|     What’s in this chapter:  |   
|     A collective summary of what teachers reported  |   
|     Best parts of the profession  |   
|     Worst parts of the profession  |   
|     Tips on preparing to become a teacher  |   
|     TEACHER  |   
|     Tips on teaching  |   
|     General insights  |   
|     INSIGHT  |   
|     Not in it for the money  |   
|     “Many people think that  |   
|     whose stories we include here didn‘t see  |   
|     Most of the teachers  |   
|     the money as an issue and found rewards in other aspects of  |   
|     because the school day  |   
|     the job. Many seemed to see it as a calling  |   
|     –  |   
|     a way of making  |   
|     a difference. It‘s not a job to do for the money, said one  |   
|     teacher bluntly. You have to  |   
|     have a passion for what you  |   
|     ends at   |   
|     teach. I stopped teaching for several years but missed the  |   
|     interactions with students, wrote another, who took a better  |   
|     leave, but, the truth is, we  |   
|     paying day job in the interim. I don't make more money and I  |   
|     have less time for myself, but I wouldn't trade any of that. I  |   
|     stay late and often put in  |   
|     love m eeting new students every year and… I thrive in an  |   
|     atmosphere of change and flexibility.  |   
|     more than an 8 hour day.  |   
|     Kids are the best  |   
|     Almost always we take  |   
|     —  |   
|     Students emerge as both a blessing and a curse  |   
|     not a huge  |   
|     surprise, really. What‘s more surprising is the degree of  |   
|     work home with us. Yes,  |   
|     unanimity among teachers about the things that keep them  |   
|     going: the thing about their jobs that they like best. Summer  |   
|     vacation? Not even close. For nearly ninety percent, it was  |   
|     we do have summers off  |   
|     –  |   
|     the kids  |   
|     even, on a couple of occasions, for those who said  |   
|     they also d  |   
|     idn‘t like them all that much. Do not become a  |   
|     but we are constantly  |   
|     teacher, wrote one hardened campaigner because you think  |   
|     it will be easy, or because you like kids.‘ It is not easy, and  |   
|     thinking about the school  |   
|     you will not like kids when you are finished. The thing that he  |   
|     bout his work? Watching students make  |   
|     liked the best a  |   
|     discoveries on their own –  |   
|     the kids, in a word.  |   
|     year to come and working  |   
|     Others tried to explain this seeming contradiction. A second  |   
|     on our skills.”  |   
|     grade teacher from   the   |   
|     job is also the worst part: the children. It is an awesome  |   
|       |   

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