ABSTRACT
That first day for a teacher at school will hardly be devoid of insecurities, of shyness, or of inhibition, especially if the teacher does not just think he or she is insecure. Perhaps there is some relationship between previously studied theory and the concrete situation, but the teacher, overwhelmed with insecurity, is left shaken, confused, not knowing how to decide. By speaking about their fears or insecurities, educators move gradually toward overcoming them, and at the same time they gradually win the confidence of learners. This way, instead of trying to hide fear with authoritarian disguises easily recognized by learners, teachers humbly admit it. When inexperienced middle-class teachers take teaching positions in peripheral areas of the city, class-specific tastes, values, language, discourse, syntax, semantics, everything about the students may seem contradictory to the point of being shocking and frightening. The affective existence of countless numbers of children is rotten, almost crushed, like broken glass.
