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My Experience as A Public School Educator
...and what to do about it.
My Experience as A Public School Educator
...and what to do about it.
"I hear and I forget. I see and I remember. I do and I understand." Confucius
Paul Bonner grew up in a life of privilege. The son of an Episcopal priest and a faithful mother fiercely dedicated to her family, Paul explored his world. Whether tromping through the woods, playing music, playing sports with friends, or developing panoramic paintings, the motivation was to explore life.
A student in the public schools. Learning the diversity and perspective of others led to an understanding of advocacy and avocation. Once graduating from Chattanooga High School, Paul matriculated to the University of the South (Sewanee), a small Episcopal liberal arts college where the breadth of learning directed him to a teaching career.
Paul’s social upbringing in the civil rights era along with the broad intellectual exposure provided by Sewanee formed an understanding that all human beings learn.
As a young teacher he discovered that all students are born with an innate desire to explore the world around them and manipulate things to make meaning for their lives. He therefore understood his role as a teacher was to bring his students to that perspective.
In 1986, Paul completed his first master’s in art education at UNC Greensboro and later completed his education with a Master of School Administration in 1999. After 17 years as an art teacher and coach he began his eight years as a middle school assistant principal and concluded his education career as a principal in elementary and middle schools.
In his 38 years as an educator, Paul found that the purpose of education is to provide an environment for a student that motivates curiosity, promotes inquiry, and enhances a vision of the self in the world. He strove to lead engaging learning environments centered on student experience that motivated inquiry, interests, and opportunity. His experience in the public schools demonstrated that the best way to do this was through student centered structure that promoted democratic social principles that developed a value for and intellectual pursuits with others.
Paul is now pursuing his advocacy for public education through writing and public speaking. He is currently working on non-fiction and fiction projects meant to illuminate the school environment and the challenges of the 21st century. There is a story about schooling that must be told to describe the critical role public schools have to play in our democracy.
"I hear and I forget. I see and I remember. I do and I understand." Confucius
Paul Bonner grew up in a life of privilege. The son of an Episcopal priest and a faithful mother fiercely dedicated to her family, Paul explored his world. Whether tromping through the woods, playing music, playing sports with friends, or developing panoramic paintings, the motivation was to explore life.
A student in the public schools. Learning the diversity and perspective of others led to an understanding of advocacy and avocation. Once graduating from Chattanooga High School, Paul matriculated to the University of the South (Sewanee), a small Episcopal liberal arts college where the breadth of learning directed him to a teaching career.
Paul’s social upbringing in the civil rights era along with the broad intellectual exposure provided by Sewanee formed an understanding that all human beings learn.
As a young teacher he discovered that all students are born with an innate desire to explore the world around them and manipulate things to make meaning for their lives. He therefore understood his role as a teacher was to bring his students to that perspective.
In 1986, Paul completed his first master’s in art education at UNC Greensboro and later completed his education with a Master of School Administration in 1999. After 17 years as an art teacher and coach he began his eight years as a middle school assistant principal and concluded his education career as a principal in elementary and middle schools.
In his 38 years as an educator, Paul found that the purpose of education is to provide an environment for a student that motivates curiosity, promotes inquiry, and enhances a vision of the self in the world. He strove to lead engaging learning environments centered on student experience that motivated inquiry, interests, and opportunity. His experience in the public schools demonstrated that the best way to do this was through student centered structure that promoted democratic social principles that developed a value for and intellectual pursuits with others.
Paul is now pursuing his advocacy for public education through writing and public speaking. He is currently working on non-fiction and fiction projects meant to illuminate the school environment and the challenges of the 21st century. There is a story about schooling that must be told to describe the critical role public schools have to play in our democracy.
"I hear and I forget. I see and I remember. I do and I understand." Confucius
Paul Bonner grew up in a life of privilege. The son of an Episcopal priest and a faithful mother fiercely dedicated to her family, Paul explored his world. Whether tromping through the woods, playing music, playing sports with friends, or developing panoramic paintings, the motivation was to explore life.
A student in the public schools. Learning the diversity and perspective of others led to an understanding of advocacy and avocation. Once graduating from Chattanooga High School, Paul matriculated to the University of the South (Sewanee), a small Episcopal liberal arts college where the breadth of learning directed him to a teaching career.
Paul’s social upbringing in the civil rights era along with the broad intellectual exposure provided by Sewanee formed an understanding that all human beings learn.
As a young teacher he discovered that all students are born with an innate desire to explore the world around them and manipulate things to make meaning for their lives. He therefore understood his role as a teacher was to bring his students to that perspective.
In 1986, Paul completed his first master’s in art education at UNC Greensboro and later completed his education with a Master of School Administration in 1999. After 17 years as an art teacher and coach he began his eight years as a middle school assistant principal and concluded his education career as a principal in elementary and middle schools.
In his 38 years as an educator, Paul found that the purpose of education is to provide an environment for a student that motivates curiosity, promotes inquiry, and enhances a vision of the self in the world. He strove to lead engaging learning environments centered on student experience that motivated inquiry, interests, and opportunity. His experience in the public schools demonstrated that the best way to do this was through student centered structure that promoted democratic social principles that developed a value for and intellectual pursuits with others.
Paul is now pursuing his advocacy for public education through writing and public speaking. He is currently working on non-fiction and fiction projects meant to illuminate the school environment and the challenges of the 21st century. There is a story about schooling that must be told to describe the critical role public schools have to play in our democracy.
"I hear and I forget. I see and I remember. I do and I understand." Confucius
Paul Bonner grew up in a life of privilege. The son of an Episcopal priest and a faithful mother fiercely dedicated to her family, Paul explored his world. Whether tromping through the woods, playing music, playing sports with friends, or developing panoramic paintings, the motivation was to explore life.
A student in the public schools. Learning the diversity and perspective of others led to an understanding of advocacy and avocation. Once graduating from Chattanooga High School, Paul matriculated to the University of the South (Sewanee), a small Episcopal liberal arts college where the breadth of learning directed him to a teaching career.
Paul’s social upbringing in the civil rights era along with the broad intellectual exposure provided by Sewanee formed an understanding that all human beings learn.
As a young teacher he discovered that all students are born with an innate desire to explore the world around them and manipulate things to make meaning for their lives. He therefore understood his role as a teacher was to bring his students to that perspective.
In 1986, Paul completed his first master’s in art education at UNC Greensboro and later completed his education with a Master of School Administration in 1999. After 17 years as an art teacher and coach he began his eight years as a middle school assistant principal and concluded his education career as a principal in elementary and middle schools.
In his 38 years as an educator, Paul found that the purpose of education is to provide an environment for a student that motivates curiosity, promotes inquiry, and enhances a vision of the self in the world. He strove to lead engaging learning environments centered on student experience that motivated inquiry, interests, and opportunity. His experience in the public schools demonstrated that the best way to do this was through student centered structure that promoted democratic social principles that developed a value for and intellectual pursuits with others.
Paul is now pursuing his advocacy for public education through writing and public speaking. He is currently working on non-fiction and fiction projects meant to illuminate the school environment and the challenges of the 21st century. There is a story about schooling that must be told to describe the critical role public schools have to play in our democracy.
"I hear and I forget. I see and I remember. I do and I understand." Confucius
Paul Bonner grew up in a life of privilege. The son of an Episcopal priest and a faithful mother fiercely dedicated to her family, Paul explored his world. Whether tromping through the woods, playing music, playing sports with friends, or developing panoramic paintings, the motivation was to explore life.
A student in the public schools. Learning the diversity and perspective of others led to an understanding of advocacy and avocation. Once graduating from Chattanooga High School, Paul matriculated to the University of the South (Sewanee), a small Episcopal liberal arts college where the breadth of learning directed him to a teaching career.
Paul’s social upbringing in the civil rights era along with the broad intellectual exposure provided by Sewanee formed an understanding that all human beings learn.
As a young teacher he discovered that all students are born with an innate desire to explore the world around them and manipulate things to make meaning for their lives. He therefore understood his role as a teacher was to bring his students to that perspective.
In 1986, Paul completed his first master’s in art education at UNC Greensboro and later completed his education with a Master of School Administration in 1999. After 17 years as an art teacher and coach he began his eight years as a middle school assistant principal and concluded his education career as a principal in elementary and middle schools.
In his 38 years as an educator, Paul found that the purpose of education is to provide an environment for a student that motivates curiosity, promotes inquiry, and enhances a vision of the self in the world. He strove to lead engaging learning environments centered on student experience that motivated inquiry, interests, and opportunity. His experience in the public schools demonstrated that the best way to do this was through student centered structure that promoted democratic social principles that developed a value for and intellectual pursuits with others.
Paul is now pursuing his advocacy for public education through writing and public speaking. He is currently working on non-fiction and fiction projects meant to illuminate the school environment and the challenges of the 21st century. There is a story about schooling that must be told to describe the critical role public schools have to play in our democracy.
"I hear and I forget. I see and I remember. I do and I understand." Confucius
Paul Bonner grew up in a life of privilege. The son of an Episcopal priest and a faithful mother fiercely dedicated to her family, Paul explored his world. Whether tromping through the woods, playing music, playing sports with friends, or developing panoramic paintings, the motivation was to explore life.
A student in the public schools. Learning the diversity and perspective of others led to an understanding of advocacy and avocation. Once graduating from Chattanooga High School, Paul matriculated to the University of the South (Sewanee), a small Episcopal liberal arts college where the breadth of learning directed him to a teaching career.
Paul’s social upbringing in the civil rights era along with the broad intellectual exposure provided by Sewanee formed an understanding that all human beings learn.
As a young teacher he discovered that all students are born with an innate desire to explore the world around them and manipulate things to make meaning for their lives. He therefore understood his role as a teacher was to bring his students to that perspective.
In 1986, Paul completed his first master’s in art education at UNC Greensboro and later completed his education with a Master of School Administration in 1999. After 17 years as an art teacher and coach he began his eight years as a middle school assistant principal and concluded his education career as a principal in elementary and middle schools.
In his 38 years as an educator, Paul found that the purpose of education is to provide an environment for a student that motivates curiosity, promotes inquiry, and enhances a vision of the self in the world. He strove to lead engaging learning environments centered on student experience that motivated inquiry, interests, and opportunity. His experience in the public schools demonstrated that the best way to do this was through student centered structure that promoted democratic social principles that developed a value for and intellectual pursuits with others.
Paul is now pursuing his advocacy for public education through writing and public speaking. He is currently working on non-fiction and fiction projects meant to illuminate the school environment and the challenges of the 21st century. There is a story about schooling that must be told to describe the critical role public schools have to play in our democracy.
"I hear and I forget. I see and I remember. I do and I understand." Confucius
Paul Bonner grew up in a life of privilege. The son of an Episcopal priest and a faithful mother fiercely dedicated to her family, Paul explored his world. Whether tromping through the woods, playing music, playing sports with friends, or developing panoramic paintings, the motivation was to explore life.
A student in the public schools. Learning the diversity and perspective of others led to an understanding of advocacy and avocation. Once graduating from Chattanooga High School, Paul matriculated to the University of the South (Sewanee), a small Episcopal liberal arts college where the breadth of learning directed him to a teaching career.
Paul’s social upbringing in the civil rights era along with the broad intellectual exposure provided by Sewanee formed an understanding that all human beings learn.
As a young teacher he discovered that all students are born with an innate desire to explore the world around them and manipulate things to make meaning for their lives. He therefore understood his role as a teacher was to bring his students to that perspective.
In 1986, Paul completed his first master’s in art education at UNC Greensboro and later completed his education with a Master of School Administration in 1999. After 17 years as an art teacher and coach he began his eight years as a middle school assistant principal and concluded his education career as a principal in elementary and middle schools.
In his 38 years as an educator, Paul found that the purpose of education is to provide an environment for a student that motivates curiosity, promotes inquiry, and enhances a vision of the self in the world. He strove to lead engaging learning environments centered on student experience that motivated inquiry, interests, and opportunity. His experience in the public schools demonstrated that the best way to do this was through student centered structure that promoted democratic social principles that developed a value for and intellectual pursuits with others.
Paul is now pursuing his advocacy for public education through writing and public speaking. He is currently working on non-fiction and fiction projects meant to illuminate the school environment and the challenges of the 21st century. There is a story about schooling that must be told to describe the critical role public schools have to play in our democracy.
Exploring Education Advocacy
Why This Matters
When I stepped into the classroom as a teacher, I discovered the opportunity that was before my students should I be provided the resources and autonomy to motivate inquiry.
What I Discovered
The centralized organizational model in Public Education that dictates time, curricula, and hierarchical political structure gets in the way of the critical relationship between the teacher, school community and the student.
What I Learned in the School House
My experience as a teacher and school administrator has shown me that the most significant impact on student learning opportunity comes from teaching that is relationship oriented in the vigorous pursuit of knowledge.
What Needs to Happen
It is critical that our communities recommit to public schools. Greater teacher autonomy and instructional support cannot happen through decentralized funding from the private sector. All funding derived from the American taxpayer dedicated to education should go to the school house.
My Purpose
I am here to tell my story about the public school classroom. Not because it is important to me, but to highlight the significance of individual stories for the intellectual, emotional, and social development for anyone who encounters the school house.
Contact Information for paulabonnerwrites
Please feel free to reach out for more information about my fiction and non fiction projects, public education advocacy. I look forward to connecting with you.
pbonner759@gmail.com
Salt of the Earth
A Novel ©Paul A Bonner
Edison Crane has just completed his master’s degree in creative writing. His father expects him to get over his fantasy to become an author and use his intelligence to maintain the family wealth. His mother wants to protect him from the disappointments of the outside world.
Salt of the Earth is a school year in the life of a wealthy young man who is thrust into the love, hope, and torment of neighborhoods seeking to overcome the barriers created by Edison Crane’s privileged world. He is astonished that despite the demographic combat he is being taught to love and what to value.Through conflict, acceptance, and epiphany, he is surprised by the intelligence and ingenuity displayed by Woodrow Wilson Middle School students in a Park Town community confronted by the interests of the greater city.
I have been working on this novel for a few years now. The editing process has resulted in cuts that give background that explains characters in the story. Below are shorts meant to provide context for the book. These excerpts are no longer in. the text but provide some of the thinking behind its development.
Edison gets a job...
Edison waited anxiously for a call on this Sunday afternoon. He subbed at two high schools the previous week and wanted more work. Suddenly the phone rang.
“Hello Mr. Edison? I’m Carrie Switzer, secretary at Woodrow Wilson Middle School.”
He had not heard of Woodrow Wilson.
“That’s Crane. Edison is m-my first name,” he replied in his typical monotone stammer.
“Oh, I’m sorry. Mr. Crane, I see here that you are signed up to be a substitute for the whole district. Do you have any assignments this coming week?”
“No.”
“We have an English language arts teacher who has been ill and will be out for a few weeks and were wondering if you would be interested in filling that position until she comes back. I was just talking to Mrs. Davis, the administrative assistant at Franklin High, and she said you did a good job at her school last week.”
Carrie had not reached out to Mrs. Davis. Being an astute school secretary, she always looked for unsuspecting substitute candidates unaware of the reputation of Woodrow Wilson. Her goal to fill a teaching vacancy with a warm body usually required deception. Few substitutes who knew of Woodrow Wilson chose to work there.
“W-well…” Edison replied. “Thank you. She didn’t t-tell me that Friday, but it’s good to hear I was satisfactory.”
“We would like you to help us out at Woodrow Wilson. It could become an extended assignment which would help us and keep you gainfully employed.”
Mrs. Switzer had an abrupt, somewhat perky, impersonal speaking cadence.
“Where is W-Woodrow Wilson?”
Mrs. Switzer cleared her throat slightly, “We’re near downtown in the Park Town district near the Bay Bridge. It’s a nice little neighborhood. Working class and all. You know, salt of the earth kinda folk.”
Edison knew little about the communities beyond his exclusive gated neighborhood of Brookshire. The scuttlebutt in his neighborhood was that urbanity was a dangerous place to go. He thought the first week had gone ok at the high school and that this invitation to an extended assignment would mean he could have steady work over the next several weeks. He could then focus on pursuing his writing in the evenings and avoid checking for substitute openings through the district inquiry line. Although physically challenging, standing for hours on end and contending with talkative students, the work hadn’t been intellectually taxing and given his knowledge of the subject, middle school English would be even easier to navigate than high school.
“Thank you for c-calling, Mrs. Switzer. I think I’m interested.”
“Wonderful. May I ask where you live?”
“I live on Elm n-near Greenbriar Street in Brookshire.”
Carrie paused and sighed. Like many substitutes at Woodrow Wilson, she immediately thought that the stammering young man on the other end of the phone would not make it through the school day, much less an extended commitment, but he was the only “yes” she had garnered after five rejections.
“Oh, I know exactly where that is.” Carrie said. “That’s a beautiful neighborhood. You’re about 20 minutes from us. You’ll get on the expressway and head south to the Ironworks Factory exit. You’ll see all the stove pipes and exit there. You’ll take a right on Second Street and will come to Woodrow Wilson about three miles on the left. It’s a big brick building. You can’t miss it. If you could get here about 7:45 and report to the front office, I’ll get you situated before class.” She hesitated for a moment. “This is a sweet little school. We can’t wait to meet you.”
Carrie had a bad premonition about Edison. Some stuttering rich boy from the country club set had little chance with kids in a hard scrabble integrated working class neighborhood. Why would he want to substitute anyway? Woodrow Wilson was desperate. Eighth-grade English class at Woodrow Wilson was renowned for its struggles at the school. Some hapless neophyte would be her only chance to get an adult in the room. The more pressing question was, how would she keep him there?
“Ok, I’ll be there at 7:45. Thank you f-for the work.”
“Uhuh, goodbye!” Carrie hung up abruptly.
Edison was relieved that he didn’t have to worry about work for the next week or so. Why would Carrie tell him that Woodrow Wilson was a sweet school? In his experience, all schools were good places. He attended Windsor Preparatory, a small private school in the western part of the city. Yes, the high schools were more energetic than his private sanctuary, but the students he encountered were still focused on academic success. Why would Woodrow Wilson be any different?