RJA #11a : Introduction

When an individual decides to become a teacher (no matter
what level of school they are going to teach), they are making
an "unofficial" committment to their future students as well
as themselves. One part of that committment is helping out
where their help may be needed the most. That help may be
needed more in poorer urban schools, where students are
challenged more on a daily basis due to socio-economic and
family issues. Many teachers are "forced" to teach at these
schools due to a forced reassignment from their districts, and
many complaints have surfaced from the teachers being moved.
It must be clarified that there is nothing wrong with wanting to
have a preference in where one wants to teach. That notion is
valid and is by all means warranted. However, if one choses to
become a teacher they should be prepared to contribute their
talents wherever needed the most. This paper will go over the
many key points in this situation. First, the importance of
accepting whatever reassignment is given to them and being
contempt in helping those students and schools that need it
the most, and why some are chosen for reassignment. Next,
the negative factors that come along with being an uncontempt
teacher in a new environment and the their effects on the
teacher, staff and students. The next point will be on how to
help these instructors perform better for the students ; some
factors can be fair or over monetary compensation or other
means to help the teachers work at full capacity.