ABSTRACT
Walking into a classroom as the teacher-of-record for the first time is nearly overwhelming. Every teacher has classroom experience as a student, but being the teacher is decidedly different from how he or she spent seventeen years in the classroom on the other side of the desk or, for that matter, in four years of undergraduate teacher preparation. Standing before a sea of faces, all of the new teacher’s accumulated knowledge and preparation need to come together. There are many kinds of knowledge—explicit, implicit, tacit, innate, and learned—but in the final analysis, the label does not matter so much, except perhaps as an indication of where the knowledge originated.
