Teacher World

True confession: I don’t love teaching as much as I did when I first started in this profession. It pains me to admit this, but I don’t think I am alone. In conversations with other teachers, I am hearing the same complaints. Teachers are increasingly overwhelmed, overworked, and unappreciated.

Why are we overwhelmed? Because instead of being able to teach children to love learning, we are now in the business of teaching them how to take tests. Those of you who have moved to standards-based report cards know what I am talking about. In our district, we have created three formative assessments for each standard we cover in a trimester. We are required to administer these tests at the beginning, sometime during, and at the end of the trimester for each standard. The goal is to show improvement towards mastering each concept. After each test, we intervene with those who are not grasping the concept in a variety of ways before testing again. This is all above and beyond the normal testing that has always occurred in a classroom.  Is this what I signed up for when I became a teacher? Is this how you pictured yourself making a difference in your students’ lives? Is this really the way to get children excited about learning?

I am in my thirtieth year of teaching, and most people probably think that means I am coasting along doing less than I did when I started out. But I am working harder and longer hours with each passing year because so much more is demanded of teachers than ever before. Now, I don’t mind working harder if I feel I am working smarter. But I contend that we are losing sight of simple truths. Like the fact that repetitive testing is turning our kids off. And that teachers need to believe in and love what they are doing in order to be effective in the classroom. And that I can assess a student’s progress in a variety of ways, and testing is just one way. And that working harder doesn’t always mean working better.

And I feel unappreciated. No one will ever realize the additional hours I put in to try to meet my districts’ and state’s expectation that somehow I can get every student in my classroom to pass a test that has no real significance to them. We have even heard students voice the opinion (that they obviously have heard at home) that the tests are really to see how well the teacher is doing, not how well they are doing. When my students do score well, does anyone congratulate me on a job well done?

Again, I am working harder, enjoying it less, and not even recognized for the extra efforts I make. So, sadly, I find myself thinking more and more of retirement because my job is gradually become more work than it is a labor of love.

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In my first blog concerning President Obama’s speech to our nation’s children scheduled to air on Tuesday, I touched primarily on the reaction from our parents over the upcoming speech and the decision made by our school system as a result. While some of the anger expressed by parents was purely political in nature, in fairness to parents, some of it was undoubtedly fueled by the Department of Education’s suggested lesson plans for teachers to use as follow-up activities after the speech. Before I even discuss the initial lesson plans that were suggested, can we address the obvious? Isn’t the Department of Education a non-political entity? Their very involvement in this issue muddied the waters, as far as I am concerned. Did the DOE suggest lesson plans after Reagan or Bush’s speeches? Why this time?

At this point, what seemed like an important message to our students becomes something suspicious and tainted. Especially in light of the originally suggested activities. For example, in grades K-6, it was encouraged to have students “write letters to themselves about what they can do to help the president. These would be collected and redistributed at an appropriate later date by the teacher to make students accountable to their goals.” Furthermore, it was suggested that teachers “build background knowledge about the president of the United States by reading books about presidents and Barack Obama”. Whoa!!!!! Suddenly a speech about doing well in school and staying in school takes on a whole new meaning! Are we concerned about our children, or are we influencing children to support Obama and his future policies? And should our children by writing letters about how to help their president or how to help their country? This seems like dangerous territory to me, as I’m sure it did to parents.

To the Department of Education’s credit, they did realize their mistake and amended the suggested lesson plans to something more palatable, but by then, the damage was done. As a result, many districts like mine are probably being told not to show this speech. And unfortunately, if the message is powerful, which is very likely knowing President Obama’s style and eloquence, our students will be the losers. A sad ending to what I think was meant as an innocent and relevant appeal!

Teacher-World's Blog Department of Education, Obama, Obama's speech to students, parents, teachers

What a hailstorm has erupted over the announcement of President Obama’s speech to school students nationwide on Tuesday! As a teacher, I must admit that my first reaction to the news was annoyance that after countless interruptions to my schedule hampering my ability to teach what I have planned to teach, now it was the president telling me that I had to put my educational plans aside to make way for his. And I am reticent to allow something to be viewed by my students that I have not had the opportunity to either preview or have a solid understanding of its content before I show it. I had concerns that the message might by political in nature, and not only would I be unwilling to participate in that, but I knew there would be concerned parents if this was the case. Then I heard a synopsis of Obama’s speech; to encourage students to work hard and stay in school. Since our superintendent left it up to individual teachers whether to show the speech or not and it airs during our lunch time anyway, I thought I would tape it, giving me the opportunity to determine my comfort level with the message expressed, and show it at a convenient time if I so chose. But that plan was thwarted when we received another email from our principal, this time saying that we were not to show the speech at all.

So what happened in a matter of one day to precipitate such a turn around? I believe parent reaction was largely responsible for this new decision, as I know that countless phone calls were received at the board office regarding this upcoming speech. And upon what was their reaction based? Some of it was probably purely political; a gut response to a president that they neither elected nor support. Some of it was probably fear over the possibility that the president might use this as an opportunity to mix politics with a pro-education message and their children would be caught in the crossfire. I think some parents worried about the follow-up activities teachers might use to reinforce President Obama’s speech.

 I find it interesting that both George Bush and Ronald Reagan gave speeches to school children without the anger and accusations that surround Obama’s speech. It makes me wonder if this attitude is born out of the frustration and distrust of government which has seeped into our society, especially due to this terrible economy. Whatever the cause, we will not be watching the president’s speech on Tuesday, and apparently I will not be able to show it later even if I wanted to.

I am interested, as I am sure many of you are, in knowing how other school systems have handled this delicate situation. Leave a comment, and let us know what’s happening in your school on Tuesday and how you feel about it.

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I’m sitting here the night before a new school year begins. This is always such a bitter-sweet moment for me. I look back nostalgically over a summer spent on so many activities that it has raced by, as always. I feel the sadness as the memories I have carved are added to the memories of all my other vacations. I will miss the sunshine days, the lazier evenings when I did not have to contemplate school work, the magic of family and the joy of being with my grandson. So much to tuck away that it hurts a little. And I, somewhat begrudgingly, adjust my focus from summer back to school.

With an equal measure of excitement and trepidation I have prepared my classroom, put up new bulletin boards, planned lessons and run papers, labeled folders, spelling workbooks, desk plates, and attendance cards. As I write out each new student’s name I can’t help but wonder which ones will blossom, which will need extra tending and nurturing, which will soar and lead the way. Each year marks a new beginning, something that makes education such a great career. No year is ever like the last. This year will have its own challenges and successes; its own highs and lows. And there is no predicting what lies ahead. This unknown element always makes me a little fearful but, at the same time, it is what keeps me energized.

I love the new beginning; the sense of starting over and pulling out tried and true strategies from my teacher’s bag but mixing it up with new techniques. It’s a little like an artist starting out with a brand new pallet. She uses her familiar brush strokes but is always adding something different and surprising so that each piece is unique and worthy. Teaching is like that. Each year is unique and worthy.

I know I will lay awake tonight unable to fall asleep as I anxiously wait to see what tomorrow holds. I always do. I can’t wait for those celebratory moments when I see dawning excitement on a student’s face because something previously hidden is suddenly revealed and learning takes flight. That’s why I am a teacher, that’s why I put up with things I don’t like about my job, and that’s why I know it will be another great year!
Good luck to all of you teachers out there. Have a great year!

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One of the issues I struggle with concerning merit pay for teachers is who is going to evaluate teachers to determine their potential eligibility for bonus pay. I have read a variety of suggestions from the school’s principal to a panel of teachers from another district. Allow me to explore the first option with you and then I would love to hear your opinions on this topic or other viable plans for successful evaluation.

I abhor the idea of any one person determining my merit as a teacher, let alone someone who visits my classroom only occasionally and, aside from what they see on those visits or what I tell them about what I am doing, know little to nothing about what transpires in my classroom on a regular basis.

I teach in a city whose population has mushroomed over the last few years. We are literally bursting at the seams. Therefore, our principal’s duties have proportionally mushroomed as well. A larger student population drastically increases the scheduling, managing, and disciplinary nightmares. Coupled with all of the district meetings our principal must attend as well as continuing improvement meetings outside of the district, it is fairly common to go days without even seeing our principal. Where would an already overworked principal find the time to engage in the consistent evaluations required to determine bonus pay recipients?

And, let’s get real here! Have you ever had a principal who you fundamentally differed with or didn’t get along with? Have you ever witnessed favoritism by a principal you have worked for? Is it possible that a principal would be more inclined to enthusiastically reward those he/she had a friendship with over those he/she does not? Isn’t it just as likely that some teachers might intentionally build a relationship with their principal in order to improve their chances of monetary gain? Would teachers be more reticent to disagree with their principal for fear of monetary retaliation?

Human nature being what it is, can we not all see the inherent problems which would be created if our principals or any one person was the sole determiner of who would receive teacher bonuses? Call me crazy, but I don’t want any part of this! Do you? Tell me what you think.

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