| Summary: | This qualitative study provides entrance into the everyday experiences of a team
of teachers working in an alternate program. The teachers' personal narratives of the
daily, intimate and complex interactions between teachers and students are presented and
probed for possible interpretations. Their anecdotes reveal that these teachers do not
experience students' risk, in the usual negative sense of the word, but instead as hope for
that which is not yet, and for that which might be possible. This hope is shown, for
example, through teacher care and commitment to individual students, as well as through
high teacher expectations and clearly articulated standards which the students must work
hard to achieve. This study suggests that understanding what it is to teach well in a so-called
"at-risk" setting is to increase our understanding of the greater question of what it
is to teach.
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