Posts Tagged ‘Teaching’

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Guess What Percentage of Teachers Considered Quitting this Year

December 22, 2013

gove

What percentage of British teachers considered quitting their job this year?

10%?

Not even close!

25%?

Keep on going.

35%?

You’re not even trying.

How about 45?

Keep going.

50%?

Correct! According to the Teaching union NASUWT, almost half the teachers in England were considering giving their jobs away. Whilst I don’t take union figures as gospel, the survey results point to two very severe problems.

  • Teachers are not happy. Increased Government funding and standardized testing are not going to sufficiently impact student performance when the most important piece in the puzzle, the teacher, are not committed to seeing the year out. A teacher that isn’t happy is more than an impediment to learning – it is a fatal blow.
  • The latest trend in education policy is to put more pressure on teachers. Paperwork has become ridiculously onerous, constant changes to curriculum have left teachers in a tailspin, the deterioration of classroom behaviour has left many teachers suffering undue stress and assessments by government, school administration, peers, parents and even students have made teaching one of the most critiqued professions around.

My experience with teachers is that they join the profession largely from a desire to make a difference. The fact that so many enter the job with idealism and passion that becomes eroded so quickly is cause for great alarm.

From all the ideas and methodologies surfacing in education there seems to be one crucial policy area that continues to be avoided:

What policies can we put in place to support teachers rather than judge them, to assist them rather than to overwhelm and suffocate them?

If public policy doesn’t show concern for teachers, it stands to reason that many teachers wont get the job done.

Click on the link to read The Classroom Shouldn’t be a War Zone for Our Teachers

Click on the link to read Remember When Teachers Were Shown Respect? (Video)

Click on the link to read If You Think Teaching is so Easy You Should Try it for Yourself

Click on the link to read Teachers are Extremely Vulnerable to False Accusations
Click on the link to read Top 10 Ways of Dealing with Teacher Burnout

Click on the link to read Tips For Teachers for Managing Stress

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Posted in Education Union, Teacher Welfare, Teachers Stress | 1 Comment »

If Only All Science Teachers Were Like This (Video)

December 5, 2013

 

 

 

Watch how this brilliant physics teacher explains gravity to his students.

 

Click on the link to read Teacher Having a Ball Whilst Grading Papers (Video)

Click on the link to read Top 5 Musicians that Were Once Teachers

Click on the link to read Principal Rewards Students for Reaching Reading Goals

Click on the link to read Proof that Teachers Care

Click on the link to read The Short Video You MUST Watch!

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Posted in Inspirational Teachers | 1 Comment »

Teacher Gift Ideas

December 1, 2013

 

apple

Personally I appreciate any kind gesture, but I would have to say that the parents who bought gifts for my kids were on to a winner. Not only was I deeply grateful for their thoughtful gift but I was a real hit back home.

Below is a list of gift ideas courtesy of teacher Kathy Mathews:

 

1. Gift cards – I personally adored Starbucks gift cards. I would get a bunch of 5.00 cards and transfer them all to my Paul McCartney Starbucks card. I would stop for a treat every on my way to work and be wide awake all the way to Valentine’s day. Target was my second most common gift card and I loved those also. Both are great choices.

2. A written note or card – I saved every single one of these that I got and they are still upstairs in a bin in my sewing room. You really don’t need to spend any money, heartfelt thanks from your child is a fabulous gift.

3. A glowing email to the boss – Every once in a while a parent would email my principal or superintendent and cc me in. One parent even wrote the newspaper! It was terrific, I can’t tell you how much I loved it. Let’s just say most parents who email or call the teacher or the principal are not doing it to praise.

4. A small item for the teacher’s hobby – I had a student whose Mom got me a small quilting iron for getting in corners. I was blown away! This is a tricky one to copy as you have to know the teacher’s hobby.

5. An item which matches the teacher’s passions – I love U of I and the Cubs. I had students give me pennants or cute signs. I put them on the walls of my classroom and when I retired I decorated all the walls of my garage and I smile every time I pull the car in.

6. School supplies – We had a very small budget for supplies and all the rest came from our personal money. (Or what we could “borrow” from our husband’s office.) I once had a parent give me a gift bag of post it notes. I was in 7th heaven!

7. Small item related to the subject matter – I taught Spanish and French. I had students bring me back small items like Eiffel Towers or Mexican vanilla from trips to the country. I love those! (I also got margarita glasses from a parent once back when things were a little less regimented in schools. I actually liked them but I wouldn’t recommend an alcohol related gift.)

8. Ornaments – I know there are teachers groaning out there but I liked teacher ornaments and I still have some I received on my tree.

9. Bags – Teachers are all bag ladies. I once had a parent give me a Lands End canvas bag with my name embroidered on it. I still have it and will have it forever. All cute bags are welcome.

10. Books – I have gotten lovely art or travel books about Spain, France and Mexico. They are still on my book shelves.

I do want to add there are gifts I would avoid. Teachers have allergies and restrictions. I would  NOT recommend the following.

No food – No pets – No fancy smelling soaps and lotions – Please, no small decorative items – Mugs are cute, they are. But how many can you use? And I feel compelled to add no cash or booze.

 

Click on the link to read The Importance of a Second Chance

Click on the link to read I Also Had a Student Hold a Toy Gun to my Face

Click on the link to read Who is Going to Stand Up For Bullied Teachers?

Click on the link to read 12 Tips for Managing Time in the Classroom

Click on the link to read If Teachers Were Paid More I Wouldn’t Have Become One

Click on the link to read Different Professions, Same Experiences

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Posted in Teacher Welfare | Leave a Comment »

Tips for Managing Workplace Bullying

November 26, 2013

 

work

As teaching are considered one of the most bullied professions these tips by Regina Paul for the broader workplace are extremely worthwhile:

1. Decide if the job is worth keeping. It may be that it is not worth it to you to stay in such a hostile environment, while the bully or bullies as the case may be set out to destroy you and your career. If it is not worth keeping, then begin seeking another job or give two weeks notice if you have the financial resources to quit before you find another job.

2. No matter what you decide whether to leave or stay, keep a journal of all contacts with the bully or bullies. Write down the dates, and times, and exactly what was said by both you and the tormentor(s). This is both to protect you and your fellow workers. You never know when someone in the future may file a lawsuit against the bully or the company stating hostile work environment, and it may be that your testimony is needed. Having it all down in a journal helps everyone. It also helps if you decide to go to Human Resources and can state dates, times and incidents. Also, copies can be made for your and the abuser’s file as well. That may be all that happens but at least if you leave and someone else is targeted, or you are not the only that has filed a complaint, it lends credence for the future.

3. For the rest of the time you are at the company, don’t respond negatively to the bully. If the bully or bullies continue to target you, respond mildly rather than openly getting upset. The person or group of bullies wants to get a negative reaction from you. If they do then they feel they’ve won by making you lose control, and therefore in their minds they have gained control over you. Don’t give it to him/her or them. This is hard to do, I’m not suggesting that it is not, and you will find that bullies will escalate when you respond mildly. However, if you continue to respond mildly and they are getting more and more out of control or even violent, be prepared for that, it is they who look bad, not you.

4. Another option and again be prepared for a violent reaction to this, is when the bully is finished talking look at him/her/them and ask, “Really, well let’s see what so, and so thinks about that.” Then call over a fellow employee whom you trust and when the employee arrives ask, “So, am to understand that you are saying…….” Make the bully repeat what he has been saying to you in the presence of others. Solicit others whose opinions you trust to hear what the bully is saying. Put the bully on the spot. Again this can be very difficult to do, but doing so gives you back the control which in reality you have in the first place. Bullies want you to believe they are in control, but this is false. You always have free choice no matter what the bully says.

5. If you have been working a lot of overtime, taking on a lot of extra projects and in general doing the work of more than one person, STOP! Go back to your regular eight hour day, refuse extra projects. Only do the work of one person which is what you were hired for. Under the law companies cannot expect employees to do more work than they can handle unless you signed something upon hiring saying that you agreed to a lot of overtime and that they could work you like a dog. In most cases this isn’t the case, you may have agreed to occasional overtime such as during tax season for example if you work for a company that prepares taxes, but rarely does anyone sign something giving up a lot of their free time for overtime. So, stop doing overtime, and stop taking on extra projects. There is nothing wrong with saying no. Employees are often afraid to say no, particularly in the case of a bully because bullies like to use the threat of demotion, or job loss to force you to do what they want. In reality you have rights as an employee and one of them is not to be overworked. While most companies make you sign a paper stating they can let you go without reason, the longer you are at a company the harder it is for them to be able to do that. For one thing when you apply for unemployment if the unemployment office doesn’t think your being let go was for a valid reason, they can actually force the company to hire you back.

6. Take care of yourself both physically and mentally. Bullies want to drag you down, make you so tired and stressed out that you cannot function properly because it makes them feel powerful and in control. So, get 8 hours of sleep a night, eat healthy foods, exercise, and do things you enjoy. I always suggest to those who ask me what they can do to maintain their mental health during a stressful job situation to take a Yoga class, or rent a video and start practicing Yoga. Yoga reduces stress and teaches you how to breath so that you are less stressed. It worked wonders for me when I was in a similar situation.

The important thing to keep in mind is that bullies are about control, so don’t give yours up to them. Whatever you decide, to leave or to stick it out, keep in mind that you are in control of your destiny, not the bully.

Click on the link to read 12,000 Students a Year Change Schools Due to Bullying

Click on the link to read The Devastating Effects of Bullying (Video)

Click on the link to read Sickening Video of Girl Being Bullied for Having Ginger Hair

Click on the link to read Our Young Children Shouldn’t Even Know What a Diet Is?

Click on the link to read Charity Pays for Teen’s Plastic Surgery to Help Stop Bullying

Click on the link to read Most People Think This Woman is Fat

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Posted in Bullying | 2 Comments »

Valuable Tips for Teaching Children With Autism

November 26, 2013

 

ism

Courtesy of blog.gryphonhouse.com:

1. Remember that autism is a spectrum disorder.

Children with autism display a range of behaviors and abilities, and they exhibit symptoms that range from very mild to quite severe. The word autism can describe a child who fits anywhere within that range.

2. Always use child-first language when describing the child.

The child with autism who is in your classroom is just that—a child with autism, not an “autistic child.” Child-first language helps others see that you view the child first and the disability second.

3. Focus on the child’s interests.

When trying to encourage a child with autism to play, focus on the interests of the child and make interactions with others as natural as possible.

4. Remember that novel situations can be overwhelming.

Recognize that children with autism may have difficulty adjusting to new play situations and new play materials.

5. Recognize that the environment is important.

Children with autism need a special place in the room where they can go without distraction and without all the sensory input they receive elsewhere.

6. Begin social-skills training early.

Learning how to respond in social situations should begin as early as possible. It is a critical skill for children to possess and enables them to interact with others more easily.

7. View parents as partners.

Parents often agree that the one thing a teacher can do to understand their perspective is to be respectful of their opinions and treat them as valued contributors.

8. Value the uniqueness of each child.

Each child is unique, and while she may have characteristics typical of other children with autism, she will have other characteristics that are not.

9. Remember that there is no one single method that works.

There is no magic pill or specific program that can “cure” or “fix” autism. While many programs and methods have been tried and are successful with some children, they may not be successful with others. Look for methods with a solid research base.

10. Consider that learning about autism is a process.

Learning about autism is not about a product; it is about a process of gathering information and making informed choices, based on the needs of the individual child.

 

Click on the link to read my post on Autistic Boy Gives an Inspiring Graduation Speech

Click on the link to read my post on Girl Banned from Museum because Her Wheelchair May Dirty Their Carpet

Click on the link to read my post on Disabled Children: A Missed Opportunity for Us All

Click on the link to read my post on Meet the 14-Year-Old on his Way to Becoming a Nobel Prize Winner (Video)

Click on the link to read my post on Treatment of Autistic Children Says a Lot About Our Failing System

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Posted in Children with Disabilities | Leave a Comment »

Eight Fundamentals that Every Student Deserves

November 17, 2013

 

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Courtesy of the great site justintarte.com:

1). Every student deserves to have someone who won’t give up on them; someone who will encourage them, support them, and reassure them that there are those who believe in them. #youmatter

2). Every student deserves to have the appropriate tools and resources available to them that will allow them to find success. We are rightfully obligated to provide the necessary tools for our students, and this must be a part of the bigger picture when it comes to available resources and personnel.

3). Every student deserves to have similar and equal opportunities that others may have; the opportunity gap we have in education is broadening the gap between the ‘educated’ and the ‘non-educated.’ We can’t continue to allow this to happen when we are talking about access to learning.
4). Every student deserves the benefit of the doubt. Far too often we assume students are doing something wrong and not doing what they are supposed to be doing. When we assume, we tend to be incorrect.

5). Every student deserves a teacher who believes that what’s been done in the past is not the only factor when determining what to do in the present and what to do in the future. The choices we make affect our students… we can’t hold them back because we are scared to do something we aren’t comfortable with.

6). Every student deserves the opportunity to design, create, and explore. We must create a safe environment for our students to feel comfortable with doing things they have never done before. This level of comfort and trust makes everything else possible.

7). Every student deserves to have the best teacher. Far too often we put our newest and least experienced teachers with our most challenging and most at-risk students. Shouldn’t we have the best teachers and most experienced teachers working with our students who can most benefit from their skills?

8). Every student deserves a teacher who is willing to take a risk and take a chance. Sometimes it’s appropriate to play it safe, while other times it’s necessary to take a chance and step outside the box. Students all need someone who is willing to be different and someone who is willing to travel this journey with them…

 

Click on the link to read 21 Reasons to Become a Teacher

Click on the link to read  25 Amusing Signs You Might Be a 21st Century Teacher

Click on the link to read  20 Questions Teachers Should Be Asking Themselves

Click on the link to read School Official Allegedly told a Teacher to Train her Breasts to not Make Milk at Work

Click on the link to read 12 Tips for Managing Time in the Classroom

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Posted in Education Matters | Leave a Comment »

Doctors are Hypocrites When it Comes to ADHD

November 12, 2013

ritalin

So doctors are now warning that ADHD is being over diagnosed. Over diagnosed by whom?

By dentists?

Vets?

Beauticians?

Doctors have been savagely over prescribing medication (Ritalin prescriptions have risen by 72% in Australia from 2000-2011), often for as little as concentration issues in class. This is not a reason to give children medication!

Why is it that we focus on the child that is not concentrating rather than the teacher that isn’t sufficiently engaging his/her class? How can we blame the student when the teacher has often invested nothing more than a trip to the photocopier machine in planning for their lesson.

Remember, the very same teachers that complain about the lack of concentration in their class can often be seen dozing off during a staff meeting or professional development seminar. If poor concentration is all it takes to earn a prescription, then teachers at staff meetings make for great Ritalin candidates!

For too long we have been allowing our children to be the guinea pigs for our obsession with the quick fix solution. I would have thought that one cannot make a proper determination about a child’s ADHD status until they have ruled out social issues, home life issues, dietary habits and sleeping patterns. But this due process often goes out the window, because those matters take time, patience and sensitivity. Who has got time for that when there’s a wonder drug that turns a daydreamer into a concentration machine?

So the doctors think too many children are diagnosed with ADHD. I wonder who they have to blame for that.

Click on the link to read my post on Shock Horror: Sleep Deprived Children Diagnosed with ADHD Instead!

Click on the link to read my post on ‘If my Son was a Dog, I’d Have him Put Down’: Mother of ADHD Child

Click on the link to read my post on Why Are There So Many Children Exposed to Prescription Drugs?

Click on the link to read School Nurse Arrested for Stealing Students’ ADD Pills

Click on the link to read The Rampant Misuse of ADHD Pills

Click on the link to read Is There Any Student Left Without a Disorder?

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Posted in ADHD, Children and Medication | 2 Comments »

21 Reasons to Become a Teacher

October 16, 2013

 

 

Courtesy of writer

 

1. To encourage children to DREAM BIG

“On many occasions I play both educator and caretaker, which I admit can make one feel stretched thin at times, but I can’t imagine shutting the door to my classroom and leaving all the troubles of my kiddos behind. How are my young scholars able to learn if they aren’t first met on an emotional level? My thoughts on the rewards of teaching are simple: the joy of watching a child dream and imagine and think significantly outweighs the exhaustion. I would not have it any other way.” – Emily E. Smith teaches English Language Arts at Cunningham Elementary School in Austin, TX

2. To positively IMPACT THE FUTURE of our world

“From the time I started teaching, I was less interested in being a certain type of teacher and more interested in showing the students that they had worth and value. I believe that the true purpose of a teacher is to prepare kids to be good citizens of the world–to be satisfied, well-rounded human beings, which is not entirely about knowledge. A great measure of success is your ability to think critically and be intentional with your life.” – Josh Anderson teaches Debate, Forensics, and English at Olathe Northwest High School in Olathe, KS

3. To live with a deep SENSE OF PURPOSE

“Teachers have many precious opportunities to build a student’s self-concept, help shape a dream, provide redirection, and impart knowledge and wisdom… Having these opportunities and acting on them is what I value most about being a teacher. I don’t think of it as a job. It’s a purpose for living.” – Alma Suney Park teaches 6th grade at Eastside College Preparatory School, East Palo Alto, CA

4. To GET A LETTER like this

When Los Angeles teacher Rafe Esquith sent a check to help out a former at-risk student who was attending NYU, here’s an excerpt of the response he received: “I appreciate your willingness to help me. It reminds me (as if I could ever forget) that you are one of the greatest people I have ever had the honor to meet. But I’d much rather the money you are offering me go to the class, so that one day maybe some other kid will be in a position like mine. And while I’m on that subject I just have to tell you, I tell our story to anyone who will listen. Rafe, I honestly believe I would be dead right now if it wasn’t for you. I was headed down a dark path, where drug dealing didn’t seem so bad and the acceptance of a gang was looking like the only way to be accepted. You saved me from that.”

5. To discover your TRUE CALLING

“Eleven years ago, I began teaching high-school mathematics in Harlem and I’ve never looked back. Every day, my life has purpose. Every day, I make a difference. I teach content, even advanced placement statistics and advanced placement microeconomics at the college level, but I teach so much more. Simply by engaging in spontaneous reasoned dialogue with students, I offer them new ways of perceiving the world around them. I teach life skills; I teach morals; I teach wise choices; I teach compassion. I spend time with youngsters who need an adult who treats them with respect and kindness.” – Jane Klir Viau, left her lucrative Wall Street career to become an AP Statistics and Microeconomics teacher at the Frederick Douglass Academy 1 in New York City, NY

6. To be the ONE CARING ADULT in a child’s life

“I teach in a neighborhood labeled by the national media as ‘the killing zone.’ Some days it feels more like a third-world country–there’s so much violence, ignorance, drugs, poverty, etc. There are classes where my students don’t ever pick up their instruments–we just talk about something that’s upsetting or worrying them. In this neighborhood, things happen all the time that deeply affect these kids. Many of them don’t have an adult to go to. I leave my door open so that the children understand I am a listener for them, and if I’m not the right person to help, I’m going to find the right person.” – Helena Moss-Jack teaches Instrumental Music at Elmhurst Community Prep and Alliance Academy Middle School in Oakland, CA

7. To experience personal GROWTH

“Teaching reflects you. If you can look at that reflection, you will really learn about yourself. That humbles me and brings me to tears when I talk about it. Because in the beginning, I was scared of what I saw. Kids find the cracks in your armor. It is not that they set out to, they just do. But if you are willing to step back and reflect, you can grow so much. It is a wonderful, unexpected caveat. You think you are going to teach, but boy, do you learn.” – Jay Hoffman teaches Multimedia, Broadcasting, and Social Media at Frederick H. Tuttle Middle School in South Burlington, VT

8. To GIVE AND RECEIVE unconditional love

“I was brought up with unconditional love and that inspires me to this day to not be afraid to love with all I have. Anything I can share with my students to help them be more successful–anything–I don’t care what it is, I will do it. Whether it’s morals or math or motion–I just want to give them every tool I possess. I want my students to see the beauty and the value in themselves, and find the strength and confidence to journey down the path they were created to walk and give it all they have.” – Sharon Patelsky teaches Physical Education at Everglades Elementary School in West Palm Beach, FL

9. To be a STUDENT for life

“My job is simply to be the lead learner, to be real for my students, to be authentic–to make mistakes, to be passionate, to geek out, and to get very serious when I need to be. I often use the metaphor of my desk being in the far back corner of the classroom to illustrate this learner-centered philosophy. As much as anything, it’s an outward sign of what is valued in our class: we are all students.” – Sarah Brown Wessling teaches English Language Arts at Johnston High School in Johnston, IA, and was the 2010 National Teacher of the Year

10. To PAY IT FORWARD

“Throughout my childhood, I thrived at school. I was third in my class and was selected to the Hall of Fame by my teachers. Despite that, I really did not believe I had any important talents to offer this world. That is, until one day in 1974, in my public speaking classroom. It was my first speech and I stood in front of the class filled with anxiety, but when I started talking, it felt pretty good. Afterwards, my teacher, Ms. Derbonne, left me a note saying that I had just unwrapped a very special gift. Here was the defining moment in my young life: I was innately designed to speak. She invited me to be on her elite competitive speech team. The countless hours of guidance she provided resulted in my placing as a finalist at the state championship in dramatic interpretation. I knew then that I wanted to become a speech teacher, just like her. I had to keep the ripple effect going.” – Donna Porter teaches Oral Communications at Picayune Memorial High School in Picayune, MS

(more…)

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50 Things You DON’T Have to do to Maintain Classroom Management

September 15, 2013

 

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Courtesy of the brilliant site smartclassroommanagement.com:

 

1. You don’t have to lecture, yell, or scold.

2. You don’t have to micromanage.

3. You don’t have to ignore misbehavior.

4. You don’t have to be unlikable.

5. You don’t have to tolerate call-outs and interruptions.

6. You don’t have to use bribery.

7. You don’t have to walk on eggshells around difficult students.

8. You don’t have to give false praise.

9. You don’t have to send students to the office.

10. You don’t have to implore your students to pay attention.

11. You don’t have to say things you don’t truly believe.

12. You don’t have to be humorless, stern, or overly serious.

13. You don’t have to repeat yourself over and over again.

14. You don’t have to work on building community.

15. You don’t have to beg or coax or convince your students into behaving.

16. You don’t have to waste time and attention on difficult students.

17. You don’t have to do more or say more to have better control.

18. You don’t have to show anger or lose your cool.

19. You don’t have to lower your behavior standards.

20. You don’t have to talk so much, so often, or so loud.

21. You don’t have to have an antagonistic or demanding relationship with difficult students.

22. You don’t have to shush your students or ask repeatedly for quiet.

23. You don’t have to give frequent reminders and exhortations.

24. You don’t have to show hurt or disappointment to get your message across.

25. You don’t have to guide, direct, or handhold your students through every moment of the day.

26. You don’t have to be thought of as a “mean” teacher.

27. You don’t have to use threats or intimidation to get students to behave.

28. You don’t have to have friction or resentment between you and any of your students.

29. You don’t have to use behavior contracts to turn around difficult students.

30. You don’t have to give over-the-top or gratuitous praise.

31. You don’t have to plead with your students to follow your directions.

32. You don’t have to use different strategies for different students.

33. You don’t have to tolerate a noisy, chaotic, or unruly classroom.

34. You don’t have to talk over your students or move on until you’re ready.

35. You don’t have to accept being disrespected, cursed at, or ignored.

36. You don’t have use complicated classroom management methods.

37. You don’t have to be fearful of holding your students strictly accountable.

38. You don’t have to hold time-consuming community circles or hashing-out sessions.

39. You don’t have to be negative or critical to motivate your students.

40. You don’t have to cover up your personality or hold back from having fun.

41. You don’t have to tolerate arguing and talking back.

42. You don’t have to ask two or three times or more for your students’ attention.

43. You don’t have to offer praise for expected behavior.

44. You don’t have to rely on parents, the principal, or anyone else to turn around difficult students.

45. You don’t have to be overbearing or suffocating to have excellent control.

46. You don’t have to give incessant talking-tos to difficult and disrespectful students.

47. You don’t have to ask students why they misbehaved or force assurances from them.

48. You don’t have to have a boring, no-fun classroom to keep a lid on whole-class misbehavior.

49. You don’t have to be tense, tired, and sick of dealing with misbehavior.

50. You never, ever have to be at the mercy of your students.

 

Click on the link to read Ten Tips to Minimise Classroom Distractions

Click on the link to read 6 Methods For Getting Kids to Cooperate

Click on the link to read 10 Important Steps to Stop Yelling at Kids

Click on the link to read Classroom Management is Getting Harder

Click on the link to read The Dog Eat Dog Style of Education

Click on the link to read Problem Kids, Suspensions and Revolving Doors

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Posted in Classroom Management | Leave a Comment »

5 Ways to Identify a Great Teacher

September 4, 2013

 

great

 

Courtesy of Deborah Chang

1. Great teachers are not superheroes; they are everyday heroes.
Teachers should not be expected to work miracles in miserable conditions. They are everyday heroes who want to be working sustainably and joyfully every day. Robert Hawke, a principal-in-residence at Achievement First, puts it eloquently when he says, “Teachers are also mothers, and husbands, and people who need to go grocery shopping and would occasionally like to spend some time volunteering at church or — gasp — reading. Yes, we should expect that they do their jobs the best they can and yes, this job requires much more than eight hours per day, but they won’t be able to continue doing these things beyond a couple of years if we also expect them to put their outside-of-their-job lives completely on hold.”

2. Great teachers are not saviors; they are inspirers.
Children are strong, magnificent human beings who are not waiting to be rescued, they are bursting to grow. Children also come from families and communities with strengths, culture, and knowledge that great teachers affirm, learn from, and celebrate. Great teachers do not swoop into children’s lives thinking that they have all the answers. Instead, great teachers inspire children to draw on their own strengths, interests, and communities to accomplish great things.

3. Great teachers are not magicians; they are practitioners.
The work great teachers accomplish — whether it is teaching a first grader how to read, conducting a middle school orchestra in a masterful rendition of a challenging piece, or helping a high school senior land his first internship — is the very opposite of illusion. What great teachers do to accomplish that work should be on display, deconstructed, and shared to improve everyone’s practice. Books like The Skillful Teacher and online networks like Classroom 2.0 are a more accurate depiction of the skills great teachers work to hone over years than movies like Stand and Deliver, which, while enjoyable, show very little in the way of good instruction.

4. Great teachers are not interchangeable; they are individuals.
Teachers have strengths and weaknesses, preferences and interests. A teacher who thrives in one particular situation might not thrive in another. Teachers are most successful and happy when they work in the subject, school, context, and communities that best fit them. Questions we need to ask when we talk about teachers include:

    • What kinds of schools do teachers work in? What are the schools’ systems for planning, instruction, and discipline?

 

    • What kind of professional relationships are supported by their schools? How are teachers expected to interact with administrators and with one another?

 

    • What are the cultural and economic backgrounds of their students and their students’ families?

 

  • What are the teacher’s responsibilities? Review their actual task lists and calendars to see just how different specific schedules and those specific tasks are across schools, subjects, grades, and districts.

5. Great teachers are not lone rangers, they are team builders.
Behind every great teacher, is a great mentor, and behind every great teacher who loves teaching, is a great team. Great teachers are a product of other great teachers who have built them up. They are hard to find in schools with dysfunctional adult cultures because when the adult culture is bad, teachers leave. And, while good teachers do amazing things in their own classrooms, great teachers extend their influence by partnering with the people most important to their students lives, whether they are siblings, parents, grandparents, coaches, or other teachers. Great teachers do not work alone.

Bottom line, it’s dangerous and destructive to talk about great teachers like they are superheroes, saviors, magicians, interchangeable, or lone rangers. Narratives like these prevent us from dealing adequately with real issues, such as the need to make teaching more sustainable, financially and psychologically, and the challenge of evaluating teachers amidst a great variety of different contexts. Practice recognizing and counteracting these narratives when you come across them, the teacher in your life will thank you for it.

 

Click on the link to read Principal Rewards Students for Reaching Reading Goals

Click on the link to read Proof that Teachers Care

Click on the link to read The Short Video You MUST Watch!

Click on the link to read Is There a Greater Tragedy than a School Tragedy?

Click on the link to read School Shooting Showcases the Heroic Nature of Brilliant Teachers

Click on the link to read Meet the Armless Math Teacher

 

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