Unacceptable Expectations: A Young Teachers Struggle with Conformity

By James A. Gauthier J.D.

Exceptional students become exceptional teachers. Rachel achieved her masters degree in education and became a certified teacher at age 17. Rachels first interview with the teachers union placed her on notice that she was a link in a curriculum driven education program. She was to teach her grade level curriculum only and never bring attention upon herself or her peers. Conformity was the rule and mediocrity was the goal.
Rachel refused the unions demand to conform and motivates her students to become exceptional and exceed grade level expectations. The more successful Rachel is in her classroom, the more the push back by the teachers union to return her to mediocrity. Conflict between Rachel and the union results in the union poisoning Rachel, falsely accusing her of abusing a student; false drug violations on school property and ultimately the loss of her left leg as the union seeks to stop Rachels desire to help her students become exceptional.
Learn how Rachel fights back and creates the Sinclair Academy, a private educational system that the union has no control over. No longer does the union want to stop Rachel from promoting accelerated learning; now the union wants her 2,500 teachers to join the teachers union. See how far the teachers union will go in an attempt to force union membership and what a young, tenacious teacher will do in saying, No.

• Language: English
• Publisher: Trafford Publishing
• Release date: Jan 23, 2015
• ISBN: 9781490754048

James A. Gauthier J.D.

The author is a 71 year-old former teacher who proudly served his country in Viet Nam before returning to college where he received his Juris Doctor degree in 1985.. The author practiced law until 2020 when he retired from everything except for Judicial Arbitrations. The Author moved to Medina, Ohio in 2021 where he describes living in Ohio is just like being on vacation every day. Author has published fourteen books under the pen name of James A. Gauthier, J.D.. His books are available on Amazon and Barnes & Noble

Book preview

Chapter 1

Who is Rachel Sinclair?

M y name is Rachel Ann Sinclair. I am the youngest of three daughters born to Dr. Soren Sinclair and Dr. Rebecca Sinclair. My parents are both professors at the state university where I hope to attend after my graduation from high school. I have two sisters who are older than me.

My sister, Amanda, is sixteen and a junior in high school. Amanda is a cheerleader, excellent student, and very popular. I enjoy watching Amanda cheer at sporting events and practice at home. I often mimic Amanda’s cheers wondering if I could ever become a cheerleader. Amanda is quite pretty and boys call her all the time.

My other sister is Roslyn. She is fifteen and a sophomore in high school. Like Amanda, Roslyn is cute and very popular with boys calling her nightly. Roslyn is enrolled in every advance placement course offered by the high school. Roslyn said that she intends to participate in the Running Start Program that would allow her to complete two years of college in lieu of her high school coursework. I heard Roslyn try to talk Amanda into entering the program, but Amanda said that she enjoyed cheerleading and high school activities and refused to substitute academics for fun.

I am quite average in appearance and intellect. I wear black rimmed glasses and know that I am not academically brilliant, an athlete or a future cheerleader. At ten years old, I am taller than most of my friends and I rarely wear the latest in fashion.

I am comfortable with myself and I would often take up isolation in my bedroom to be alone and think about my future as a school teacher. Becoming a school teacher has been my personal ambition since first grade and I told my parents that I would become one of the best teachers in the world.

I had the privilege to be in Ms. Horn’s fifth grade class. Most students didn’t like Ms. Horn because she made them think and do their school work. Students often referred to Ms. Horn as a ‘hard nose’ to just ‘mean’ or a ‘bully’. My classmates often commented that Ms. Horn should be suspended because she was a bully and therefore violated the school ‘bulling rules’.

I wasn’t one of those students. I admired Ms. Horn and enjoyed being academically challenged. I told my parents that Ms. Horn is one of those teachers that demands excellence from her students and she gets it too. Students wouldn’t admit it to their friends, but quietly they expressed their approval of Ms. Horn because she cared more than the other teachers they had in prior grades. Ms. Horn reminded her class daily that her job wasn’t to babysit. Her job was to prepare her students for the next step in their careers. Her favorite saying when a student did poorly on a test was, Study and take it again. You are not going to fail on my watch. I knew that she cared about her students and that was the kind of teacher that I would become one day.

I lived two blocks from my school and I often stayed after class to talk with Ms. Horn. I would express my approval of her teaching and thanked her for caring and keeping high expectations for her class.

Ms. Horn replied, I ask of my students that which I would ask of myself under similar circumstances. No more, no less. If my students don’t learn, then I fail as a teacher and I refuse to fail.

I would ask Ms. Horn questions about college and the requirements needed to become a school teacher. Ms. Horn was always polite and took the time to answer my questions. However on this particular day, Ms. Horn explained to me that she wasn’t sure that I would become a good teacher. I became upset and began to cry as I asked Ms. Horn, Why did you say that?

Ms. Horn replied, To become an exceptional teacher, you must do your very best every day. Rachel, you do good work and finish your assignments on time. Your grades are good, but I personally feel that you are only giving your education eighty percent effort. I want to see the other twenty percent effort if you want to become an excellent teacher in the future. I want to see fire in your belly. I want you to ask for more work and more challenges so you don’t become adequate or mediocre. Instead, you will become that exceptional student. I see excellence in you, but you must strive for more than you are now giving me.

I asked Ms. Horn, "What can I do to show you that I can reach excellence as a student?

Ms. Horn replied, You can read more books and turn in book reports. You can work ahead and I promise to grade your advance work as you go. Don’t wait for me. As your teacher, I would rather spend my time keeping up with you.

Ms. Horn handed me two books and asked me to read them and report on each. She commented, I will see that you get extra credit, but the real measure of your work is in how you perceive yourself and your personal effort. To become an exceptional teacher, you must first become an exceptional student.

I asked Ms. Horn for additional work daily and my classmates began referring to me as ‘teacher’s pet’ and ‘Ms. brown nose’. I rose above the comments and welcomed the opportunity to prove to Ms. Horn that I would become an exceptional teacher one day.

Fifth grade ended and I thanked Ms. Horn for being such a wonderful teacher. Ms. Horn gave me a list of books that I should read over the summer and she purchased a math workbook for algebra so that I could get a jump start on sixth grade. Ms. Horn let me know that she wasn’t going to be very far away and I was always welcome to drop by when I had a question, or just wanted to talk about school and becoming a teacher.

I thanked Ms. Horn and promised that I will become an excellent teacher just like her.

Ms. Horn replied, Rachel, I have seen you mature in my class. I think you are now using the additional twenty percent of your brain. You should do well in sixth grade and in your future career as a teacher if you keep yourself motivated. I encourage you to rely on yourself and not those around you.

I studied over the summer and read every book recommended by Ms. Horn. I wrote book reports that would never be handed in to a teacher. I studied algebra, and with the help of my parents, I completed the algebra work book that Ms. Horn provided to me for summer exercises. I was satisfied with my summer work and excitedly anticipated sixth grade in the fall. I hoped that my next teacher would care like Ms. Horn cared.

On the first day of sixth grade, Mr. Dole announced to our class that he had the lesson plan laid out for the entire school year. He asked students to come up to his desk one at a time and he showed the students how to read the lesson plan book and identify the day’s assignments.

I noticed that each school day had listed subjects from math, reading, writing, spelling, science and history. Underneath each listed subject, Mr. Dole had the assignment listed. For example, under ‘math’ it would say Page twelve, problems 2-35. When the students were comfortable with how the lesson plan book worked, he informed our class that we could finish our listed assignments and then use our electronic devices to play games, text or whatever the student chose to do for the remainder of the day.

I listed off my assignments for the day and then sat at my desk and did each assignment. When I finished, I noted that it was only 10:40 a.m. and I had done all of my classwork for that day. I was the first student done and I presented my work to Mr. Dole for review and grading.

Mr. Dole replied, I am not grading your daily papers. If you want to grade your own papers, I will make available the answer key for each subject. I will keep the answer keys on my desk and you can feel free to check your work as you go.

I asked Mr. Dole, How will I know if I was doing well if you won’t look at my work?

Mr. Dole replied, If you correct your papers, you will know if you are having any problems. If you have a question, then you can ask me, but don’t bother me with correcting your work. That is your responsibility.

The class had no direct class order. Students could work on any subject throughout the day. The only requirement was that the scheduled work get finished. I noticed my classmates taking the math correction book and writing down the answers instead of doing their work. They did the same for most of the subjects. One of my classmates handed me the math correction book and suggested that I do my work for the rest of the week by copying down the answers. I refused and asked the students how they were going to learn if they didn’t do the work?

Michael, one of the boys in my class replied, Writing down the answers is hard work. I might make a mistake. He then laughed along with his friends and called me a study geek.

I was upset and approached Mr. Dole after school and asked to talk with him about the class and what I saw happening in the assignments.

He replied, I am not interested and I don’t like tattletales. As I stood in shock, Michael walked up to the desk and asked Mr. Dole for the math and science correction books. He planned to work really hard over the weekend and get a lot of assignments done ahead of the due date. Mr. Dole gladly handed Michael the answer books and the only admonition was that Michael return the answers keys on Monday so other students would have access to correct their work. The following Monday, Michael bragged that he had completed the math course work up to the Winter break.

I stopped by and talked with Ms. Horn and mentioned what was going on in Mr. Dole’s sixth grade class. Ms. Horn indicated that she was aware of Mr. Dole’s teaching method, but the district didn’t do anything because teachers like Mr. Dole were under the protection of the teacher’s union.

I asked, So he gets away without teaching his class and his students suffer for his failures?

Ms. Horn replied, The students like Mr. Dole, and they let everyone know it. His students fail to learn much in sixth grade and many suffer when they enter junior high the next year. Ms. Horn then asked me if I needed any help with my private studies. She reminded me that to become exceptional, I must demand of myself and not accept what was happening in Mr. Dole’s class.

The end of my sixth grade year came quickly. The school announced that the sixth grade achievement test would be mandatory and a pass grade was required or a student wouldn’t be promoted to their next grade. The test would be administered in four weeks. I wondered to myself if my classmates would be promoted given their irresponsibility over the past year.

The next class day answered my question. Mr. Dole handed out a copy of the sixth grade achievement test and indicated to his class that we would be studying out of the test for the next month. Every day, Mr. Dole referred to test questions and then the proper multiple choice answers. He rehearsed his students to make sure that we had the answers committed to memory. He told his class that we couldn’t tell anyone about the test preparation because it wouldn’t be considered fair to the other classes. He received a general consensus of secrecy.

One day, he had the class divide up into pairs and quiz each other on the proper answers. By the time the test was to be administered, the class had memorized the test and Mr. Dole’s class once again scored higher than the other two sixth grade classes. He wanted to avoid inquiries and asked each student to miss at least two questions from each subject in the test.

I brought the test preparation up to Ms. Horn. She replied that she was sorry that I had been in his class, but sadly there was nothing she could do about his tactics. He always looks good to the district because his classes score so well.

Ms. Horn’s reply was unacceptable to me. I personally confronted Mr. Dole in the hallway and said, I am not going to let you get away with your style of teaching. I am going to be a teacher someday and I never want to become a teacher like you.

I discussed the issue with my parents that night and my father wrote the school board about the test preparation and classroom instruction issues.

The school board replied that Mr. Dole had an excellent reputation and I was probably a disgruntled student since I was failing most of my subjects in his class.

My father wrote back and demanded a meeting before the entire school board. He explained that I was not failing courses. He offered a letter of support from Ms. Horn about my academic abilities.

The school board granted a hearing and permitted Mr. Dole to respond to the allegations under the direction of his union representative. When I spoke to the Board, Mr. Dole interrupted me and called me an incompetent and disgruntled student. The school board heard both sides and then dismissed the allegations against Mr. Dole. Before the hearing adjourned, Kathleen, one of the girls in my class arrived and wanted to testify before the school board. She learned what was going on and she wanted to give her statement in support of me.

When Kathleen was finished, the school board rescinded their prior dismissal and decided that the best way to resolve the issue was to administer a second sixth grade achievement test that couldn’t be pretested. Although Mr. Dole said, That’s fine with me, I had looked at him for nearly nine months and I knew that he was worried.

Mr. Dole asked when he would administer the new test. Before he could reply, my father suggested that an independent proctor be appointed to administer the test. That was approved by the school board, but Mr. Dole was more than agitated as he talked with his union representative.

The union representative demanded that Mr. Dole be allowed to administer the test to his class and grade it too. It was Mr. Dole’s right as a tenured teacher.

The president of the school board replied, Not this time. We will use a separate proctor. The selected proctor was Ms. Gish, one of the sixth grade teachers at my school.

The sixth grade re-examination was given to Mr. Dole’s class and eleven out of twenty-six students passed the exam. The school board then met with Mr. Dole’s class and learned about the teaching issues over the past year. At a special meeting of the school board, Mr. Dole’s teaching contract was terminated over the objection of his union representative.

Mr. Dole appealed the termination decision and the case moved from a local hearing until it reached a national board. The various teacher associations supported Mr. Dole and his tenure as a teacher. On appeal, Mr. Dole was reinstated without reservation and his tenure as a professional teacher was reaffirmed.

I commented to my parents that I would never be a teacher like Mr. Dole. He hurt a lot of students and caused them to attend summer school if they wanted to move into seventh grade in the fall. As I prepared to enter junior high, I had acquired an excellent understanding of what made a good and bad teacher and I would be a good one when it was my time.

CHAPTER 2

Preparing to Become a Teacher

I entered junior high and enrolled in every advanced course that the school offered. I excelled in algebra and completed advanced algebra and geometry by the time I was promoted to high school. I read every book assigned along with seventy-two additional books that would be assigned in high school English. I excelled in every class and left junior high with honors. The junior high didn’t use letter grades or grade points. Instead, the school had adopted a pass or fail system. My honor designation arose from my teacher’s comments given with my pass grades.

Over my three years in junior high, I was exposed to many teachers and teaching styles. I came to recognize that there were three types of teachers. On one end was the teacher that demanded excellence like Ms. Horn did in fifth grade. The second type were those teachers that seemed to care, but did the minimum to complete the course requirements. The second type of teacher expected the assigned work to be timely completed, but had no greater expectations beyond the course curriculum. The third type of teacher was like Mr. Dole. These teachers seemed to never be prepared for class; failed to timely grade assignments and often had excuses of why something wasn’t done. The third type did enough to justify their job, but nothing more.

In high school, I began to personally blossom. I focused a little more on my appearance and exchanged my glasses for contacts. I dressed in more stylish clothes selected by my sisters, and for the first time in my life, I became the object of boy’s attention. My sisters told me, Now, you are cute.

I was neither an athlete, nor was I a cheerleader. Instead, I was a dedicated student. I took the risk and ran for student government and was elected as the class president over a very popular cheerleader and the school’s football hero. I began to realize that the average member of the student body wanted more than glitz in student government.

A significant part of my presidency was to talk with the student body about excellence and taking responsibility for learning objectives. I would encourage students to challenge themselves and to become exceptional. Many students referred to me as a ‘geek’, but most students were grateful for my encouraging words. I fired up a few teachers when I announced that students needed to be accountable and needed to hold their teachers accountable as well.

I experienced the wrath of tenured teachers. One art teacher asked me what gave me the right to criticize teachers. She then suggested to me that I might just fail one or two courses and mess up my near perfect academic profile.

About three weeks into my sophomore year, I was called into the counselor’s office. The counselor explained to me that I had too many difficult courses and she wanted me to drop the science courses and enjoy an art or music course instead. The counselor explained that she was concerned that I was overdoing it a little bit.

I asked, Are you telling me that I have to drop my science courses, or are you merely suggesting that I drop them?

The counselor replied, I am only suggesting that you consider dropping them. In high school, you will receive letter grades and have a grade point average or GPA. It is your GPA that will determine which college or university you will attend. If you don’t do well with your heavy course load, then you might not get into the college of your choice.

I replied, I want to challenge myself. I plan on entering the Running Start Program next year and I want to be prepared for my college courses. I am going to become an exceptional teacher and I can’t become one if I don’t challenge myself.

The counselor finished the conversation stating, OK, I guess we will see how you did at semester grade time.

The counselor didn’t know, but what she did motivated me to prove that I was right and the counselor was wrong. I focused on achieving excellence and when the semester was over, I had a 4.0 GPA.

The second semester, which was also to be my last at the high school, was equally demanding. I signed up for geometry and calculus, physics 2, biology 2 and chemistry 2. I also signed up for English composition and a music course.

The same counselor called me in and asked me about taking geometry and calculus at the same time when I also had a full science load.

I replied, "I believe in myself. Last semester, I received a 4.0 when you believed that I had too much of a class load. Now you are telling me the same thing. Shouldn’t you be encouraging students to excel and challenge themselves instead of accepting mediocrity?

The counselor replied, Go ahead and push yourself if that is your desire.

I returned to my classes and applied the same drive as the prior semester. I completed my second semester with a 3.8 GPA.

I applied for and was accepted into Running Start. This program would replace my junior and senior year in high school with college courses that would lead to my bachelor’s degree in education.

I called upon my sisters to determine which professors demanded from their students and which failed to have high expectations of their students. I recognized that I was an excellent student and advanced for my age. I asked my parents if it was possible to skip certain classes if I already knew the subject matter sufficiently to pass the class. Both parents encouraged me to give it a try.

I was mostly concerned about having to retake my math and science courses. I set up a meeting with the math department chair and expressed my desire to take the exams for math through algebra, trigonometry and geometry for pass credit.

The math chair was very reluctant to permit a Running Start student to challenge courses, but when he learned that I was the daughter of Soren and Rebecca Sinclair, he decided to give the test to me. He asked if I wanted to take one test a day, or take all three that day. I asked to take all three at once. The professor handed me the final exams for each course. My tests were graded and I received a pass grade for all three math courses that I challenged.

I repeated the same process for biology, chemistry and physics. I was given the 200 level final exams and I passed each course sufficiently to receive pass credits.

I next challenged English composition and after writing three papers, I received pass credits for my English and composition course.

I was excited to report to my parents that I had pass credits for thirty-five credits leaving me a balance of one hundred-forty five credits to graduation. I met with a student counselor and laid out an education program to receive a bachelor’s in education degree.

The counselor asked me what level of teaching I was interested in. I could select elementary, middle school and high school education programs. The distinction was that elementary education required a general studies degree covering many subjects, where pursuing middle and high school required a major and minor in a field of study.

I replied, I would like to enter the elementary education program, but I will have a major in math and a minor in science just in case I want to pursue education at the upper levels.

The counselor then indicated that I would need to complete my major and minor requirements plus pedagogy, educational psychology, educational policy and leadership, curriculum development and lesson planning, assessment, social justice, special education and instructional technology. At the end of my studies, I would receive my bachelors in education degree.

I was excited and signed up for twenty five credits for my first semester. When I turned in my registration form, I was shocked to learn that I couldn’t enroll in more than fifteen credits per semester while I was part of Running Start. The information frustrated me and I discussed the matter with my parents that night.

My father could see the disappointment in my face. When I went to bed, my parents discussed options for me, but realized that I would be limited by the Running Start rules. In the middle of the night, my mother had an epiphany and over breakfast she suggested that I drop out of school.

I asked, Why would you say that. I am a good student and I will become an exceptional teacher whether you believe in me or not.

My mother replied, I am not asking you to give up on your education. I am suggesting that you take the GED and finish your high school education. With the GED, you can enroll without the Running Start limitations. As my mother spoke, she could see my eyes widen in excitement.

I was scheduled to take the next GED exam which was five weeks out. In the meantime, I worked on my fifteen credits and excelled as a student. When the test day came, I was prepared to take the test and quite excited to be finished with the limitations of high school. My test was graded electronically and I received a satisfactory score to receive my GED.

I finished my semester and received a 4.0 GPA. I signed up for twenty-six credits in my next semester. The school counselor asked me to appear for academic counseling. When I arrived, the counselor explained that I was signed up to take too many courses and she wanted me to reduce my class load to eighteen credits. I asked again if it was required.

The counselor replied, No. You received a 4.0 GPA, and under the school rules, you can take a large load, but I don’t recommend it.

I thanked the counselor, while affirming that I would keep my class load.

I finished my semester and received a 3.6 GPA which I accepted given the class load. I was on the fast track and registered for thirty credits for the next semester. My parents questioned my drive, but encouraged me to pursue my dream of becoming an exceptional teacher.

I loved the challenge of my coursework, and every time I felt tired, I reminded myself of Ms. Horn’s statement that I needed to be an exceptional student if I wanted to become an exceptional teacher.

I finished my semester and shocked my parents when I received a 4.0 GPA. Even more surprising, I had advanced beyond my sisters at the college level. At my pace, I would receive my bachelor’s degree before either of my sisters.

The next semester, I signed up for another thirty credits and finished my elementary education coursework with another 4.0 GPA.

I celebrated my seventeenth birthday and mentioned to my parents that I had forty-four credits left for graduation.

My father asked, I suppose you are going to try to take all forty-four credits at one time?

My mother replied, I don’t think that is possible.

I smiled and informed my parents that I could and did enroll for all forty-four credits to be taken during the next semester. I explained that the remaining courses were fillers like required social sciences, history and art. I could do those courses while sleeping.

I discovered that I had assumed a lot of work, and much more than I anticipated. My mother suggested that I drop a few courses and take them the following semester. That night, my father joined in on the suggestion that I drop some courses. That was the incentive I needed to move forward and prove my excellence. I worked an average of fifteen hours a day, but by the end of the year, I received a 3.9 GPA and was set to graduate with my bachelors in education degree.

The entire family was on hand to watch me graduate. I graduated Magna Cum Laude with an overall 3.8 GPA. My sisters still had a full year of college remaining before they graduated. Both told me that they were not in any hurry to graduate.

I sat for the state’s board of education certification examination and passed receiving my certified teacher’s certificate. At the time of sitting for the exam, I was still seventeen and ineligible for teaching in a public school until I was eighteen years of age.

I sought a waiver of the age requirement, but the union refused to allow me to join the union until I was old enough to contract as a legal adult.

In response, I elected to pursue my master’s degree in mathematics and achieve my fifth year master teaching certificate. I needed to complete psychological foundations of education; Educational technology in the classroom; collaboration for inclusion – education evaluation; 3 credits in her field of math; and a research methodology course. The total course work was eighteen credits.

I asked the school counselor if I could take all of my master’s course work in one semester and I could. However, the counselor asked me if I had considered an internship with a school. The college had internships available for the next semester. I indicated that I would finish my course work so I would be ready to do an internship the following semester.

I explained my approach to my parents and they encouraged me to become that exceptional teacher that I desired to become. I finished my master’s in education degree, also known as the fifth year, and now finished my certifications for all three levels of education from elementary, middle school and high school.

The following semester, I was assigned to teach alongside another teacher for a semester. I was in shock when I discovered that I would be teaching with Mr. Dole at my former elementary school. I checked with the education department to see if I could get reassigned.

My instructor replied and said, No way. I am aware of you challenging Mr. Dole when you were a student. It seems only right that you now work with him and see how difficult teaching really is. Maybe next time you will be less likely to allege malfeasance upon a certified teacher and fellow union member. If you want to be one of us, then you must learn to compromise and conform. If you don’t, you won’t make it in this field.

CHAPTER 3

What is Conformity?

I learned that Mr. Dole was good friends with the teacher that assigned student teaching internships. She had heard about me and the school board and followed my college program waiting for the day that she could teach me a lesson.

I reported to work right after the Winter break. I arrived early and visited with Ms. Horn.

Ms. Horn asked, How old are you now?

I replied, I am seventeen. The union won’t let me teach until I am eighteen and old enough to sign a teaching contract with the union.

Ms. Horn asked, Is my information correct that you have already completed your master’s in education?

I replied, Yes. I was told that I could student teach, or intern for one semester, so I took the first semester and did my fifth year studies to get my master’s degree in education.

Mr. Horn replied, My friend Rachel. You are truly exceptional and I am very proud of you and your accomplishments. Now, please do not let Mr. Dole harass you or knock you off balance. He will be evaluating you and his evaluation will go a long way towards your ability to get a teaching position at the elementary level.

I arrived in my assigned classroom and greeted Mr. Dole politely.

He looked at me and said, Ya ya! It’s your class. Let’s see if you know how to teach.

I introduced myself to the class and explained that I would be student teaching for the remainder of the school year. I indicated that I went to this elementary school and Mr. Dole was one of my teachers.

One girl stood up and politely asked how old I was?

I answered, I am almost eighteen. I graduated from college and received my master’s degree last semester. I will become an exceptional teacher and I look forward to working with all of you.

Instead of a polite response, the majority of the class began heckling me while throwing objects at each other. The students got out of their seats and began to run around the classroom screaming and yelling profanities. I directed the class to return to their seats and one loud mouth boy yelled, Make me!

The classroom noise brought teachers from the adjoining classrooms including Ms. Horn. When Ms. Horn walked into my classroom, the students immediately returned to their seats and acted angelic. When the outside teachers left the classroom, the students repeated their misconduct laughing at me. I looked over at Mr. Dole, who held up his hands gesturing, what do you want me to do? Mr. Dole then told the class to return to their seats and they quickly complied leaving me feeling inadequate. I finished the day and then visited with Ms. Horn while seeking her counsel.

Ms. Horn recommended that I not get upset. She suspected that Mr. Dole was responsible for the classroom behavior, but she couldn’t prove it. She looked at me and asked me if I wanted to be a teacher or give up? She said, Rachel, the choice is yours. Don’t let Mr. Dole ruin your desire to teach.

The next day, I learned that Mr. Dole had called in sick and I was to have the class all day. That excited me and encouraged me to prove to myself, and to Ms. Horn, that I am a good teacher.

I walked into the class and announced that Mr. Dole was sick and I would be teaching all day.

Three boys stood on their chairs and began to throw objects back and forth. I approached the boys and asked them if they would like some special attention after school. I could stay and help them complete what they were not completing in class. The boys quickly sat down without further problems. Ms. Horn looked in on the class and observed that I was fully in control and she gave me a smile of approval.

After school, Jennifer approached me and explained that Mr. Dole had told the class about you and encouraged the class to act up and make your job difficult. Some of us refused, but you saw that most of the class did what he asked. Mr. Dole always threatens us with poor grades if we don’t do as we are told. Jennifer then confided in me that several students didn’t like Mr. Dole at all.

Mr. Dole was absent a second day. I took it upon myself to talk to the class about exceptionalism and striving to be an exceptional student. I explained, There is no pride in mediocrity and less opportunities in life if that is your path. If you want to succeed, then now is the time to apply yourselves and expect more of yourself than your teacher asks of you.

Mr. Dole returned the next day and sat at his desk while I taught the class. Mr. Dole made faces and tried to get the class to act up making my job more difficult. To his surprise, the class was focused on me and ignored him. That tended to irritate him and made him feel unloved by his class. At recess, he met with several of the boys on the playground and asked them to act up in the class and have some fun. The boys refused, explaining that they liked me as a teacher.

Mr. Dole held four boys after class and reminded them that he passed out grades–not Ms. Sinclair. You do what I tell you to do or you may repeat sixth grade next year.

One of the boys asked Mr. Dole what he wanted them to do.

He replied, I want you to disrupt class every time she is directly teaching a subject. I want Ms. Sinclair to hate teaching and recognize that it is much more difficult than she thought. You will know when you have achieved the goal because Ms. Sinclair will walk out of the classroom crying and will most likely quit teaching.

The next day all four boys appeared in class wearing their soccer jerseys. They became disruptive and rude to me and interfered every time I began to speak to the class. I looked at Mr. Dole and he was smiling and enjoying the confrontation. I admonished the boys that if they couldn’t focus on class during the day, then I would hold class after school so they won’t fall behind. I stated, I am your teacher. If you fail then I fail too and that isn’t going to happen.

One of the boys responded that I couldn’t hold them after school because they had a championship soccer match and they had to be there.

I replied, Then I suggest you stop interfering with my teaching or I will interfere with your soccer game. Do I make myself clear?

At lunch, I observed Mr. Dole talking to the boys. Amanda, one of the girls in my class, overheard Mr. Dole. She informed me that Mr. Dole threatened the boys if they didn’t keep up the interference. He promised the boys that I couldn’t prevent their participation in the championship soccer game.

That afternoon, the boys continued their disruptive behavior. I excused myself and asked Mr. Dole to take the class for five minutes. When I returned, I thanked Mr. Dole and went back to teaching. The boys sensed that something was happening and decided to stop their negative behavior.

Ten minutes before the end of the school day, Mr. Olson, the soccer coach arrived in my classroom. He informed the four boys that they would not be playing in the championship game because of their disruptive behavior in class. He explained that school was more important than soccer. Moreover, soccer is a privilege and that privilege can be removed at any time. Your poor attitude in class reflects poorly on the soccer team.

Three of the boys began to cry and blamed the disruptive behavior on Mr. Dole and his threat that they wouldn’t pass sixth grade unless they did as he directed them. The boys did not play in their soccer game and their team lost the championship as a result of their behavior. Their parents contacted the school board and demanded a meeting with the principal of the school and the board. They stated that the purpose of the meeting was to discuss Mr. Dole’s threats of non-graduation to coerce negative behavior against a student teacher.

The board scheduled an informal meeting to address the parents’ concerns. Mr. Dole appeared with an attorney and union representative. The three complaining boys appeared with their parents and coach. In addition, Amanda and four other students appeared to testify about Mr. Dole’s class and his threats to coerce negative behavior against me.

The president of the school board called the meeting to order and read the allegations against Mr. Dole. He was asked to respond to the allegations.

Mr. Dole explained that having his class disrupt Ms. Sinclair’s teaching was for training purposes to build her character as a teacher. He met with the four boys at issue and directed them to stop what they were doing and respect Ms. Sinclair. They failed to comply, continued their harassment and were justly punished by missing their championship soccer game. That’s all that happened. I was training a student teacher which is