Free PDF The Emergency Teacher: The Inspirational Story of a New Teacher in an Inner-City School, by Christina Asquith
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The Emergency Teacher is Christina Asquith’s moving firsthand account of her year spent teaching in one of Philadelphia’s worst schools. Told with striking humor and honesty, her story begins when the School District of Philadelphia, faced with 1,500 teacherless classrooms, instituted a policy of hiring “emergency certified” teachers to fill the void. Asquith, a twenty-five-year-old reporter for the Philadelphia Inquirer, joined their untrained ranks. Assigned to a classroom known as “the Badlands,” she was told to “sink or swim.”
More challenging than the classroom are the trials she faces outside it, including the antics of an overwhelmed first-year principal, the politics that prevent a million-dollar grant from reaching her students, and the administration’s shocking insistence that teachers maintain the appearance of success in the face of utter defeat, even if it means falsifying test scores. Asquith tells a classic story of succeeding against insurmountable odds.
With a foreword by bestselling author Mark Bowden and an introduction by award-winning educator Dr. Harry K. Wong, The Emergency Teacher will inspire every teacher—be they first-timers or experienced professionals—to make a difference.
- Sales Rank: #577629 in Books
- Published on: 2014-10-07
- Original language: English
- Number of items: 1
- Dimensions: 8.90" h x .70" w x 6.00" l, .0 pounds
- Binding: Paperback
- 232 pages
From Publishers Weekly
Answering the challenge to change a life, freelance reporter Asquith—armed with youth, enthusiasm and idealism—enters the halls of Philadelphia's Julia de Burgos Middle School to do just that. By the end of the year, while she outlasts 25% of the other emergency teachers hired to meet the shortfall of teachers in Philadelphia, the fights, arsons and battles with the administration have taken their toll. Although the events of the book took place eight years ago and most of the source references are similarly dated, Asquith gives a valuable account of the challenges teachers face in the nation's inner-city schools—and the kids are the least of her worries. With little support and no curriculum, she learns to teach from her failures, recognizing the injustice to the students who need and deserve a qualified instructor. But her sense of frustration and powerlessness are most tangible when she describes the ineffectiveness of available disciplinary actions, the herd mentality of students roaming the halls and the gaping administrative holes (not cracks) through which students with special needs slip. Despite it all, the kids make Asquith's endeavor bearable if challenging. (Sept.)
Copyright © Reed Business Information, a division of Reed Elsevier Inc. All rights reserved.
Review
"Asquith does not shrink from exposing problems in this and other inner-city school systems, which range from cultural insensitivity to teachers who expect to be assaulted on a regular basis. She is also remarkably upbeat as she shares the techniques that reached and taught the kids." -- SciTech Book News, February 2008
About the Author
Christina Asquith is a former reporter for The Philadelphia Inquirer, and has written for The New York Times, The Economist, and The Chronicle of Higher Education. She has a master's degree in Educational Philosophy from The London School of Economics and Politics. She lives in Washington, D.C. Her web site is christinareporting.com
Most helpful customer reviews
9 of 9 people found the following review helpful.
Reality Beats Down Idealism
By James Charnock
It is fair to note that had Christina Asquith taught in a more affluent part of Philadelphia or a middle class suburban community, she probably couldn't write a book about her one-year experience as a teacher. Before being trained as such (even trained teachers have to struggle in the beginning by learning on the job) she should not have accepted a teaching job from a district which would simply throw her to the wolves, as such. As she pointed out, a few teachers in this abysmal school were dynamic and great managers of their classes. And it seems true (was for me, at least) that it takes about three years to build ones teaching techniques--and maybe five years to really feel confident. But Asquith had an unfortunate placement in a tragically-run school.
Nevertheless, Asquith's portrayal of the (reputed) worst school in Philadelphia (and too many others come close) is heart-rending and shocking, and the revelation an embarrassment to the district--let's hope.
The author had it many times harder than I. How she held on for a full school year is a testament to her character in the face of the school district's incompetence. The book is more revelatory than inspirational, and though a fast and sometimes engrossing read it is rather depressing. I think a prospective teacher--who isn't desperate--would tend to not teach in a big-city public school after reading this account.
I retired a few months before Asquith started her experiment in teaching, and my school (after at least 30 years of relative calm) was just starting to become infected by students creating bedlam in their classrooms and hallways. I had good control, was creative and motivational, but even my tolerence with the system forced me and other veterans in the school to take the early retirement incentive being offered by the state (so the district could hire two new teachers for the price of one veteran with higher degrees). We could see what was coming.
Now, the reader will understand why 50 percent of new hires leave teaching within 3-5 years--the shorter time representing big-city public schools. Teaching can be very rewarding, but also one of the toughest jobs there is, and the emotional stress is equal to that of a police person "on the beat"--I've read.
The following partial paragraph from page 98, gives a sense of the entire book:
"I'd set out wholly single-mindedly to learn to teach, and suddenly my failure became a real possibility. I'd personally staked everything on suceeding, I'd given up my career, my Inguirer [Newspaper] friends... If I was failing and wasn't making a shred of difference, what was the point? How could I answer the question: How was your day?"
The Creative Teacher: Activities for Language Arts (Grades 4 through 8 and Up)
8 of 8 people found the following review helpful.
Absolutely the BEST book I've read about education!
By Kristen Gilbreth
You will not regret this purchase.
Journalist Christina Asquith gives the reader a gripping behind-the-scenes tour of an underprivileged school and the students trapped inside its decrepit structure.
Asquith's credentials make her a credible source on education. Her bio states she has written education stories for major national newspapers including The New York Times, and she has a master's degree in Educational Philosophy. These experiences factored into the quality of her writing, making "The Emergency Teacher" a solid investigative piece, an entralling story and a perfect training manual for teachers.
The nonfiction storyline highlights her one year as an emergency-certified teacher. Bits of history are integrated with dialogue that reads like a diary. Her writing welcomes you into her living room, offers you a fresh cup of coffee, and makes you feel involved in the plot. As a reader, I felt as if she was speaking to me as her equal, leaving behind the pretensions some authors carry into their writing. The engaging tone will be especially useful for teachers who feel lost and alone; Asquith's prose is the emotional equivalent of chatting with your best friend after a hard day: you immediately feel understood and empowered as you share advice, laughs and tears.
Like any good teacher, she entertained me, held my attention and made me care about the content. Like any good reporter, she candidly exposes the corruption, apathy and useless bureaucracy that infest far too many school districts. Along the way, I became emotionally invested in the book's main characters - the 6th graders. I didn't want to give up hope that they would somehow become "successful" due to her influence. In the end, I not only questioned my definition of "success," but also realized facilitating change in a child's life is neither quick nor easy.
Asquith took a brief recess from journalism to teach in one of the toughest neighborhoods in America. Young and idealistic, her mission was to transform her students' lives. She discovers that idealism is empty without realism, which was one of the primary themes I took away from "The Emergency Teacher."
If you have ever wanted to make a difference, this is the book that shows you how. I learned this "difference" might not always be what we intend or envision, but a child's life can be dramatically improved if we accept the challenge. Those involved in public school education - taxpayers, parents, journalists, teachers and policymakers -should read this book as the first proactive step in saving a struggling system. If the class crisis in America is fueled in part by the deficiencies in our children's classrooms, it is our responsibility to focus on what's going wrong. Social problems such as poverty and racism can be traced back, at least partially, to lack of education; this book shows you why and starts the conversation about solutions.
After the final chapter, you'll see the big picture, while also finding yourself attached to the little people lost in a system that has promised not to abandon them.
If you become angry or depressed by what you read, it is only because you have been shown the truth. If you take that information and act upon it, this book will have served its purpose: inner-city youth finally will receive the education they deserve.
P.S. Be sure to check out the reader's guide at the back of the book. It's useful for personal reflection, book club discussions or teacher training.
8 of 9 people found the following review helpful.
No Experience Necessary
By KauaiMark
How many employment opportunities require minimal or absolutely no experience required? I certainly didn't expect that teaching would be one of them when I first looked into substitute teaching.
There are some areas in the U.S. where substitute teaching requires an actual teaching degree. These jobs are filled by newly graduated or retired teachers. There are other areas in this country where "some" college or simply a H.S. diploma is the requirement.
The difference comes down to supply and demand economics. If you have an excess of talent in a small market, you will almost certainly need a master's degree to step into a teacher's role for the day.
I just finished reading "The Emergency Teacher" that relates the first hand account of Christina Asquith's first year as a full time teacher at one of the worst schools in Philadelphia, despite being untrained and uncertified.
Synopsis:
"School District of Philadelphia, in desperate need of 1,500 new teachers, instituted a policy of hiring "emergency certified" instructors. Asquith, then a 25-year-old reporter for the Philadelphia Inquirer, joined their untrained ranks. More challenging than her classroom in the crime-infested neighborhood known as "the Badlands" are the trials she faced outside, including a corrupt principal, the politics that prevented a million-dollar grant from reaching her students, and the administration's shocking insistence that teachers maintain the appearance of success in the face of utter defeat..."
She lasted a full 180 day school year and didn't result in the typical Hollywood ending.
That's 179 more days than I would have attempted had I been crazy enough to try. I guess that's the difference between being young, idealistic and full of energy .vs. mature (re: much older), realistic and pooped.
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