to spark them into becoming readers.

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      Book preview

      The More I Learned, the Less I Knew - Ernie Gabrielson

      Chapter 1

      I was very nervous as I stood outside the auditorium at Chandler High School while waiting for my very first faculty meeting. Almost trembling with fright, I wished for a cigarette but saw no one smoking, so I didn’t dare light up. Two weeks before this warm September day, I had signed my first teaching contract, but on this day, I wished I hadn’t. I was dressed as formally as I could—even wearing a necktie. Several others were dressed as I was, and I guessed they were also new to the system. Others, however, were dressed very casually and were standing around laughing and joking with friends. These were, of course, the veteran teachers. At some sort of signal, we all started filing into the large auditorium. A person at the door directed each of us to the school section to which we were assigned. I was directed to the junior high section.

      As I took a seat, several of the veterans introduced themselves and shook my hand. I responded very stiffly because their friendliness didn’t completely rid me of my jitters. Before the speeches began, I thought of several times I had faced a new adventure and had overcome my fears. I thought of my first day underground in the mine in Bisbee when a cage zoomed me and many others down 2000 feet below the surface.

      Then I thought of the time my training battalion was formed up to hear a general bid us farewell as we left Camp Pendleton and the United States. Under full packs, we stood before the speaker’s platform. Among other things the general said, I envy you young men. You are going to Korea and to the biggest adventure of your lives. I regret some of you won’t return, but those who do will never forget the experience. I don’t believe my year of serving in a Marine line company gave me fear that equaled my fears on that September morning. I wondered what am I doing here in a room loaded with experienced professionals? I don’t belong here.

      The superintendent of all the schools in Chandler welcomed us, and then each of the principals gave an inspirational talk.

      At about noon, we were dismissed for lunch. After lunch, we were to use the afternoon to prepare our classrooms to welcome the students three days later. The highlight of the day was having three of the veteran teachers invite me to have lunch with them at a nearby restaurant. As we talked over lunch, they did their best to ease my fears. They all confessed they also had experienced the same feelings I was facing when they started their careers.

      When we returned to school and to our empty and silent classrooms, I started putting things in order. Both of my neighbors came in, introduced themselves, and offered to help me arrange books, etc. Mr. Simmons and Mrs. Deaver, who were both veteran teachers with more than 20 years of service, said if I should run into trouble, I could seek help from them.

      Three days later, I stood by the teacher’s desk waiting for the onrush of students as they came in for their first day of school. Then, I believe, my fear was greater than on the first meeting with the teachers and principals. Coming in, many continued with conversations with friends while others looked me over. I shakily wrote my name on the chalkboard and introduced myself. I had each of my class of 8-1 English students introduce themselves. Then I began the process of issuing them three books—one for spelling, one for reading, and one for grammar and language. It was then I found those youngsters were all sort of pulling for me. This was to be my homeroom class which would return later in the morning for a 20-minute activity period. They were with me for a two-hour block of time to study Language Arts.

      After they left, I had two other groups come in for their two-hour sessions. When the final bell rang at 3:30, I was a little surprised I had survived a test and was more relaxed as I left the school grounds in my new Dodge.

      Although I had first-day school jitters for 32 years, I always look back to the very first one in 1955 and smile. As my experience grew through the years, I did my best to take our incoming, new teachers to lunch hoping to reduce the same fears I had faced. Several veterans always came along to help. I don’t believe I will ever get over the joy I had when welcoming new classes of students.

      I taught at Chandler Junior High for three years and learned many things. Anna, the teacher in The King and I, a Broadway musical, sings of learning more from her students than she ever taught them. That certainly is true in my case.

      Retirement is wonderful in its way, but one never gets over the excitement of the first day of school. Like the general said, I envy those as they start the unforgettable experience of teaching. I hope this little book might help some new teachers as I learned some tricks of the trade from my colleagues and students every day as I entered a classroom.

      My first year has been disappointing as it was rewarding… I have lost and found hope, reviewed and revised, and finally concluded that my presence here is much more important than I had thought it would be,

      Catherine McTamaney.

      Chapter 2

      I learned a lot in my three years at Chandler Junior High. I think the biggest thing the beginning teacher has to learn is he is standing in front of 25 or so individuals—not just a class. Unlike college classrooms, one size doesn’t fit all. I soon discovered education is a path made of many steps. Some of the students are well ahead on the path, while others lag behind. Many of the teachers we had in college merely taught from yellowed notes or lectured to the class from a prepared lesson plan developed to teach a subject. Of course, lesson plans are necessary, but the conscientious teacher in elementary or high school needs to do his level best to bring the students who are lagging behind up a few steps while not boring those who are well along on the path. Good teachers teach students as well as subjects.

      In my experience as teacher and principal, I observed many teachers who were too lazy to recognize individuals. One of the best things one can see as a teacher is a little light in a poor student’s eyes as the material sinks in. In my early days of teaching, I mistakenly called often on the brightest kids to respond to questions because I was relatively sure to get the right answer. It is a truism that often those responses rub off on the poor student (sort of a trickle-down effect), but often those responses don’t. I learned early asking questions was a much better educational tool than simply lecturing to the whole class about the material. When a poor student gets an answer right, the answer is a step on the path of learning. It is a bigger step for him than it is for the students who are the brightest.

      During the activity period, instead of having students work on assignments alone from math, science or history; I would wander around and try to help the poor students get the right answers on their homework. I seldom had to do this with my 8-1 class because they were more homogeneously grouped since they were all band students. I began to like teaching the 8-3s or 8-6s more because there was a wider variety of academic talent in the class when it came to being on the learning path.

      Sure, I felt good about standing in front of the 8-1s because I falsely felt their good grades were wholly a result of my good teaching. The falsity of this thinking was brought home to me graphically one day when a student asked if a comma was always necessary in a compound sentence. I responded that short sentences did not need a comma. Almost immediately there was a gasp of disbelief from a few in the class. Some turned to pages in their notebooks from the seventh grade, checking on whether I was right. Later during the activity period, Mrs. Grey, a very experienced teacher, came to my door and asked to see me outside. I was nervous about this because some of the 8-1s had previously told me Mrs. Grey had given them many rules and made them keep those rules in a notebook while they were in her class.

      What do you mean, Mr. Gabrielson, telling students they don’t need a comma in a compound sentence?

      Finding I had violated a sacred rule of grammar, I stammered nervously, "I told them a comma wasn’t always necessary if the sentence was very short. I said perhaps a sentence like Jack fell and Jill cried wouldn’t necessarily need a comma."

      Mrs. Grey stormed away saying something about recent college graduates. I guess I won the battle that time, but Mrs. Grey won the war big time. She had over 25 years experience on me, and I often went to her seeking advice. She and I became fast friends. I encourage all beginning teachers to hop on the experience train and learn from all the teachers around them even though they might appear to be a little old fashioned. Mrs. Grey had a wonderful sense of humor, and she taught me to use mine in the classroom. This is a weapon I used in my entire teaching career; and it’s, perhaps, the best weapon in a teacher’s arsenal.

      That year my 8-1 home room won nearly everything—academic and athletic. There was a magazine selling drive with a television set as the grand prize. Rae Lou Appleby, a wonderful young lady, won this in spite of the competition of the principal’s daughter in another grade. Since we won every time out, I thought I was a pretty fair teacher. Then I had to change my mind.

      The next year, the principal assigned me the 8-6s as my homeroom. These were students who were behind all their classmates in almost everything. The 8-6s were students who came to my class unable to cope with most of the lessons I was trying to teach. However, I think I learned more about teaching from them than I did from the 8-1s. They all took developmental reading from Mrs. Deaver, my neighbor next door. She was the most experienced teacher at our school. In addition, she was very nice and charming. Patience was her strong point. Her classes had a wide range of reading abilities, ranging from the first grade to about the fifth grade level.

      One day, during the activity period, I went back and started conversation with a very nice boy named LB. Several students gathered around when I asked LB to learn something to ask Mrs. Deaver. I had him write, Education is the acquisition of the art of the utilization of knowledge. After explaining what this meant to LB and others in plainer language, I had him memorize it. Then I asked him to raise his hand in Mrs. Deaver’s class and ask her if it were true. Many of the kids got hopped up and helped LB’s effort to memorize it. During the next hour, I heard an explosion of laughter coming from the reading classroom. In about five minutes, Mrs. Deaver came to my door, smiling and saying she almost fainted when LB came out with A.N. Whitehead’s definition of education.

      The next day, LB was something of a class hero in the activity period, and several of the other students asked, "Give me one, Mr. Gabrielson. I want to see Mrs. Deaver’s face when I say

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