My Teacher's Wife

From then on twice a week I took a long walk through the whole town in order to get to my teacher's dark, quiet apartment up the hill on the other side of the river. Once greeted by Mr. Zbrozek, I sat down at a corner of the large old table and opened my books. Then there would be a moment of silence, and I could hear a distant, delicate tinkling and clanging of pots and pans in the kitchen where my teacher's wife was doing her dishes. An hour passed quickly once we ventured into the magic world of new, strange-sounding words. Then I would run down the hill, back home, my head spinning around foreign words, occasionally exclaiming them out loud just to make them ring again in the evening air. They were part of my very own secret world, not understandable to my brother or sister or any of my friends.

My Teacher's Wife

The entrance exams showed, however, that my feeble knowledge of English was not satisfactory. I had to wait a year and try again. My brother's wife had some relatives in London, and they invited me to their home. In just a few months I was on a ship going toward London. I can see myself: inexperienced, still childish and naive, all on my own. Then for the first time I thought of the English language as something more than just a ''pretend'' game I played with my teacher, an ''art for art's sake'' learning.

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When Whitaker came to ISU as a professor in 1995, he began to write down his ideas and publish them. He has now written 23 books for educators, including three books and two study guides he co-wrote with his wife, Beth, a professor of elementary, early and special education at Indiana State. Many of his books have been translated into other languages.

Ultimately, my wife and I decided to let our son be tested. We felt that we could use it as a chance to teach him how to manage the stress, while simultaneously helping the school we supported and doing our part to see that the report card was accurate.

A: I was born in Pennsylvania back in 1923, and we moved out to the country when I was four years old. We lived on farms, and we always had plenty to eat, but I know the Depression first hand. I went to a one room school by Windbrook, Pa., until I was in the eighth grade. We took our test to qualify us for High School...I passed and went on to High School. High School was four miles away from my house and most of the time I walked both ways. In summer, our feet would get very sore, and I got teased by the kids because of the odor. I don't know what possessed me to continue High School because I had no family pressure...I had kept my own pressure inside me, and I don't know what to attribute it to. Maybe because I wanted to be better than my father -- I don't know. My family characteristics -- we had a bilingual home, Hungarian and English. The English was mostly spoken, but some of the words in Hungarian -- I could not tell the difference between those and the English ones because we used them so frequently at home. A good example is a drawer we called "fealk", and there are many other words like that I didn't know, so I had to struggle with English all through my career. My Father and my Mother finished fourth grade. She married my Father at fourteen years old. They had five children. I was the middle one. My Dad always managed to work in the coal mines. He was such a radical Unionite that he would never take the promotions that were offered him because he could not fight the Company. I think a little bit of it rubbed off on me. My Dad worked in the coal mines until WW II started, and he came to Cleveland because he was getting black lung. He finished he career in a chain factory, inspecting chains. Then we moved out to the country when the war was over. In 1946, in February, we moved out to where we are now, and we've been here ever since. My idea of Profession when I grew up -- I could see myself going two ways -- either a preacher or an Agricultural teacher, so I guess I strived to obtain what I wanted. My college career didn't start -- I did not use the GI Bill right. My college career didn't start until that ran out. I was in WW II. I flew in B-24s as a gunner. I received the Distinguished Flying Cross Air Medal with five clusters. I came home with my feet not firm enough set down to start college while the GI Bill was in effect. I could not -- I don't think I could have gone to college for a few years anyway, I'd have to simmer down and come back to normalcy. This was quite a struggle for me because they don't make wars for people, they make them for idiots. And I worked in shops, I guess about fifteen years after WW II, and my first college was Lake Erie... I started on their first extension courses and I got about a year -- thirty semester hours there. Whenever they put Kent in Ashtabula, I was in the first class at Kent extension when it was in the old library. I continued until I had to go down to campus for student teaching and so on to meet the requirements. I went down there and graduated down there with a BS and I went over to Edinboro and got a Masters -- then back to Kent -- got my Principal Certification and sometimes I take courses that I want -- in Special Ed or like that just for the dickens of it. Q: Discuss your college education and preparation for entering the field of teaching. How many years did you serve as a teacher? A principal? A: My preparation was inadequate -- the only formal preparation I had was student teaching -- the only classroom experience I had was student teaching with a rather firm but good teacher to guide me and I started when I had two years of college and I started -- my first year was in Happy Hearst School in Austinburg. It was turning from a private school to a semi-private school. Then I went to Ledgemont and spent most of my -- all but one year of my teaching career there as a teacher, Principal, and Special Ed Director. Q: What did you teach? A: My first year was at Happy Hearts. I taught severely retarded. My first year at Ledgemont I taught fourth grade; second year I taught fifth grade; third year I moved up to sixth grade and taught sixth grade ever after. Q: How long did you serve as principal at Ledgemont? A: I think it was four years. Q: And then you moved on to other responsibilities? A: I moved up to Special Ed Director -- I was the mainstay in setting up their Special Ed. program -- which I'm quite proud of. Q: Please describe the aspects of your professional training which best prepared you for the principalship. Which training experiences were least useful? A: Probably the most beneficial was my student teaching -- the reason I say that was the man knew what he was doing and he was in charge of the University School in Kent, and he was in charge -- he took Kent student teachers under him. He seemed to have the most on the ball as far as discipline. Q: Was he the Principal in that school? A: No, he was a teacher. Q: Which best prepared you for the principalship? A: I think that would be it. Q: How about the least? A: Probably the least useful was the routine classroom teaching. Q: Why was that? A: I don't think we are aware of the Principal's role, and of course I did not mention that Kent classes were the biggest teacher. Q: What suggestions would you offer to universities as a way of helping them to better prepare candidates for administrative positions? A: I think that I honestly -- I firmly believe that they should go the same way as teachers -- sometimes Principals internship. It does not have to be a year. I could be maybe a semester. It could be handled quite well and I believe that anyone that wants to be a principal would really enjoy working under a well qualified principal as intern. Q: So actually having some run of the building is what you're saying -- not doing little tasks while you are teaching. A: Exactly, and decide what role you want to play as administrator. Q: Could you comment on the weaknesses in traditional programs of training for administrators? A: Yes, I think a real weakness -- I think there is only one weakness as far as I know and that is that you cannot get your hands on the job itself in any way., you can only hear what's been expounded on by Professors, and its a good bit like teaching for teachers, they don't have the slightest idea what they're getting into, and I think this is true of Principals too from the ones I've talked to and from my own experience. What are we getting into? Q: If you were advising a person who is considering an administrative job, what would that advice be? A: My advice would be treat it as a full time job, be ready to sacrifice, and be ready to dedicate yourself for the benefit of the school children. Q: Please talk about the circumstances surrounding your entry into the principalship. What motivated you to enter the principalship? A: What I'm going to say may be a little embarrassing. First of all I sort of fell into it --they fired a principal (gave him a lower job) that was there before me and I sort of fell into it, they needed somebody and I already had some education in administration, and what really motivated my though -- here's the bad part -- I was thinking about retirement coming and somehow or another we have to reach for the money because it pays a percentage of our -- that's what determines our pension. The reason I say I'm ashamed of it is you should feel more responsibility to the job than this, and once I got into it though, I gave it my best and I do not believe that this decision just to get more money was -- bothered me in any shape or form. Q: Describe your personal philosophy of education. How did it evolve over the years? A: My personal philosophy is teach the whole child -- it's hard to get beyond that well let me say that in Arithmetic when I taught math to my sixth graders I start with the basics...can they add, can they subtract whole numbers. Can they multiply and divide -- if they can do this -- let's move on. If they can't, let's teach those, and I always grouped...I grouped maybe six or eight groups in math and it was a hard job, but this was just to reach the whole child in math. I even had time-telling classes in sixth grade. These children embarrassingly admitted they did not know how to tell time so I teach them that. I'd stop them there and teach them that. I used the percentage basis to pick out three right out of four in math they know what they're doing, two column, three column and so on and some with everything and my most successful year was when I got two girls into Algebra books by the end of the sixth grade. And I think this needs done in reading, are they reading just words, are they getting concepts, or what, and teach it the same way. The only thing is that it's a killer task. Q: Did it change -- evolve? A: No I think it got stronger -- we have to teach the child, and sure, we have to be like a parent. Q: Describe the instructional philosophy of your school. How was it developed and how did it evolve over time? A: One thing we tried to do was get an agenda out for these subjects which we tried to get across what did we want to teach -- what did we want to teach in Social Studies. What did was really want to teach even in growing up, and what philosophy did we have towards children -- and I felt that it was evolving quite successfully. I felt that by taking all the teachers in that we could get, make them feel important, they too could contribute a lot in this area. Just one thing, we used contracts with children for discipline. Sometimes it was favorable -- sometimes it didn't work at all. Some almost made a joke out of it; others took it so seriously, and this was just one example. I felt during my short tenure, I was very successful what I could do with teachers. Q: Did you use contracts in your office with students? A: I would try to make someone who was a repeat offender, maybe at talking in school and give him a certain contract, and we just hoped that it would work most of the time. Q: Did you set some sort of expectation, and would there be a reward if the kid did what you wanted him to do? A: Yes, the reward was an extra recess occasionally, or something like this. We did use rewards, but it was all drawn out, and I always -- I almost always had the teacher help me. And I found contracts a good way to discipline. Sometimes when we'd threaten to bring the parents in on certain things, the only thing we got was a screaming child. And sometimes when they'd come to the Principal's office from the teacher, they were crying so that's why I say and I have to come back a little bit and say this that you have to know the child and you have to know the whole child. Q: Did you have to do a lot of follow up on the contracts -- check with the kid and with the teacher to see how it was going? Did you set a time table? A: The time table was set. Generally you could tell much sooner whether they were effective because if the kid's in the next day for talking too much, you've blown it. Yes, we had that, and again, we'd ask the teacher's input on how the contract would be written. They would be typed by the secretary, actually. Q: So it was official. A: it was pseudo-official, yes. Q: As you view it, what characteristics are associated with the most effective schools? What features characterize the least successful ones? A: The characteristics associated with the most effective schools it to see a child come in with a smiling face, see your merit roll and honor roll increase, and see them walk down the hall with a smile -- not just a quite child -- any child can be quiet -- he can be bad and be quiet, retarded and be quiet -- s we want that smile on the face, and a little bit of noise isn't going to hurt us. Q: What was your role in creating an effective school as Principal? A: My role was first thing in the morning, I would try to be at the doors, welcoming the students in. I would visit the classroom sometimes just for the children, not for the teacher's sake, but rather for the children. I would try to brag up change in behavior. I guess that's just about what I would try to do. I am a strong believer that we need the children in school before we can teach them. We need them to want to learn before we can teach them anything. I had a boy that fought me in school in sixth grade. He fought his teacher in seventh grade. His IQ tested at about 120. He was a complete failure. They failed him one year which is another thing a little like a punch in the mouth. To fail a kid like that is not reaching the problem, but I could not reach him. So everything is not always roses. Q: How would you characterize the least effective schools? A: Stoic children, walking the halls with complete silence and when the teacher leaves the room there is bedlam. They just take advantage of the teacher not being there. They are not learning discipline for discipline's sake, but only as part of the school program. Q: So you believe strongly in teaching self discipline? A: Yes. Times change so rapidly -- it's a very, very huge order but its the only way to hit the child with education that will stick. Q: What kinds of things do teachers expect principals to be able to do? A: Well, one of the biggest things that Principals must do is to be a mediator, and a facilitator, and bring in a teacher's ideas. Don't make the teacher's meetings for the sake of having teacher's meetings -- make them have something to say or do, and make each teacher feel important. Take their contributions, even though you may not completely agree. See what common basis you have, and for gosh sakes, they have to be a mediator between the hierarchy and the teachers themselves. Q: Describe your views on what it takes to be an effective principal. A: I don't think I could meet all the characteristics that i like to see, but one is patience, a great amount of patience, the other is teach by role model, and even for your teachers -- show them a good role model. Of course, you can't shrug off such things as honesty, and integrity, you can go on and on, but I think that the most important thing of all is to be a good role model and really care about your teachers themselves. Each teacher should be your friend. Q: A great deal of attention has been given to the topic of personal leadership. Please discuss your approach to leadership and describe some techniques which worked well for you as well as an incident in which your approach failed. A: This takes so much concentration -- and its such a difficult question -- some of the techniques I've always spoken about. Don't be afraid to defend your teachers is a strong point -- you must defend your teachers, you must defend your teachers against parents. Even School Boards themselves and you must try to understand them. I don't know, maybe it was a fault or maybe it wasn't, but I tried to be my teacher's friend. I would assume that you can be too friendly and cause professional jealousy amongst the others even they might not speak of it that way, but it could happen. You have to draw the line some place which is very difficult. That's why I said some of these things that I realize people should have, I may not have had myself. Q: Summarize what made you a good leader. A: I think the idea that I tried to be a good mediator between the School Board, the Superintendent, and the Teachers, and I tried to keep things running smoothly as I could. I never found any problem too small to be discussed. Q: Did you ever have an incident where you found your leadership to fail? Please describe the incident. A: This is where my Dad's background on Unionism might come in a little bit. The School Board really enjoyed criticizing teachers openly. I tried to stop that with the Superintendent and the School Board, and, of course, I wasn't too successful because I was a Principal and they were above me, but I would think this is something that every administrator, every school teacher and everyone should guard against. Teachers are falling off their pedestals now, they need backing. They don't need strong criticism in public. Any strong criticism should be done behind closed doors. The teacher in particular who got me the most upset was a fourth grade teacher, and the School Board accused her of not trying to teach Penmanship. Oh my gosh! We all tried to teach penmanship. It's just something like these a,b,c,d,e,f,g. Did you ever see a workbook where there wasn't phonics? Same thing. Q: Did you ever have a case where you thought that the teacher was wrong? What did you do? A: Why yes, one of our teachers went to arbitration -- it wasn't just a teacher being wrong, it was a School Board being wrong. One of the School Board wrote her a threatening letter about the way she handled children, and where she was wrong. She made a public event out of it, and I was the mediator between the teacher's organization and the Board. I had to argue long and strong to keep her job. And what happened is t