Why Teach?

James Nehring is a career educator and the author of books and articles on schools and teaching. He is associate professor of Education at the University of Massachusetts Lowell and is the recipient of a Fulbright Award and a Brown University Alumni award for “contributions to teachers and teacher education." View and participate in Professor Nehring's website and blog at www.jamesnehring.org.

• Acknowledgments About the AuthorForewordDebbie MeierIntroductionPart I: EntryChapter 1Ditch of DistinctionTime to Move OnHolding Kids HostageReflection QuestionsSuggested ReadingChapter 2Teaching and Telling Student Will Be Able To…Real StudentsReflection QuestionsSuggested ReadingPart II: BeginnerChapter 3What Are Kids Like?Losing My WayFinding My Way BackChoosing Who to BecomeReflection QuestionsSuggested ReadingChapter 4Teaching and CoachingTwo BoysThree GirlsReflection QuestionsSuggested ReadingChapter 5A Pleasant RoutineHow Do You Ask a Question?A Life Raft AppearsPretty Much ItReflection QuestionsSuggested ReadingChapter 6Mystery and ResultsPitching StoriesUnmapped TerritoryReflection QuestionsSuggested ReadingPart III: ResistChapter 7Uppity TeacherPhoto Shoot and Phone JackCopy Room EncounterHall Duty DebateReflection QuestionsSuggested ReadingChapter 8Scheduling Will Not Be a ProblemGo Bigger, Not SmallerReady, Set, Go! Sort of…Reflection QuestionsSuggested ReadingChapter 9Circuit TestOur Scary VisitorA Reason They Call Us Lab RatsBack to CampLearning “A Lesson”A Rainbow AppearsReflection QuestionsSuggested ReadingPart IV: Deeper LearningChapter 10Born for this JobFirst DayOne TumbleweedA Day in the LifeA Role Model, Please?Reflection QuestionsSuggested ReadingChapter 11Listening and ReloadingThe Art of Thinking TogetherMediatingCollision with ZYou Can’t Make MeA Culture of “Yeah, but…”Reflection QuestionsSuggested ReadingChapter 12Six Months LaterA Dream Coming TrueGrowing Into Your Own True SelfCafé WednesdayUnnatural BehaviorStandardized ChildrenChew Gum and Don’t Stay with the GroupReflection QuestionsSuggested ReadingChapter 13A Backyard CookoutBad ReviewLiferReflection QuestionsSuggested ReadingPart V: EvolveChapter 14Twenty-Six AgainRookieSix Years LaterMy New SchoolingReflection QuestionsSuggested ReadingChapter 15It’s Okay to Ask a QuestionAnguished EnglishWhatever you say, ProfReflection QuestionsSuggested ReadingChapter 16Skillful TeachingBeing BluntThe Idealist RealistMigrating Online with Video and AudioReflection QuestionsSuggested ReadingChapter 17Messing with Peoples’ BeliefsBeliefs Fight BackThree Steps ForwardTwo Steps BackReflection QuestionsSuggested ReadingChapter 18TroubleNot on the TestReflection QuestionsSuggested ReadingPart VI: Big PictureChapter 19Beat Goes OnSchool as Contested SpaceDo the MathReflection QuestionsSuggested ReadingChapter 20Corner BarEndless Fields of CornBalance?Reflection QuestionsSuggested ReadingChapter 21Ladder Up a WallReady EnoughAnxiety DreamReflection QuestionsSuggested Reading

James Nehring’s most recent text, Why Teach? Notes and Questions from a Life in Education (2015), is a story-filled, retrospective book that chronicles the author’s journey from stumbling into teaching to transforming educationally into an innovative change agent while serving in multiple roles: teacher, administrator, and higher education professor. As the reader, you are immediately drawn into the book by Nehring’s short narratives filled with portraitures of school and classroom experiences to which all educators can relate. The stages of teacher development and awakening to the challenges inherent in being an educator emerge through his stories. Whether the reader is a preservice teacher or a veteran educator with decades of experience, she can connect to Nehring’s narrative. . . .This book would appeal to many types of educators (e.g., preservice teachers, beginning teachers, veteran teachers, mentors, instructional coaches, administrators, higher education faculty). For example, the book could be used as a (a) practical supplement to student teaching seminars, (b) textbook for master’s or doctoral classes focused on teacher development and/or change theory, or (c) support to PLC teams studying school context, curricular initiatives, and collaboration. Those working in public, private, or charter schools would also benefit from Nehring’s insights. Almost certainly, any teacher would enjoy this book because it inspires and encourages contemplation. It causes readers to reflect on why they chose to teach and on the undulations of change they experience as part of that life journey.